The impact of real-time, Internet experiments versus interactive, asynchronous replays of experiments on high school students science concepts and attitudes

Science.gov (United States)

Kubasko, Dennis S., Jr.

The purpose of this study was to investigate whether students' learning experiences were similar or different with an interactive, live connection via the Internet in real-time to an Atomic Force Microscope (AFM) versus a stored replay of AFM experiments. Did the two treatments influence students' attitudes towards the learning experience? Are there differences in students' understandings of viruses and science investigations? In addition, this study investigated treatment effects on students' understandings of the nature of science. The present study drew upon the research that examined students' attitudes toward science, students' views of the nature of science, instructional technology in education, and prior research on the nanoManipulator. Specific efforts have been made to address reform efforts in science education throughout the literature review. Eighty-five high school biology students participated in the nanoManipulator experience (44 males, 41 females, 64 Euro-American, 16 African-American, and 5 of other ethnicities). Two high school classes were randomly selected and administered the interactive, real-time treatment. Two different high school classes were randomly selected and administered the limited-interaction, experimental replay treatment. The intervention occurred over a one-week period. Qualitative and quantitative measures were used to examine the differences between two treatment conditions. Experiential, affective, cognitive, and the nature of science domains were assessed. Findings show that the questions and statements made in synchronous time by the live treatment group were significantly different than students' questions and statements in asynchronous communication. Students in the replay treatment made more statements about what they learned or knew about the experience than did students in the live experience. Students in both groups showed significant gains in understanding viruses (particularly viral dimensionality and shape

Patients’ experiences of being nursed by student nurses at a teaching hospital

Directory of Open Access Journals (Sweden)

Ferdinand C. Mukumbang

2014-09-01

Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses. Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis. Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients. Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement.

Selected medical students achieve better than lottery-admitted students during clerkships.

Science.gov (United States)

Urlings-Strop, Louise C; Themmen, Axel P N; Stijnen, Theo; Splinter, Ted A W

2011-10-01

A recent controlled study by our group showed that the dropout rate in the first 2 years of study of medical students selected for entry by the assessment of a combination of non-cognitive and cognitive abilities was 2.6 times lower than that of a control group of students admitted by lottery. The aim of the present study was to compare the performance of these two groups in the clinical phase. A prospective cohort study was performed to compare the performance of 389 medical students admitted by selection with that of 938 students admitted by weighted lottery between 2001 and 2004. Follow-up of these cohorts lasted 5.5-8.5 years. The main outcome measures were the mean grade obtained on the first five discipline-specific clerkships by all cohorts and the mean grade achieved on all 10 clerkships by the cohorts of 2001 and 2002. Selected students obtained a significantly higher mean grade during their first five clerkships than lottery-admitted students (mean ± standard error [SE] 7.95 ± 0.03, 95% confidence interval [CI] 7.90-8.00 versus mean ± SE 7.84 ± 0.02, 95% CI 7.81-7.87; p students achieved a grade of ≥ 8.0 1.5 times more often than lottery-admitted students. An analysis of all mean grades awarded on 10 clerkships revealed the same results. Moreover, the longer follow-up period over the clerkships showed that the relative risk for dropout was twice as low in the selected student group as in the lottery-admitted student group. The selected group received significantly higher mean grades on their first five clerkships, which could not be attributed to factors other than the selection procedure. Although the risk for dropout before the clinical phase increased somewhat in both groups, the actual dropout rate proved to be twice as low in the selected group. © Blackwell Publishing Ltd 2011.

Patients’ experiences of being nursed by student nurses at a teaching hospital

Directory of Open Access Journals (Sweden)

Ferdinand C. Mukumbang

2014-02-01

Full Text Available Background: Teaching hospitals are medical institutes at which most nursing education institutions provide their students with practical nursing experience. Although the focus of care is the patient, attention is sometimes focused more on the nursing students rather than on the patients who are undergoing care at the hands of both the nursing professionals and students. However, proper nursing care should also take into account the experiences of patients during the care process in the health facility.Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses.Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis.Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients.Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement. 

First-Year University Students Who Self-Select into Health Studies Have More Desirable Health Measures and Behaviors at Baseline but Experience Similar Changes Compared to Non-Self-Selected Students

Directory of Open Access Journals (Sweden)

Mary-Jon Ludy

2018-03-01

Full Text Available Studies demonstrate that first-year university students are at high risk for weight gain. These reports typically rely on self-selected participants. The purpose of this study was to explore if students who chose to participate in a health-based research study had more desirable health measures and behaviors than students who completed health assessments as part of a first-year seminar course. Health measures included blood pressure (BP, body mass index (BMI, and percent body fat. Health behaviors included dietary patterns (Starting the Conversation questionnaire and alcohol use (Alcohol Use Disorders Identification Test-Consumption. A total of 191 (77% female participants completed testing in the self-selected “Health Study” group, whereas 73 of the 91 students (80%, 55% female enrolled in the “Seminar” allowed their data to be used for research purposes. Baseline measures favored Health Study participants, including but not limited to fewer participants with undesirable BMI (≥25.0 kg/m2; males and females and a smaller percentage of participants with undesirable BP (systolic ≥120 mmHg and/or diastolic ≥80 mmHg; females only. Differences in dietary behaviors at baseline were inconsistent, but Seminar students engaged in more problematic alcohol-use behaviors. While both groups experienced undesirable changes in health measures over time, the degree of change did not differ between groups. Changes in health behaviors over time typically resulted in undesirable changes in the Seminar group, but the magnitude of change over time did not differ between groups. Thus, results from first-year university students who self-select into health studies likely underestimate the seriousness of undesirable health measures and behaviors but may accurately reflect the degree of change over time.

Medical student perceptions of an initial collaborative immersion experience.

Science.gov (United States)

House, Joseph B; Cedarbaum, Jacob; Haque, Fatema; Wheaton, Michael; Vredeveld, Jennifer; Purkiss, Joel; Moore, Laurel; Santen, Sally A; Daniel, Michelle

2018-03-01

Recent reviews of interprofessional education (IPE) highlight the need for innovative curricula focused on longitudinal clinical learning. We describe the development and early outcomes of the initial clinical experience (ICE), a longitudinal practice-based course for first-year medical students. While IPE courses focus on student-to-student interaction, ICE focuses on introducing students to interprofessional collaboration. Students attend 14 sessions at one of 18 different clinical sites. They work directly with different health professionals from among 17 possible professions, including nurses, pharmacists, social workers, and respiratory, occupational, and physical therapists. Between 2015 and 2016, 167 students completed the course, and 81 completed the end-of-course evaluation. Students agreed or strongly agreed that ICE meaningfully contributed to their understanding of healthcare teams and different professional roles (86%), improved their understanding of healthcare systems (84%), improved their ability to communicate with healthcare professionals (61%), and improved their ability to work on interprofessional teams (65%). Select themes from narrative comments suggest that clinical immersion improves understanding of professional roles, helps students understand their own future roles in healthcare teams, and increases awareness of and respect for other professionals, with the potential to change future practice. ICE may be a template for other schools wishing to expand their current educational offerings, by engaging learners in more authentic, longitudinal clinical experiences with practicing healthcare professionals.

The experience sampling method: Investigating students' affective experience

Science.gov (United States)

Nissen, Jayson M.; Stetzer, MacKenzie R.; Shemwell, Jonathan T.

2013-01-01

Improving non-cognitive outcomes such as attitudes, efficacy, and persistence in physics courses is an important goal of physics education. This investigation implemented an in-the-moment surveying technique called the Experience Sampling Method (ESM) [1] to measure students' affective experience in physics. Measurements included: self-efficacy, cognitive efficiency, activation, intrinsic motivation, and affect. Data are presented that show contrasts in students' experiences (e.g., in physics vs. non-physics courses).

Assessing student clinical learning experiences.

Science.gov (United States)

Nehyba, Katrine; Miller, Susan; Connaughton, Joanne; Singer, Barbara

2017-08-01

This article describes the use of an activity worksheet and questionnaire to investigate the learning experience of students on clinical placement. The worksheet measures the amount of time students spend in different learning activities, and the questionnaire explores student satisfaction and preferred learning activities. An activity worksheet and questionnaire … investigate[d] the learning experiences of students on clinical placement METHODS: The activity worksheet and questionnaire were used in a cohort pilot study of physiotherapy students on clinical placement. The activity worksheet provides details of the amount of time students engage in a range of clinical and non-clinical tasks while on placement, such as time spent treating patients, working individually, working with their peers and engaging in reflective practice. In combination with the questionnaire results, it allows clinicians to gain an understanding of the clinical learning environment experienced by their students. The data collected using these tools provide a description of the students' activities while undertaking the clinical placement. This information may guide the refinement of the clinical experience, and offers an opportunity to individualise learning activities to match students' needs and preferences. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

"Nursing Students Assaulted": Considering Student Safety in Community-Focused Experiences.

Science.gov (United States)

Maneval, Rhonda E; Kurz, Jane

2016-01-01

Community nursing experiences for undergraduate students have progressed beyond community-based home visits to a wide array of community-focused experiences in neighborhood-based centers, clinics, shelters, and schools. Our Bachelor of Science in Nursing program chose to use sites situated within neighborhoods close to campus in order to promote student and faculty engagement in the local community. These neighborhood sites provide opportunities for students to deliver nursing services to underserved and vulnerable populations experiencing poverty and health disparities. Some of these neighborhoods are designated as high crime areas that may potentially increase the risk of harm to students and faculty. There is a need to acknowledge the risk to personal safety and to proactively create policies and guidelines to reduce potential harm to students engaged in community-focused experiences. When a group of baccalaureate nursing students was assaulted while walking to a neighborhood clinic, the faculty was challenged as how to respond given the lack of policies and guidelines. Through our experience, we share strategies to promote personal safety for students and recommend transparency by administrators regarding potential safety risks to students engaged in community-focused fieldwork activities. Copyright © 2016 Elsevier Inc. All rights reserved.

Improving medical work experience for students.

Science.gov (United States)

Hunter, Neil; Shah, Alexander; Bollina, Prasad; Bollina, Harsha

2010-12-01

This exploratory piece details the development of the programme Medic Insight, which was established in 2007 in Lothian. This is an aptly-named unique organisation that provides an insight into life as a doctor for school students. We believe that the provision of work experience needs to be improved for both students and doctors. Securing work experience in medicine has historically been biased: individuals that have family or friends who work as doctors are able to organise shadowing placements with greater ease. Shadowing experiences are of questionable value, and frequently offer exposure to only one field, and administrators struggle to match doctors' working schedules with those of students. Medic Insight has been developed to address these key problems. It provides a free, application-based shadowing experience for 15-16-year olds, in addition to interactive seminars for younger students. Over the course of the 5-day shadowing experience (Medic Insight Week), students rotate through a variety of specialties, meeting doctors of all grades. Doctors agree to act as mentors prior to the shadowing weeks and post their availability online. Data from our pilot in 2008 has been encouraging. All students who answered our questionnaire found the experience to be either useful or very useful, and ongoing data collection is proving this to be an enjoyable and effective programme. We are confident that Medic Insight will help all suitably enthusiastic and able school students make informed decisions to apply to study medicine. © Blackwell Publishing Ltd 2010.

Personal profile of medical students selected through a knowledge-based exam only: are we missing suitable students?

Directory of Open Access Journals (Sweden)

Milena Abbiati

2016-04-01

Full Text Available Introduction: A consistent body of literature highlights the importance of a broader approach to select medical school candidates both assessing cognitive capacity and individual characteristics. However, selection in a great number of medical schools worldwide is still based on knowledge exams, a procedure that might neglect students with needed personal characteristics for future medical practice. We investigated whether the personal profile of students selected through a knowledge-based exam differed from those not selected. Methods: Students applying for medical school (N=311 completed questionnaires assessing motivations for becoming a doctor, learning approaches, personality traits, empathy, and coping styles. Selection was based on the results of MCQ tests. Principal component analysis was used to draw a profile of the students. Differences between selected and non-selected students were examined by Multivariate ANOVAs, and their impact on selection by logistic regression analysis. Results: Students demonstrating a profile of diligence with higher conscientiousness, deep learning approach, and task-focused coping were more frequently selected (p=0.01. Other personal characteristics such as motivation, sociability, and empathy did not significantly differ, comparing selected and non-selected students. Conclusion: Selection through a knowledge-based exam privileged diligent students. It did neither advantage nor preclude candidates with a more humane profile.

Selected Screen for Engaging Students in Projectile Motion

Science.gov (United States)

Dramae, A.; Toedtanya, K.; Wuttiprom, S.

2017-09-01

Connecting physics concepts to activities that are interesting to students or what they encounter in everyday life will help students build a strong foundation. When there is an interesting activity for the student, it will result in the student responding, engaging, and enthusiasm in learning. Learning activities that are based on what students are interested in and regularly experience will enable students to understand the long and memorable experience. Both of these will enhance the student’s learning experience. One of the activities that can be described in this research used the learning activity through movies, which is the application of the basic motion projectile for students to understand the characteristics of such movement. It also aims to further develop critical thinking skills of learners.

Progress update on a 2015 USIP interdisciplinary undergraduate student microgravity experiment

Science.gov (United States)

Dove, A.; Colwell, J. E.; Brisset, J.; Kirstein, J.; Brightwell, K.; Hayden, R.; Jorges, J.; Schwartzberg, D.; Strange, J.; Yates, A.

2016-12-01

Our team was selected by the 2016 USIP program to build, fly, and analyze the results from a granular dynamics experiment that will fly in 2017 on a suborbital flight. The experiment will be designed to test technology and enable science relevant to low-gravity planetary objects, such as asteroids, comets, and small moons. Following on the success of previous NASA Flight Opportunities Program (FOP) and Undergraduate Student Instrumentation Project (USIP) projects, however, the primary driver of the project is to enable undergraduate student participation in the entire lifetime of a science and technology development project. Our mentoring team consists of faculty, postdoctoral researchers, and graduate students, who have experience with the past USIP program and similar projects, as well as with mentoring undergraduate students. The undergraduate team includes a diversity of major disciplines, including physics, mechanical/aerospace engineering, electrical engineering, business (accounting), and marketing. Each team member has specific project tasks, as outlined in the proposal, and all members will also help develop and participate in outreach events. In additional to their project roles, students will also be responsible for presentations and milestones, such as design reviews. Through these reviews and the outreach events, all team members have the chance to develop their technical and non-technical communication skills. Previous experience with the NASA USIP program demonstrated that students achieve significant growth through these projects -gaining a better understanding of the entire lifecycle of a project, and, likely more importantly, how to work with a diverse team. In this talk, we will discuss the status of the project, and present student impressions and thoughts on the project thus far.

How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?

Science.gov (United States)

Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G.

2015-01-01

In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…

Students' Understanding of Stern Gerlach Experiment

International Nuclear Information System (INIS)

Zhu Guangtian; Singh, Chandralekha

2009-01-01

The Stern Gerlach experiment has played a central role in the discovery of spin angular momentum and it has also played a pivotal role in elucidating foundational issues in quantum mechanics. Here, we discuss investigation of students' difficulties related to the Stern Gerlach experiment by giving written tests and interviewing advanced undergraduate and graduate students in quantum mechanics. We also discuss preliminary data that suggest that the Quantum Interactive Learning Tutorial (QuILT) related to the Stern Gerlach experiment is helpful in improving students' understanding of these concepts.

Determinants of Smartphone Selection: An Application of the University Students

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Halim TATLI

2015-12-01

Full Text Available In this study, we aimed to identify the factors that impact on smartphone selection of university students. In this context, the data is obtained from a survey which is conducted to students that are studying in Bingöl University. This questionnaire was administered to 400 students in the November-October 2014. Student’s smartphone selection response variable, the logarithm of age, the logarithm of income and logarithm of the scores of the students' perspective on smart phone is taken as an explanatory variable. In the analysis were used logistic regression. The estimated results of logistic regression analysis; logarithm of the scores of the students' perspective on smart phone and the the logarithm of income was be found to increase the likelihood of smartphone selection in a meaningful way. Between the logarithm of age and smartphone selection was not found to be significant relationship. The results of the study, showed that the major determinants of smartphone selection monthly income and students' perspective on smartphones.

Program Characteristics Influencing Allopathic Students' Residency Selection.

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Stillman, Michael D; Miller, Karen Hughes; Ziegler, Craig H; Upadhyay, Ashish; Mitchell, Charlene K

2016-04-01

Medical students must consider many overt variables when entering the National Resident Matching Program. However, changes with the single graduate medical education accreditation system have caused a gap in knowledge about more subtle considerations, including what, if any, influence the presence of osteopathic physician (ie, DO) and international medical graduate (IMG) house officers has on allopathic students' residency program preferences. Program directors and selection committee members may assume students' implicit bias without substantiating evidence. To reexamine which program characteristics affect US-trained allopathic medical students' residency selection, and to determine whether the presence of DO and IMG house officers affects the program choices of allopathic medical students. Fourth-year medical students from 4 allopathic medical schools completed an online survey. The Pearson χ(2) statistic was used to compare demographic and program-specific traits that influence ranking decisions and to determine whether school type (private vs public), valuing a residency program's prestige, or interest in a competitive specialty dictated results. Qualitative data were analyzed using the Pandit variation of the Glaser and Strauss constant comparison. Surveys were completed by 323 of 577 students (56%). Students from private vs public institutions were more likely to value a program's prestige (160 [93%] vs 99 [72%]; P<.001) and research opportunities (114 [66%] vs 57 [42%]; P<.001), and they were less likely to consider their prospects of being accepted (98 [57%] vs 111 [81%]; P<.001). A total of 33 (10%) and 52 (16%) students reported that the presence of DO or IMG trainees, respectively, would influence their final residency selection, and these percentages were largely unchanged among students interested in programs' prestige or in entering a competitive specialty. Open-ended comments were generally optimistic about diversification of the physician

Nursing students' experience of patient's death

OpenAIRE

Rulíková, Klára

2016-01-01

Reflections on student nurse's experience with death of a patient during their studies were collected in form of questionnaires. Theory and practice were compared and research conducted into the needs of students, who experienced patient's death during their studies. Research concluded with recommendation for widening the nursing course programme and adding opportunities for students to share their feelings and experiences after their patients death. Key terms: death, dying patient, study, te...

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis.

Science.gov (United States)

Stenhouse, Rosie; Snowden, Austyn; Young, Jenny; Carver, Fiona; Carver, Hannah; Brown, Norrie

2016-08-01

Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. A longitudinal, quasi experimental design. Adult and mental health nursing, and midwifery programmes in a Scottish University. Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p$_amp_$lt;0.009. Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated

The experiences of student nurses on placements with practice nurses: A pilot study.

Science.gov (United States)

Gale, Julia; Ooms, Ann; Sharples, Kath; Marks-Maran, Di

2016-01-01

To prepare the registered nurse of tomorrow in the United Kingdom (UK) to care for patients in general practice (GP)-led services, today's student nurses need to have the opportunity to experience placements with practice nurses to enable them to make positive career choices to become practice nurses in the future. The role of the practice nurse is described in the article. As a pilot project, seventeen students undertook placements with practice nurses in one of seven GP practices selected by the London GP Deanery and the university as having fulfilled the criteria to support student nurses in placements. A mentorship preparation programme was provided to prepare practice nurses for mentoring these students. An evaluation study was undertaken of this pilot project. Findings showed that students were highly positive about the experience; the majority rated this placement as being as good as or better than previous placement experiences. The evaluation also explored the impact on student learning and the value that the placement had. There was a positive impact on students' knowledge and skills in certain clinical areas especially related to health promotion. Students also indicated that they would like to have additional placements with practice nurses and would consider a career as a practice nurse in the future. Copyright © 2015 Elsevier Ltd. All rights reserved.

Nursing Student Perceptions Regarding Simulation Experience Sequencing.

Science.gov (United States)

Woda, Aimee A; Gruenke, Theresa; Alt-Gehrman, Penny; Hansen, Jamie

2016-09-01

The use of simulated learning experiences (SLEs) have increased within nursing curricula with positive learning outcomes for nursing students. The purpose of this study is to explore nursing students' perceptions of their clinical decision making (CDM) related to the block sequencing of different patient care experiences, SLEs versus hospital-based learning experiences (HLEs). A qualitative descriptive design used open-ended survey questions to generate information about the block sequencing of SLEs and its impact on nursing students' perceived CDM. Three themes emerged from the data: Preexperience Anxiety, Real-Time Decision Making, and Increased Patient Care Experiences. Nursing students identified that having SLEs prior to HLEs provided several benefits. Even when students preferred SLEs prior to HLEs, the sequence did not impact their CDM. This suggests that alternating block sequencing can be used without impacting the students' perceptions of their ability to make decisions. [J Nurs Educ. 2016;55(9):528-532.]. Copyright 2016, SLACK Incorporated.

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

Science.gov (United States)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

University Experiences and Women Engineering Student Persistence

Science.gov (United States)

Ayers, LoAnn Debra Gienger

Riverside University (a pseudonym), like many universities, has not significantly increased the number of women who graduate with bachelor's degrees in engineering. The purpose of the study is to understand how the university experiences of women students influence the decision to persist in an undergraduate engineering degree and to understand the role of self-perception in how the students perceive experiences as supporting or hindering their persistence in the major. Archival data, documents and artifacts, observations, individual interviews, and a focus group with women engineering students provide insights into students' perceived barriers and supports of student success. Analysis of the data results in two major themes. First, students' self-confidence and self-efficacy influence how women assimilate university experiences as either supportive or diminishing of academic success. Second, university policies and practices shape the campus environment within which student experiences are formed and influence a student's level of institutional, academic, and social integration. The results of the study indicate opportunities for university leadership to enhance strategies that positively shape students' institutional, academic and social integration as precursors toward increasing the number of women students who successfully complete undergraduate engineering degrees at Riverside University. Future research is indicated to better understand how gender and gender identity intersects with other demographic factors, such as socio-economic status, immigration status, and life stage (e.g., traditional versus non-traditional students), to support or deter the persistence of engineering students to degree completion.

Designing experiments on thermal interactions by secondary-school students in a simulated laboratory environment

Science.gov (United States)

Lefkos, Ioannis; Psillos, Dimitris; Hatzikraniotis, Euripides

2011-07-01

Background and purpose: The aim of this study was to explore the effect of investigative activities with manipulations in a virtual laboratory on students' ability to design experiments. Sample Fourteen students in a lower secondary school in Greece attended a teaching sequence on thermal phenomena based on the use of information and communication technology, and specifically of the simulated virtual laboratory 'ThermoLab'. Design and methods A pre-post comparison was applied. Students' design of experiments was rated in eight dimensions; namely, hypothesis forming and verification, selection of variables, initial conditions, device settings, materials and devices used, process and phenomena description. A three-level ranking scheme was employed for the evaluation of students' answers in each dimension. Results A Wilcoxon signed-rank test revealed a statistically significant difference between the students' pre- and post-test scores. Additional analysis by comparing the pre- and post-test scores using the Hake gain showed high gains in all but one dimension, which suggests that this improvement was almost inclusive. Conclusions We consider that our findings support the statement that there was an improvement in students' ability to design experiments.

Decision precision or holistic heuristic?: Insights on on-site selection of student nurses and midwives.

Science.gov (United States)

Macduff, Colin; Stephen, Audrey; Taylor, Ruth

2016-01-01

Concerns about quality of care delivery in the UK have led to more scrutiny of criteria and methods for the selection of student nurses. However few substantive research studies of on-site selection processes exist. This study elicited and interpreted perspectives on interviewing processes and related decision making involved in on-site selection of student nurses and midwives. Individual and focus group interviews were undertaken with 36 lecturers, 5 clinical staff and 72 students from seven Scottish universities. Enquiry focused primarily on interviewing of candidates on-site. Qualitative content analysis was used as a primary strategy, followed by in-depth thematic analysis. Students had very mixed experiences of interview processes. Staff typically took into account a range of candidate attributes that they valued in order to achieve holistic assessments. These included: interpersonal skills, team working, confidence, problem-solving, aptitude for caring, motivations, and commitment. Staff had mixed views of the validity and reliability of interview processes. A holistic heuristic for overall decision making predominated over belief in the precision of, and evidence base for, particular attribute measurement processes. While the development of measurement tools for particular attributes continues apace, tension between holism and precision is likely to persist within on-site selection procedures. Copyright © 2015 Elsevier Ltd. All rights reserved.

Allowing Students to Select Deliverables for Peer Review: Analysis of a Free-Selection Protocol

DEFF Research Database (Denmark)

Papadopoulos, Pantelis M.; Lagkas, Thomas; Demetriadis, Stavros

2011-01-01

This study analyzes the benefits and limitations of a “free-selection” peer assignment protocol by comparing them to the widely implemented “assigned-pair” protocol. The primary motivation was to circumvent the issues that often appear to the instructors implementing peer review activities with pre......-Selection, where students were able to explore and select peer work for review. Result analysis showed a very strong tendency in favor of the Free-Selection students regarding both domain specific (conceptual) and domain-general (reviewing) knowledge....

An international capstone experience for pharmacy students.

Science.gov (United States)

Gourley, Dick R; Vaidya, Varun A; Hufstader, Meghan A; Ray, Max D; Chisholm-Burns, Marie A

2013-04-12

This report describes the experiences of the University of Tennessee College of Pharmacy over 20 years with an international capstone educational experience for students. Although the university provides reciprocal opportunities to international students, this report focuses on the experiences of the college's pharmacy students who have participated in the program. This capstone course is offered as an elective course in the advanced pharmacy practice experience (APPE) component of the college's experiential program. Goals of the program and a brief description of its organizational structure are provided. Results of a structured student satisfaction survey and a survey covering the most recent 3 years of the program are presented. This program has greatly broadened participants' cultural horizons and expanded their global view and understanding of the contributions of pharmacy to health care.

A Phenomenological Case Study of the Elementary to Secondary Transition for One Female Student Diagnosed with Selective Mutism

Science.gov (United States)

Nashman-Smith, Mona

2017-01-01

Selective mutism (SM) is considered a communication and anxiety disorder that afflicts about 1% of students. The rarity of SM and the isolated cases of this condition has rendered the elementary to secondary school experience for a student with SM difficult to study. Utilizing a qualitative approach, this phenomenological case study examined the…

Using marketing research concepts to investigate specialty selection by medical students.

Science.gov (United States)

Weissman, Charles; Schroeder, Josh; Elchalal, Uriel; Weiss, Yoram; Tandeter, Howard; Zisk-Rony, Rachel Y

2012-10-01

This study was intended to examine whether a marketing research approach improves understanding of medical specialty selection by medical students. This approach likens students to consumers who are deciding whether or not to purchase a product (specialty). This approach proposes that when consumers' criteria match their perceptions of a product's features, the likelihood that they will purchase it (select the specialty) increases. This study examines whether exploring students' selection criteria and perceptions of various specialties provides additional insights into the selection process. Using a consumer behaviour model as a framework, a questionnaire was designed and administered to Year 6 (final-year) students in 2008 and 2009 to elicit information on their knowledge about and interests in various specialties, the criteria they used in specialty selection, and their perceptions of six specialties. A total of 132 (67%) questionnaires were returned. In many instances, consistency between selection criteria and perceptions of a specialty was accompanied by interest in pursuing the specialty. Exceptions were noted and pointed to areas requiring additional research. For example, although > 70% of female students replied that the affordance of a controllable lifestyle was an important selection criterion, many were interested in obstetrics and gynaecology despite the fact that it was not perceived as providing a controllable lifestyle. Minimal overlap among students reporting interest in primary specialties that possess similar characteristics (e.g. paediatrics and family medicine) demonstrated the need to target marketing (recruitment) efforts for each specialty individually. Using marketing research concepts to examine medical specialty selection may precipitate a conceptual shift among health care leaders which acknowledges that, to attract students, specialties must meet students' selection criteria. Moreover, if consumers (students) deem a product (specialty

An Examination of Program Selection Criteria for Part-Time MBA Students

Science.gov (United States)

Colburn, Michael; Fox, Daniel E.; Westerfelt, Debra Kay

2011-01-01

Prospective graduate students select a graduate program as a result of a multifaceted decision-making process. This study examines the selection criteria that part-time MBA students used in selecting a program at a private university. Further, it analyzes the methods by which the students first learned of the MBA program. The authors posed the…

Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

Science.gov (United States)

Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

2017-02-01

Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing

Advanced medical students' experiences and views on professionalism at Kuwait University.

Science.gov (United States)

Al-Abdulrazzaq, Dalia; Al-Fadhli, Amani; Arshad, Andleeb

2014-07-23

Professionalism is a core competency in the medical profession worldwide. Numerous studies investigate how this competency is taught and learned. However, there are few reports on the students' views and experiences with professionalism especially in the Arab world. Our aim was to explore the experiences and views of Kuwait final-year medical students on professionalism. This was a questionnaire study of final-year medical students at Kuwait University (n = 95). Open- and close-ended questions were used to determine the students' experiences and views on: definition, teaching, learning, and assessment of professionalism. Eighty-five of the students completed the questionnaire (89.5%). A total of 252 attributes defining professionalism were listed by our respondents. The majority (98.0%) of these attributes were categorized under the CanMEDS theme describing professionalism as commitment to patients, profession, and society through ethical practice. The most helpful methods in learning about professionalism for the students were contact with positive role models, patients and families, and with their own families, relatives and peers. The students' rating of the quality and quantity of teaching professionalism in the institution was quite variable. Despite this, 68.2% of the students felt very or somewhat comfortable explaining the meaning of medical professionalism to junior medical students. Almost half of the students felt that their education had always or sometimes helped them deal with professionally-challenging situations. Majority (77.6%) of the students thought that their academic assessments should include assessment of professionalism and should be used as a selection criterion in their future academic careers (62.3%). Most of the students discussed and sought advice regarding professionally-challenging situations from their fellow medical students and colleagues. Seventy-five (88.2%) students did not know which organizational body in the institution

Color Memory of University Students: Influence of Color Experience and Color Characteristic

Science.gov (United States)

Bynum, Carlisle; Epps, Helen H.; Kaya, Naz

2006-01-01

The ability to select a previously viewed color specimen from an array of specimens that differ in hue, value, or chroma varies among individuals, and may be related to one's basic color discrimination ability or to prior experience with color. This study investigated short-term color memory of 40 college students, 20 of whom were interior design…

Energy Experiments for STEM Students

Science.gov (United States)

Fanchi, John

2011-03-01

Texas Christian University (TCU) is developing an undergraduate program that prepares students to become engineers with an emphasis in energy systems. One of the courses in the program is a technical overview of traditional energy (coal, oil and gas), nuclear energy, and renewable energy that requires as a pre-requisite two semesters of calculus-based physics. Energy experiments are being developed that will facilitate student involvement and provide hands-on learning opportunities. Students participating in the course will improve their understanding of energy systems; be introduced to outstanding scientific and engineering problems; learn about the role of energy in a global and societal context; and evaluate contemporary issues associated with energy. This talk will present the status of experiments being developed for the technical energy survey course.

The Experience of Deep Learning by Accounting Students

Science.gov (United States)

Turner, Martin; Baskerville, Rachel

2013-01-01

This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how…

The experiences of student nurses on placements with practice nurses : a pilot study

OpenAIRE

Gale, Julia; Ooms, Ann; Sharples, Kath; Marks-Maran, Di

2016-01-01

To prepare the registered nurse of tomorrow in the United Kingdom (UK) to care for patients in general practice (GP)-led services, today's student nurses need to have the opportunity to experience placements with practice nurses to enable them to make positive career choices to become practice nurses in the future. The role of the practice nurse is described in the article. As a pilot project, seventeen students undertook placements with practice nurses in one of seven GP practices selected b...

Business Communication Students' Appraisal of Selected Communication Competencies

Science.gov (United States)

English, Donald E.; Manton, Edgar J.; Walker, Janet I.

2008-01-01

The purpose of this study was to determine business communication students' perception of selected business communication competencies. Students enrolled in business communication classes at Texas A&M University-Commerce from the summer of 2006 until the spring 2007 were survey. Students were asked to evaluate each of the listed 44…

Students teaching students: evaluation of a "near-peer" teaching experience.

Science.gov (United States)

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

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.

How High School Students Select a College.

Science.gov (United States)

Gilmour, Joseph E., Jr.; And Others

The college selection process used by high school students was studied and a paradigm that describes the process was developed, based on marketing theory concerning consumer behavior. Primarily college freshmen and high school seniors were interviewed, and a few high school juniors and upper-level college students were surveyed to determine…

ECMS--Educational Contest Management System for Selecting Elite Students

Science.gov (United States)

Schneider, Thorsten

2004-01-01

Selecting elite students out of a huge collective is a difficult task. The main problem is to provide automated processes to reduce human work. ECMS (Educational Contest Management System) is an online tool approach to help--fully or partly automated--with the task of selecting such elite students out of a mass of candidates. International tests…

Majoring in Selection, and Minoring in Socialization: The Role of the College Experience in Goal Change Post-High School.

Science.gov (United States)

Hill, Patrick L; Jackson, Joshua J; Nagy, Nicole; Nagy, Gabriel; Roberts, Brent W; Lüdtke, Oliver; Trautwein, Ulrich

2016-04-01

Though it is frequently assumed that the college experience can influence our life goals, this claim has been relatively understudied. The current study examined the role of goals in college major selection, as well as whether major selection influences later goal change. In addition, we examined whether a person's perceptions of his or her peers' goals influence goal setting. Using a sample of German students (Mage  = 19 years; n = 3,023 at Wave 1), we assessed life goal levels and changes from high school into college across three assessment occasions. Participants reported their current aspirations, along with the perceived goals of their peers during the college assessments. Using latent growth curve models, findings suggest that life goals upon entering college significantly predict the majors students select. However, this major selection had limited influence on later changes in life goals. Stronger effects were found with respect to perceptions of peers' goals, with students tending to change their goals to better align with their peers. The current study provides evidence that life goals are relatively stable and yet can change during the emerging adult years, in ways that demonstrate the potential influence of the college experience. © 2014 Wiley Periodicals, Inc.

Experiences of Judeo-Christian Students in Undergraduate Biology

Science.gov (United States)

Barnes, M. Elizabeth; Truong, Jasmine M.; Brownell, Sara E.

2017-01-01

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention. PMID:28232586

Students' Leadership in Selected Public Universities in Kenya ...

African Journals Online (AJOL)

Nekky Umera

factors, including past leadership experience in high school, service to students, a learning .... The character of the student organization and the values for its formation ..... solidarity, which implies that the student body may not be trustworthy ...

Application Of Decision Tree Approach To Student Selection Model- A Case Study

Science.gov (United States)

Harwati; Sudiya, Amby

2016-01-01

The main purpose of the institution is to provide quality education to the students and to improve the quality of managerial decisions. One of the ways to improve the quality of students is to arrange the selection of new students with a more selective. This research takes the case in the selection of new students at Islamic University of Indonesia, Yogyakarta, Indonesia. One of the university's selection is through filtering administrative selection based on the records of prospective students at the high school without paper testing. Currently, that kind of selection does not yet has a standard model and criteria. Selection is only done by comparing candidate application file, so the subjectivity of assessment is very possible to happen because of the lack standard criteria that can differentiate the quality of students from one another. By applying data mining techniques classification, can be built a model selection for new students which includes criteria to certain standards such as the area of origin, the status of the school, the average value and so on. These criteria are determined by using rules that appear based on the classification of the academic achievement (GPA) of the students in previous years who entered the university through the same way. The decision tree method with C4.5 algorithm is used here. The results show that students are given priority for admission is that meet the following criteria: came from the island of Java, public school, majoring in science, an average value above 75, and have at least one achievement during their study in high school.

Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

Science.gov (United States)

Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

2013-01-01

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

Selection ofmedical students - a follow-up study

African Journals Online (AJOL)

1990-09-15

Sep 15, 1990 ... women and applicants with university experience increased. Students who ... can take leave of absence to pursue, for a year, other interests. Students who take ... years of university education 2t the time of admission. Only 97.

Satisfaction and improvement of clinical experiment of student radiotechnologists

International Nuclear Information System (INIS)

Lyu, Kwang Yeul; Kim, Hyun Soo

2006-01-01

Clinical experiment is a set of experience to help student acquire technic, attitude and knowledge by participating in the clinical work. The radiotechnologists who are employed in departments of radiology serve as clinical instructors. Their responsibilities include teaching students them to become competent radiotechnologist. Clinical instructors often have no formal preparation in teaching student. The purpose of this study is to review some principals that will help clinical instructors support and foster the professional development of student radiotechnologists. The clinical instructor should be able to identify the qualities of instructor, the characteristics of feedback and use facilitation skills when is evaluated student performance. And the survey was performed to evaluate the satisfaction of student participated in clinical experiment, the purpose of this research is to fine the problems and improvements in clinical experiment of student radiotechnologist in Korea

Students' Perceptions and Experiences of Mobile Learning

Science.gov (United States)

Kim, Daesang; Rueckert, Daniel; Kim, Dong-Joong; Seo, Daeryong

2013-01-01

This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

Patients' experiences in a guided Internet- and App-based stress intervention for college students: A qualitative study

Directory of Open Access Journals (Sweden)

R.J. Fleischmann

2018-06-01

Full Text Available Introduction: Academic education is often associated with increased stress and adverse effects on mental health. Internet-based interventions have shown to be effective in reducing stress-related symptoms. However, college students as target group so far have not been reached appropriately with psychological interventions and little is known about college students' perception of Internet-based stress management interventions. The objective of this study was to explore the experiences of students participating in an Internet- and App-based stress management intervention originally developed for stressed employees and subsequently adapted and tailored to college students. Method: Semi-structured interviews were conducted with ten participants selected from a randomized controlled trial that evaluated the effectiveness of an Internet- and App-based stress training. The selection of participants aimed to include students with different levels of treatment success. In order to enable an in-depth examination of intervention elements causing dissatisfaction, the interviews were systematically adapted regarding participants' statements in a precedent questionnaire. The interview material was analyzed based on the grounded theory method and thematic analysis. Results: Results suggest students perceive a necessity to adapt Internet-based interventions to their particular needs. Students' statements indicate that a scientific perspective on the intervention and instable life circumstances could be student-specific factors affecting treatment experience. General themes emerging from the data were attitudes towards individualization and authenticity as well as demands towards different functions of feedback. Discussion: Participants' experiences hint at certain intellectual and lifestyle-related characteristics of this population. Future studies should explore whether adaptions to these characteristics lead to a higher acceptance, adherence and effectiveness

Dental hygiene student experiences in external placements in Australia.

Science.gov (United States)

Taylor, Jane A; Hayes, Melanie J; Wallace, Linda

2012-05-01

While placements in external locations are being increasingly used in dental education globally, few studies have explored the student learning experience at such placements. The purpose of this study was to investigate student experiences while on external placement in a baccalaureate dental hygiene program. A self-reporting questionnaire was distributed to final-year dental hygiene students (n=77) at the University of Newcastle, Australia, in 2010. The questionnaire included questions regarding the type of placement, experiences offered, supervision, resources available, and lasting impressions. Responding students were generally positive about their external placement experience and indicated that the majority of facilities provided them with the opportunity to provide direct patient care and perform clinical tasks typical of a practicing hygienist. However, there was a statistically significant difference in their opinions about discipline-focused and community placements. Students indicated that their external placement experience provided opportunities to learn more about time and patient management, including hands-on experience with specific clinical tasks. Ongoing evaluations are necessary to ensure that external placements meet both student needs and intended learning outcomes within dental hygiene programs.

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

Science.gov (United States)

Choi, Kyoung Mi; Protivnak, Jake J.

2016-01-01

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

The International Student's Experience: An Exploratory Study of Students from Vietnam

Science.gov (United States)

Wearring, Andrew; Le, Huong; Wilson, Rachel; Arambewela, Rodney

2015-01-01

International students are an important part of today's global university sector. This paper explores, through 10 in-depth interviews, the perceptions of Vietnamese international students studying with regard to their experience of teaching and learning in Australia. The findings indicate that Vietnamese students struggle with language,…

University of Limpopo student nurses' clinical learning experiences ...

African Journals Online (AJOL)

University of Limpopo student nurses' clinical learning experiences in a public hospital at ... was applied to explore and describe the experiences of student nurses' clinical learning ... The ethical principles relevant to the study were observed.

Students' Assessment Of Farm Practical Programme In Selected ...

African Journals Online (AJOL)

Students' Assessment Of Farm Practical Programme In Selected Universities Of Southwestern, Nigeria. ... Journal of Agriculture, Forestry and the Social Sciences ... Students reported that lack of planning, improper implementation of activities lined up for the programme, lack of fund to properly finance the programme and ...

Impact of hybrid delivery of education on student academic performance and the student experience.

Science.gov (United States)

Congdon, Heather Brennan; Nutter, Douglas A; Charneski, Lisa; Butko, Peter

2009-11-12

To compare student academic performance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Student performance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academic performance and student engagement comparable to those from traditional delivery methods.

Otolaryngology residency selection process. Medical student perspective.

Science.gov (United States)

Stringer, S P; Cassisi, N J; Slattery, W H

1992-04-01

In an effort to improve the otolaryngology matching process at the University of Florida, Gainesville, we sought to obtain the medical student's perspective of the current system. All students who interviewed here over a 3-year period were surveyed regarding the application, interview, and ranking process. In addition, suggestions for improving the system were sought from the students. The application and interviewing patterns of the students surveyed were found to be similar to those of the entire otolaryngology residency applicant pool. We were unable to identify any factors that influence a student's rank list that could be prospectively used to help select applicants for interview. A variety of suggestions for improvements in the match were received, several of which could easily be instituted. A uniform interview invitation date as requested by the students could be rapidly implemented and would provide benefits for both the students and the residency programs.

A Study of the Reading Habits of Students in Selected Secondary ...

African Journals Online (AJOL)

This paper focused on the reading habits of students in four selected secondary schools in Oyo town. The study was designed to find out the difference in the reading habits of the students in selected secondary schools in Oyo town. It is also aimed at finding solutions to poor reading habits, among the students. A survey ...

African American eighth-grade female students' perceptions and experiences as learners of science literacy

Science.gov (United States)

Crim, Sharan R.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

Staff and Student Experiences of Dialogue Days, a Student Engagement Activity

Science.gov (United States)

Asghar, Mandy

2016-01-01

This paper reports the findings from a descriptive phenomenological exploration of the lived experience of dialogue days, a student engagement activity, from the perspectives of staff and students. I suggest that dialogue days enhance the relational and emotional aspects of learning with the potential to impact on future student engagement and…

Differences in clinical experiences of ADN and BSN students.

Science.gov (United States)

Oermann, M H

1998-05-01

Prior research has suggested that clinical experience for nursing students is stressful. Concern about making an error and harming the patient, limited knowledge and skills for practice, and difficulties in interacting with the teacher and others in the clinical setting are some of the stressors reported by students. Few studies have compared these stresses and the clinical experiences in general between students in associate degree (ADN) and baccalaureate (BSN) nursing programs. The purposes of this research were to compare the clinical experiences of ADN and BSN students at different levels in the programs and describe these experiences from the students' perspectives. As such, both quantitative and qualitative data were collected from 415 students in ADN and BSN programs in the Midwest. The ADN students reported significantly higher stress in clinical practice than BSN students (t = 2.16, p ADN and BSN students in clinical practice increased as they progressed through the programs. The semester prior to graduation was the most stressful time in terms of clinical practice for both ADN and BSN students. The instructor was the predominant stressor reported by students in ADN programs across all levels of the curriculum. Among BSN students, the most prevalent stresses were coping with demands associated with patient care and the clinical teacher. The findings highlight the important role of the clinical faculty in both types of nursing programs.

Medical student selection and society: Lessons we learned from sociological theories.

Science.gov (United States)

Yaghmaei, Minoo; Yazdani, Shahram; Ahmady, Soleiman

2016-01-01

The aim of this study was to show the interaction between the society, applicants and medical schools in terms of medical student selection. In this study, the trends to implement social factors in the selection process were highlighted. These social factors were explored through functionalism and conflict theories, each focusing on different categories of social factors. While functionalist theorists pay attention to diversity in the selection process, conflict theorists highlight the importance of socio-economic class. Although both theories believe in sorting, their different views are reflected in their sorting strategies. Both theories emphasize the importance of the person-society relationship in motivation to enter university. Furthermore, the impacts of social goals on the selection policies are derived from both theories. Theories in the sociology of education offer an approach to student selection that acknowledges and supports complexity, plurality of approaches and innovative means of selection. Medical student selection does not solely focus on the individual assessment and qualification, but it focuses on a social and collective process, which includes all the influences and interactions between the medical schools and the society. Sociological perspective of medical student selection proposes a model that envelops the individual and the society. In this model, the selection methods should meet the criteria of merit at the individual level, while the selection policies should aim at the society goals at the institutional level.

Investigation of students' experiences of gendered cultures in engineering workplaces

Science.gov (United States)

Male, Sally A.; Gardner, Anne; Figueroa, Eugenia; Bennett, Dawn

2018-05-01

Women remain severely under-represented in engineering in Australia as in all Western countries. This limits the pool of talent, standpoints and approaches within the profession. Furthermore, this under-representation equates to restriction of the benefits of being an engineer mainly to men. Gendered workplace experiences have been found to contribute to women leaving the profession. In this study we explore students' experiences of gendered cultures in engineering workplaces, using interviews with a purposive sample of 13 students (4 male) recruited following a previous survey. Although the overall experience of workplace learning is positive for many students, male and female engineering students reported experiences consistent with masculine cultures. Educators and employers must proactively lead improvements to the culture in engineering workplaces, prepare students for gendered workplaces and support students to reflect during and after workplace experiences. The experiences presented here could be adapted to enhance inclusivity training.

Teaching Teachers: Methods and Experiences Used in Educating Doctoral Students to Prepare Preservice Music Educators

Science.gov (United States)

Kelly, Steven N.; VanWeelden, Kimberly

2017-01-01

This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada (N = 46) were sent an online questionnaire concerning (1) the extent respondents…

Young students experience theory

CERN Multimedia

2004-01-01

Three sixteen-year-old students from the International School of Geneva, La Chataigneraie have spent a week finding out about the life of a theoretical physicist at CERN. Student Peter Bishop at the blackboard with Robert Fleischer of Theory Division. Peter Bishop, Sam Schoenholz and Alexander Hultin spent the time with the Theory Unit of the Physics department. The visit was at the suggestion of the students themselves, who are required to undertake work experience at an organization, gaining insights into professional life, as part of their studies. After an introduction to CERN at Microcosm, each student had the opportunity to learn about physics at a level well beyond their current academic training. They were mentored by theoretical physicists who introduced them to the basics of particle physics, discussing physics in general as well as topics such as predicting the mass of the Higgs boson and cosmology. A visit to CMS, guided by Ariane Frey, proved very impressive, but the working conditions of physi...

Student Selection of the Textbook for an Introductory Physics Course

Science.gov (United States)

Dake, L. S.

2007-10-01

Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods, which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this factor, so I turned the textbook selection into a class project. The students unanimously chose one textbook, which I have now successfully used for three years. The project was decidedly worthwhile, and I gained considerable insight into what students prefer in a textbook.

The Experiences of Older Students' Use of Web-Based Student Services

Science.gov (United States)

Ho, Katy W.

2012-01-01

The purpose of this phenomenological case study was to understand the experiences of older students' use of web-based student services in a community college setting. For the purpose of this study the term "older student" was defined as people born between the years 1943 and 1960. This group of people, often described as the Baby Boomer…

Prescription medicine sharing experience among pharmacy students

OpenAIRE

Šliogerytė, Karolina

2017-01-01

K.Šliogeryte`s master thesis. Master thesis supervisor associate professor Jonas Grincevičius (2015/2016), lecturer J. Daukšienė(2016/2017); Lithuanian University of Health Sciences, Faculty of Pharmacy, Pharmaceutical technology and Social pharmacy department. – Kaunas. Master thesis: prescription medicine sharing experience among pharmacy students. The aim: to evaluate LUHS Pharmacy faculty students` experience in prescription drugs` sharing. Methods: empirical qualitative method...

[Selection of medical students : Measurement of cognitive abilities and psychosocial competencies].

Science.gov (United States)

Schwibbe, Anja; Lackamp, Janina; Knorr, Mirjana; Hissbach, Johanna; Kadmon, Martina; Hampe, Wolfgang

2018-02-01

The German Constitutional Court is currently reviewing whether the actual study admission process in medicine is compatible with the constitutional right of freedom of profession, since applicants without an excellent GPA usually have to wait for seven years. If the admission system is changed, politicians would like to increase the influence of psychosocial criteria on selection as specified by the Masterplan Medizinstudium 2020.What experiences have been made with the actual selection procedures? How could Situational Judgement Tests contribute to the validity of future selection procedures to German medical schools?High school GPA is the best predictor of study performance, but is more and more under discussion due to the lack of comparability between states and schools and the growing number of applicants with top grades. Aptitude and knowledge tests, especially in the natural sciences, show incremental validity in predicting study performance. The measurement of psychosocial competencies with traditional interviews shows rather low reliability and validity. The more reliable multiple mini-interviews are superior in predicting practical study performance. Situational judgement tests (SJTs) used abroad are regarded as reliable and valid; the correlation of a German SJT piloted in Hamburg with the multiple mini-interview is cautiously encouraging.A model proposed by the Medizinischer Fakultätentag and the Bundesvertretung der Medizinstudierenden considers these results. Student selection is proposed to be based on a combination of high school GPA (40%) and a cognitive test (40%) as well as an SJT (10%) and job experience (10%). Furthermore, the faculties still have the option to carry out specific selection procedures.

Effect of Physical Therapy Students' Clinical Experiences on Clinician Productivity.

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Pivko, Susan E; Abbruzzese, Laurel D; Duttaroy, Pragati; Hansen, Ruth L; Ryans, Kathryn

2016-01-01

Physical therapy clinical education experiences (CEEs) are difficult to secure, particularly first-level CEEs. Our purpose was to determine 1) what impact student full-time CEEs have on PT clinician productivity and 2) whether there is a productivity difference between first vs final CEEs. Productivity logs, including possible factors impacting productivity, were distributed to clinician-student pairings on first and final CEEs. Two-week baseline data (without a student) were compared to weeks 1 and 6 (with a student) for 31 logs using a 2x4 repeated-measures ANOVA. In a subset of 17 logs for CEEs 8 weeks or longer, a 2x5 repeated-measures ANOVA was performed. There was a significant increase in the number of patients seen and CPT units billed by both levels of CEEs comparing weeks 1 and 6. In the subset of CEEs, 8 weeks or longer, there was a significant increase in the number of patients treated per hour at week 6 and a trend toward a change at week 8 when compared to baseline week A. The factors selected as impacting productivity were census (59%) and staffing (32%). Physical therapy clinician-student pairings showed an overall increase in productivity during both full-time first and final level CEEs.

International Research Students' Experiences in Academic Success

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Yeoh, Joanne Sin Wei; Terry, Daniel R.

2013-01-01

The flow of international students to study in Australia increases each year. It is a challenge for students to study abroad in a different sociocultural environment, especially for postgraduate research students, as they experience numerous difficulties in an unfamiliar and vastly different study environment. A study aimed to investigate the…

What Students Really Learn: Contrasting Medical and Nursing Students' Experiences of the Clinical Learning Environment

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Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

2015-01-01

This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a…

Finance Students' Experiences of Lecture-Based Active Learning Tasks

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McCullough, Kerry; Munro, Nicholas

2018-01-01

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

The role of demographics in students' selection of higher education institutions

Directory of Open Access Journals (Sweden)

M. Wiese

2010-12-01

Full Text Available Purpose: To investigate the choice factors students consider when selecting a higher education institution, with a focus on the differences between gender and language groups. Problem investigated: The educational landscape has seen several changes, such as stronger competition between institutions for both student enrolments and government funding. These market challenges have led to an interest in students' institution selection processes as it has implications for the way higher education institutions (HEIs manage their marketing and recruitment strategies. The research objective of this study was to identify the most important choice factors of prospective South African students. It also aimed to determine if any gender and language differences exist with regard to students' institution selection processes. Methodology: A convenience sample of 1 241 respondents was drawn, representing six South African universities. A self-administrated questionnaire was used to collect the data. Questions from the ASQ (Admitted Student Questionnaire and CIRP (The Cooperative Institutional Research Programme were used and adapted to the South African context after pilot testing. Hypotheses were analysed using the multivariate analysis of variance (MANOVA test with Wilks' lambda as the test statistic. Findings/Implications: Irrespective of gender or language, the most important choice factor for respondents was the quality of teaching at HEIs. The findings showed that males and females differ according to the selection of certain choice factors which suggest that HEIs can consider recruitment strategies for each gender group. Significant differences between the language groups were found for 17 of the 23 choice factors, signalling that different language groups make decisions based on different choice factors. African language-speaking students have, amongst other, indicated that the multiculturalism of the institution is a very important choice factor for

Men student nurses: the nursing education experience.

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Meadus, Robert J; Twomey, J Creina

2011-01-01

This study explored the phenomenon of being a male in a predominately female-concentrated undergraduate baccalaureate nursing program. Men remain a minority within the nursing profession. Nursing scholars have recommended that the profile of nursing needs to change to meet the diversity of the changing population, and the shortfall of the worldwide nursing shortage. However, efforts by nursing schools and other stakeholders have been conservative toward recruitment of men. Using Giorgi's method, 27 students from a collaborative nursing program took part in this qualitative, phenomenological study. Focus groups were undertaken to gather data and to develop descriptions of the experience. Five themes highlighted men students' experience of being in a university nursing program: choosing nursing, becoming a nurse, caring within the nursing role, gender-based stereotypes, and visible/invisible. The experiences of the students revealed issues related to gender bias in nursing education, practice areas, and societal perceptions that nursing is not a suitable career choice for men. Implications for nurse educators and strategies for the recruitment and retention of men nursing students are discussed. © 2011 Wiley Periodicals, Inc.

Go Home, Med Student: Comics as Visual Media for Students' Traumatic Medical Education Experiences.

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Monk, Jeffrey

2018-02-01

A comic created by a medical student allows the reader to share the student's own unique perception of the medical education experience. Through the process of comic creation, medical students have opportunities to gain insight into how their relationships with patients and supervising physicians have shaped the physician they will become. The comic itself can be a safe space for expression and provides an opportunity for students and educators to share experiences. © 2018 American Medical Association. All Rights Reserved.

E-Learning Experiences of Hong Kong Students

OpenAIRE

J. Lam; R. Chan

2013-01-01

The adoption of e-learning in Hong Kong has been increasing rapidly in the past decade. To understand the e-learning experiences of the students, the School of Professional and Continuing Education of The University of Hong Kong conducted a survey. The survey aimed to collect students- experiences in using learning management system, their perceived e-learning advantages, barriers in e-learning and preferences in new e-learning development. A questionnaire with 84 questio...

[Work experience and seniority in health care vs. medical students' knowledge of selected hand hygiene procedures].

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Różańska, Anna; Wójkowska-Mach, Jadwiga; Bulanda, Małgorzata

Hand hygiene (HH) is the most important element of infection prevention. The aim of the study was to analyze the level of HH knowledge among medical students of Jagiellonian University Medical College in correlation with their clinical experience and the presence and extent of trainings in hospital hygiene prior to internships, as well as with HH practice among medical staff perceived by students. The study was carried out in a group of 414 students from October to December, 2014. The questionnaire built of 14 questions was used as a study tool. Absolutely correct answers to questions about HH were given by 52.9%, and about HH technique by 6.5% of respondents. The degree of accuracy of answers to questions concerning HH did not correlate with the gender of the respondents or with the fact that work placement had been preceded by training in the field of HH or with its scope. A statistically significant correlation was found between the year, the field, and the type of the study. Students with greater professional practice, significantly less often claimed that medical workers comply with HH. Professional practice of 22.9% of students was not preceded by any training in the field of hospital hygiene and in 28% of cases training did not cover HH. Nearly half of the respondents declared that pre-internship training had not addressed the problem of occupational exposure to biological agents. The results of the study shows that knowledge gained by students participating in the study was not satisfactory. Moreover, there is a need for improving the educational scheme in the discussed subject at all levels of basic and clinical subjects as well as during internships. Med Pr 2016;67(5):623-633. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.

Identifying Student Types in a Gamified Learning Experience

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Barata, Gabriel; Gama, Sandra; Jorge, Joaquim; Gonçalves, Daniel

2014-01-01

Gamification of education is a recent trend, and early experiments showed promising results. Students seem not only to perform better, but also to participate more and to feel more engaged with gamified learning. However, little is known regarding how different students are affected by gamification and how their learning experience may vary. In…

Understanding Students' Experiences in Their Own Words: Moving beyond a Basic Analysis of Student Engagement

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Wong, Arch Chee Keen

2015-01-01

This study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary. It uses quantitative outcomes-related data from the National Survey of Student Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through…

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

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

2017-01-01

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

Medical students, early general practice placements and positive supervisor experiences.

Science.gov (United States)

Henderson, Margaret; Upham, Susan; King, David; Dick, Marie-Louise; van Driel, Mieke

2018-03-01

Introduction Community-based longitudinal clinical placements for medical students are becoming more common globally. The perspective of supervising clinicians about their experiences and processes involved in maximising these training experiences has received less attention than that of students. Aims This paper explores the general practitioner (GP) supervisor perspective of positive training experiences with medical students undertaking urban community-based, longitudinal clinical placements in the early years of medical training. Methods Year 2 medical students spent a half-day per week in general practice for either 13 or 26 weeks. Transcribed semi-structured interviews from a convenience sample of participating GPs were thematically analysed by two researchers, using a general inductive approach. Results Identified themes related to the attributes of participating persons and organisations: GPs, students, patients, practices and their supporting institution; GPs' perceptions of student development; and triggers enhancing the experience. A model was developed to reflect these themes. Conclusions Training experiences were enhanced for GPs supervising medical students in early longitudinal clinical placements by the synergy of motivated students and keen teachers with support from patients, practice staff and academic institutions. We developed an explanatory model to better understand the mechanism of positive experiences. Understanding the interaction of factors enhancing teaching satisfaction is important for clinical disciplines wishing to maintain sustainable, high quality teaching.

Evolution of Students' Ideas about Natural Selection through a Constructivist Framework

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Baumgartner, Erin; Duncan, Kanesa

2009-01-01

Educating students about the process of evolution through natural selection is vitally important because not only is it the unifying theory of biological science, it is also widely regarded as difficult for students to fully comprehend. Anderson and colleagues (2002) describe alternative ideas and misconceptions about natural selection as highly…

Autonomy and the Student Experience in Introductory Physics

Science.gov (United States)

Hall, Nicholas Ron

The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a Self-Determination Theory perspective with two studies. Study I, a correlational study, investigated whether certain aspects of the student experience correlated with how autonomy supportive (vs. controlling) students perceived their instructors to be. An autonomy supportive instructor acknowledges students' perspectives, feelings, and perceptions and provides students with information and opportunities for choice, while minimizing external pressures. It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (beta=0.31***) and negatively correlated with student anxiety about taking physics (beta=-0.23**). It was also positively correlated with how autonomous (vs. controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to vs. had to; beta=0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (beta=0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (beta=0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable experience in the course. If greater autonomy support was in fact the cause of a more favorable student experience, as suggested by Self-determination Theory and experimental studies in other contexts, these results would have implications for instruction and instructor professional development in similar contexts. I discuss these implications. Study II, an experimental study, investigated the effect

Bags and blogs: creating an ostomy experience for nursing students.

Science.gov (United States)

Reed, Karen S

2012-01-01

There are well over three-quarters of a million people living in the United States with an ostomy. These individuals experience many physical and emotional challenges which nurses should address during the in-patient hospitalization experience. The purpose of this educational activity was to provide undergraduate nursing students with a simulated laboratory experience which allowed the student to discuss and experience some of the challenges of living with an ostomy. Small group work, an experiential learning activity, and blogging were used to foster the cognitive, psychomotor, and affective development of the nursing students. All 134 students participated in the small group work and blogging experience and over 100 students participated in the experiential learning activity of wearing an ostomy bag overnight with the bag containing a small amount of simulated fecal material. The impact of the simulated experience is evident in the depth of awareness and emotion expressed in the blogs. The students collectively acknowledged the value of the activity and the impact the gained awareness had on their careers as nurses. The use of social technology and the provision of learning activities, not available on the clinical unit, can have a significant impact on the cognitive, psychomotor, and affective development of nursing students. © 2012 Association of Rehabilitation Nurses.

Student-Initiated Sexual Health Selective as a Curricular Tool

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Katie Johnson, BS

2015-06-01

Conclusions: The 1-week SHS was successfully implemented through the teamwork of a medical student and faculty champion. It resulted in more accurate knowledge and more open attitudes toward sexual health among participating medical students. Potential benefits to undergraduate medical educators are reviewed. Johnson K, Rullo J, and Faubion S. Student-initiated sexual health selective as a curricular tool. Sex Med 2015;3:118–127.

Workplace culture and the practice experience of midwifery students: A meta-synthesis.

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Arundell, Fiona; Mannix, Judy; Sheehan, Athena; Peters, Kath

2018-04-01

To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences. Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences. Events or actions experienced by midwifery students that trigger dissatisfaction and attrition need to be identified. A meta-synthesis was based on that developed by Noblit and Hare. Students perceive workplaces as poorly prepared for their arrival and subsequent support. Students' experience in the practice setting is influenced by the existing workplace culture. Workplace culture influences institutional functioning and individuals within the culture. Enculturation of students into the midwifery culture and subsequent learning is affected by the support received. The practice experience of midwifery students was profoundly influenced by workplace culture. Students tended to have polarized accounts of their experience that were predominantly negative. To provide an optimal environment for midwifery students; midwifery managers and individual midwives need to be aware of the facilitators and barriers to midwifery student development in the practice setting. © 2017 John Wiley & Sons Ltd.

Student perceptions of customer experience in a higher education environment

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Albertus le Roux

2014-11-01

Research purpose: The main aim of the study was to measure students’ level of loyalty, advocacy intentions and perceptions of customer experience during service encounters with administrative staff of the North-West University. Motivation for the study: Positive experiences by students on-campus can increase their satisfaction levels which will lead to an increased propensity for further studies, develop a sense of loyalty and increase advocacy intentions to promote the university to others. Research approach, design and method: This quantitative research followed a descriptive research design. Self-administered questionnaires were handed out to 1295 students on the 3 campuses of the university. Main findings: Students on the Potchefstroom campus show much higher loyalty and advocacy intentions than their counterparts on the Vaal and Mafikeng campuses. Overall the findings indicate that the students have very positive perceptions of the professional appearance of staff members, and also think that their personal information is handled in a secure manner. Male and female students did not differ in their levels of customer experience. European language-speaking students reported a higher level of customer experience compared to their African language-speaking counterparts. The customer experience levels of students in the Potchefstroom Faculty of Health Sciences are higher than students in the Vaal Faculty of Humanities. Practical/managerial implications: It could be beneficial for the management of tertiary institutions to gain insight into the sources or factors that constitute positive experiences for students, for example convenient opening hours and ease of contacting staff by telephone. The training of newly appointed and existing staff could also be enhanced when they are sensitised regarding students’ perceptions of positive customer experiences. Contribution/value-add: The adoption of strategies by HEIs to attract and retain students and render excellent

"Applying anatomy to something I care about": Authentic inquiry learning and student experiences of an inquiry project.

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Anstey, Lauren M

2017-11-01

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group-based investigation. Results were further considered in context of theoretical frameworks of inquiry-based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538-548. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Students' level of skillfulness and use of the internet in selected ...

African Journals Online (AJOL)

The study examined level of skillfulness and the use of the Internet for learning among secondary school students in Lagos State, Nigeria. The descriptive survey research method was adopted for the study. A sample of 450 students was randomly selected from the three secondary schools. One intact arm was selected from ...

Program to enrich science and mathematics experiences of high school students through interactive museum internships

Energy Technology Data Exchange (ETDEWEB)

Reif, R.J. [State Univ. of New York, New Paltz, NY (United States); Lock, C.R. [Univ. of North Carolina, Charlotte, NC (United States)

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers. In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.

The Racialized Experiences of Students of Color in Higher Education and Student Affairs Graduate Preparation Programs

Science.gov (United States)

Harris, Jessica C.; Linder, Chris

2018-01-01

Using a critical race theory lens, we examined the racialized experiences of 29 Students of Color in HESA programs across the United States. Students' experiences illuminate 4 themes: educating white peers, invalidation of experiences and identity, racial stereotypes, and isolation. Participants' experiences illustrate a disconnect between HESA…

Qualitative content analysis experiences with objective structured clinical examination among Korean nursing students.

Science.gov (United States)

Jo, Kae-Hwa; An, Gyeong-Ju

2014-04-01

The aim of this study was to explore the experiences of Korean nursing students with an objective structured clinical examination (OSCE) assessment regarding the 12 cranial nerves using qualitative content analysis. Qualitative content analysis was used to explore the subjective experiences of nursing baccalaureate students after taking the OSCE. Convenience sampling was used to select 64 4th year nursing students who were interested in taking the OSCE. The participants learned content about the 12 cranial nerve assessment by lectures, demonstrations, and videos before the OSCE. The OSCE consisted of examinations in each of three stations for 2 days. The participants wrote information about their experiences on sheets of paper immediately after the OSCE anonymously in an adjacent room. The submitted materials were analyzed via qualitative content analysis. The collected materials were classified into two themes and seven categories. One theme was "awareness of inner capabilities", which included three categories: "inner motivation", "inner confidence", and "creativity". The other theme was "barriers to nursing performance", which included four categories: "deficiency of knowledge", "deficiency of communication skill", "deficiency of attitude toward comfort", and "deficiency of repetitive practice". This study revealed that the participants simultaneously experienced the potential and deficiency of their nursing competency after an OSCE session on cranial nerves. OSCE also provided the opportunity for nursing students to realize nursing care in a holistic manner unlike concern that OSCE undermines holism. © 2013 The Authors. Japan Journal of Nursing Science © 2013 Japan Academy of Nursing Science.

Student Reflection Papers on a Global Clinical Experience: A Qualitative Study.

Science.gov (United States)

Margolis, Carmi Z; Rohrbaugh, Robert M; Tsang, Luisa; Fleischer, Jennifer; Graham, Mark J; Kellett, Anne; Hafler, Janet P

Many of the 70,000 graduating US medical students [per year] have reported participating in a global health activity at some stage of medical school. This case study design provided a method for understanding the student's experience that included student's learning about culture, health disparities, exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. We need to understand the student's experience in order to help design appropriate curricular experiences [and valid student assessment]. Our research aim was to analyze medical student reflection papers to understand how they viewed their Global Clinical Experience (GCE). A qualitative case study design was used to analyze student reflection papers. All 28 students who participated in a GCE from 2008-2010 and in 2014-2015 and submitted a reflection paper on completion of the GCE were eligible to participate in the study. One student did not submit a reflection paper and was not included in the study. All 27 papers were coded by paragraph for reflection and for themes. System of Care/Range of Care was mentioned most often, Aids to Adjustment Process was mentioned least. The theme, "Diseases," referred to any mention of a disease in the reflection papers, and 44 diseases were mentioned in the papers. The analysis for depth of reflection yielded the following data: Observation, 81/248 paragraphs; Observation and Interpretation, 130/248 paragraphs; and Observation, Interpretation, and Suggestions for change, 36/248 paragraphs; 9 reflection papers contained 27 separate accounts of a transformational experience. This study provided a method for understanding the student's experience that included student's learning about culture, health disparities, and exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a

Which Female Medical Students Select a Career in Surgery.

Science.gov (United States)

Burnley, Cynthia S.; Burkett, Gary L.

A study examined characteristics of female medical students who indicated an intention to specialize in surgery, traditionally a male-dominated field. Family backgrounds, career motivations, and career orientations from this group were compared with the same characteristics of female medical students selecting other fields of specialization. Data…

In real time: exploring nursing students' learning during an international experience.

Science.gov (United States)

Afriyie Asenso, Barbara; Reimer-Kirkham, Sheryl; Astle, Barbara

2013-10-11

Abstract Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in "real time" in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students' learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students' expectations, and educational strategies for transformative learning and global citizenship.

Radiography students' clinical placement experiences in MRI: A phenomenological study

International Nuclear Information System (INIS)

Portanier Mifsud, Claude; Castillo, Joseph; Portelli, Jonathan Loui

2015-01-01

Purpose: The purpose of this study was to gain an insight into radiography students' clinical practice experiences within an MRI unit of a large teaching hospital in Malta. The underlying objectives of the study were to identify and explore the descriptions and meanings of the MRI clinical experiences of students. Methods: Five students, independently undergoing their clinical placements in MRI were asked to write a diary about their daily experiences. Each student then participated in a follow up interview. Data analysis was based on Husserls' phenomenological approach. Results: Eight themes emerged from the data analysed. Students described their experience as one mainly based on observation, where, during their placements, they observed radiographers at work. In this respect, students described their experience as lacking ‘hands on practice’. Students indicated that they felt uncomfortable, unsupervised and unwelcome most of the time. They also expressed the need to feel useful and part of the MRI team during their placement and so they tried to help the team in areas such as patient screening. This helped them build confidence. Learning in MRI was specifically based on the university tasks prescribed and possibly there was no motivation to learn more. The students also described their experience as varied and different when compared to other placements. Conclusion: This study provides a rare insight into radiography students' placement experiences in MRI and should enable the supervising radiographer and educator to obtain a deeper appreciation of the clinical placement experience

South African medical schools: Current state of selection criteria and medical students' demographic profile.

Science.gov (United States)

van der Merwe, L J; van Zyl, G J; St Clair Gibson, A; Viljoen, M; Iputo, J E; Mammen, M; Chitha, W; Perez, A M; Hartman, N; Fonn, S; Green-Thompson, L; Ayo-Ysuf, O A; Botha, G C; Manning, D; Botha, S J; Hift, R; Retief, P; van Heerden, B B; Volmink, J

2015-12-16

Selection of medical students at South African (SA) medical schools must promote equitable and fair access to students from all population groups, while ensuring optimal student throughput and success, and training future healthcare practitioners who will fulfil the needs of the local society. In keeping with international practices, a variety of academic and non-academic measures are used to select applicants for medical training programmes in SA medical schools. To provide an overview of the selection procedures used by all eight medical schools in SA, and the student demographics (race and gender) at these medical schools, and to determine to what extent collective practices are achieving the goals of student diversity and inclusivity. A retrospective, quantitative, descriptive study design was used. All eight medical schools in SA provided information regarding selection criteria, selection procedures, and student demographics (race and gender). Descriptive analysis of data was done by calculating frequencies and percentages of the variables measured. Medical schools in SA make use of academic and non-academic criteria in their selection processes. The latter include indices of socioeconomic disadvantage. Most undergraduate medical students in SA are black (38.7%), followed by white (33.0%), coloured (13.4%) and Indian/Asian (13.6%). The majority of students are female (62.2%). The number of black students is still proportionately lower than in the general population, while other groups are overrepresented. Selection policies for undergraduate medical programmes aimed at redress should be continued and further refined, along with the provision of support to ensure student success.

Effect of nutrition changes on foods selected by students in a middle school-based diabetes prevention intervention program: the HEALTHY experience.

Science.gov (United States)

Mobley, Connie C; Stadler, Diane D; Staten, Myrlene A; El Ghormli, Laure; Gillis, Bonnie; Hartstein, Jill; Siega-Riz, Anna Maria; Virus, Amy

2012-02-01

The HEALTHY primary prevention trial developed an integrated multicomponent intervention program to moderate risk factors for type 2 diabetes in middle schools. The nutrition component aimed to improve the quality of foods and beverages served to students. Changes in the School Breakfast Program (SBP), National School Lunch Program (NSLP), and à la carte venues are compared to the experience of control schools. The intervention was implemented in 21 middle schools from winter 2007 through spring 2009 (following a cohort of students from sixth through eighth grades); 21 schools acted as observed controls. The nutrition component targeted school food service environmental change. Data identifying foods and nutrients served (selected by students for consumption) were collected over a 20-day period at baseline and end of study. Analysis compared end of study values for intervention versus control schools. Intervention schools more successfully limited dessert and snack food portion size in NSLP and à la carte and lowered fat content of foods served. Servings of high-fiber grain-based foods and/or legumes were improved in SBP but not NSLP. Intervention and control schools eliminated >1% fat milk and added-sugar beverages in SBP, but intervention schools were more successful in NSLP and à la carte. The HEALTHY program demonstrated significant changes in the nutritional quality of foods and beverages served in the SBP, NSLP, and à la carte venues, as part of an effort to decrease childhood obesity and support beneficial effects in some secondary HEALTHY study outcomes. Published 2012. This article is a U.S. Government work and is in the public domain in the USA.

Using VISIR: Experiments, Subjects and Students

Directory of Open Access Journals (Sweden)

Diego Lopez-de-Ipina

2011-10-01

Full Text Available The paper presents the results of applying the VISIR (Virtual Instrument Systems in Reality system at the course of analog electronics for various degrees of the Faculty of Engineering of the University of Deusto (Spain. The efficiency of the VISIR had been monitored during past three years. Students’ feedback was collected and analyzed. The research shows: 1 VISIR system is functional and useful learning instrument; 2 teacher experience at VISIR plays crucial role in its integration into student experimentation activities; 3 students get best knowledge and skills in the analog electronics from combination of experiments at traditional laboratory and remote lab/ VISIR.

FIELDWORK EDUCATION IN HEALTH CONTEXTS: EXPERIENCES OF FOURTH-YEAR BSW STUDENTS

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Beytell, Anna-Marie

2014-11-01

Full Text Available The Social Work profession experiences various challenges in practice that influence the practice education of students. Educators, practitioners and the experiences of students should inform practice education in curriculums. The aim of this study was to explore the experiences of fourth-year BSW students at the University of the Western Cape doing their fieldwork education in healthcare contexts. Integration of social work theories, the types of client problems, emotions caused by fieldwork and ethical dilemmas were challenges to students in health contexts. Supervision was emphasised by the students as a positive experience during fieldwork.

Student Work Experience: A Realistic Approach to Merchandising Education.

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Horridge, Patricia; And Others

1980-01-01

Relevant and realistic experiences are needed to prepare the student for a future career. Addresses the results of a survey of colleges and universities in the United States in regard to their student work experience (SWE) in fashion merchandising. (Author)

Selected physical characteristics of medical students

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Dr. Lajos Ángyán

2003-01-01

Full Text Available The purpose of this study was to measure selected anthropometrical characteris-tics, motor abilities and cardiorespiratory functions of medical students. Eighty-seven students were involved in this investigation. The students were categorized into five groups: (1 recreational, doing sport activities irregularly, (2 basketball and (3 handball players, having training at least two times per week, as well as men (4 and women (5 students entering medical school. In all groups the mean body mass index and waist-to-hip ratio were at the upper level of the normal range, while body fat percentage was similar to standards for sedentary subjects. Better motor per-formances were obtained from the basketball and handball players than from the other groups. Static strength for the sample was somewhat above the normal sedentary level. The resting blood pressure and heart rate for most subjects were in the normal. Cardiovascular risk factors were found in six students. Their systolic blood pressure was above 140 mm Hg. There were no sub-jects identified with low blood pressure. The heart rate was elevated for three students from the recreational group, and in the women. Bradycardia did not occur. The vital capacity and the ability to hold one’s breath was at the upper level of the normal range. The present results emphasis the need to improve the students` prevention oriented life style through participation in exercising.

International Students' Experiences of Integrating into the Workforce

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Nunes, Sarah; Arthur, Nancy

2013-01-01

This study explored the integration experiences of 16 international students entering the Canadian workforce using a semistructured interview and constant comparison method. The international students were pursuing immigration to Canada, despite unmet job prospects. Students recommended that employers refrain from discriminating against students…

Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties.

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Li, Tse Yan; Gao, Xiaoli; Wong, Kin; Tse, Christine Shuk Kwan; Chan, Ying Yee

2015-04-14

Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students' acquisition of clinical competence. This study aimed to understand the experience of undergraduate students across clinical disciplines-medicine, dentistry, and nursing-in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong-Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Among 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both Plearning in the planned curriculum. This trend calls for a transformation of the educator's role from dispensing knowledge to guidance and support.

Student-Centred Experiments with Stream Invertebrates

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Vaughan, Ian; Larsen, Stefano; Durance, Isabelle; Ormerod, Steve

2011-01-01

Field experiments are at the core of ecology, yet rarely find their way into education, probably due to a combination of technical challenges and risks associated with fieldwork. This may compromise student education and perception of the subject, making interesting, readily manageable experiments extremely important. We describe how the daily…

Experiences of Students with Visual Impairments in Canadian Higher Education

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Reed, Maureen; Curtis, Kathryn

2012-01-01

Introduction: This article presents a study of the higher education experiences of students with visual impairments in Canada. Methods: Students with visual impairments and the staff members of disability programs were surveyed and interviewed regarding the students' experiences in entering higher education and completing their higher education…

International Students' Experiences of University Libraries and Librarians

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Hughes, Hilary

2010-01-01

International students constitute a significant proportion of the Australian university population, and thus of the university library-using population. Drawing on qualitative research findings, this paper discusses the library-related experiences and perceptions of international students at two Australian universities. While the students'…

Student nurses experience of a "fairy garden" healing haven garden for sick children.

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van der Riet, Pamela; Jitsacorn, Chaweewan; Junlapeeya, Piyatida; Thursby, Peter

2017-12-01

The concept and philosophy of healing environments in health care is not new and there has been recent research into the experience of nurses and families experience of healing environments producing positive outcomes in relieving stress and improving quality of life. However, there is little in-depth information about student nurse's experience of healing environments in support of patients. To report on the stories of student nurses who participated in formal and informal activities in a healing haven environment called a Fairy Garden (FG) within a hospital in northern Thailand. Their beliefs about the care of sick children in an environment designed to provide educational and recreational activity during hospital care are explored. Narrative inquiry, a qualitative methodology was selected to capture the main threads of the participants' experience. Clandinin's narrative inquiry framework involving the three commonality dimensions of sociality, temporality and place were used in analysing the data. Sixty-two student nurses from a Thai College of Nursing and from an Australian university were interviewed. In this study the place of a FG has been investigated as a non-clinical environment providing sick children with exposure to nature, play activities and spaces to explore. Findings include three main threads: freedom to be a child not a sick child, engaging in care and professionalism, a moment in time of living fantasy. Student nurses in this study had a broader understanding of health care other than the biomedical model. It transformed their learning and opened their eyes to a more holistic approach to humanising care of sick children. Copyright © 2017 Elsevier Ltd. All rights reserved.

Culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment: A systematic review of qualitative studies.

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Mikkonen, Kristina; Elo, Satu; Kuivila, Heli-Maria; Tuomikoski, Anna-Maria; Kääriäinen, Maria

2016-02-01

Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students' experiences of their learning in the clinical environment. This systematic review aims to identify culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment. The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000-2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review. The culturally and linguistically diverse healthcare students' learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the

Medical specialty considerations by medical students early in their clinical experience

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Weissman Charles

2012-03-01

Full Text Available Abstract Background Specialty selection by medical students determines the future composition of the physician workforce. Selection of career specialties begins in earnest during the clinical rotations with exposure to the clinical and intellectual environments of various specialties. Career specialty selection is followed by choosing a residency program. This is the period where insight into the decision process might help healthcare leaders ascertain whether, when, and how to intervene and attempt to influence students' decisions. The criteria students consider important in selecting a specialty and a residency program during the early phases of their clinical rotations were examined. Methods Questionnaires distributed to fifth-year medical students at two Israeli medical schools. Results 229 of 275 (83% questionnaires were returned. 80% of the students had considered specialties; 62% considered one specialty, 25% two, the remainder 3-5 specialties. Students took a long-range view; 55% considered working conditions after residency more important than those during residency, another 42% considered both equally important. More than two-thirds wanted an interesting and challenging bedside specialty affording control over lifestyle and providing a reasonable relationship between salary and lifestyle. Men were more interested in well-remunerated procedure-oriented specialties that allowed for private practice. Most students rated as important selecting a challenging and interesting residency program characterized by good relationships between staff members, with positive treatment by the institution, and that provided much teaching. More women wanted short residencies with few on-calls and limited hours. More men rated as important residencies affording much responsibility for making clinical decisions and providing research opportunities. More than 50% of the students considered it important that their residency be in a leading department, and in

Dealing with death: medical students' experiences with patient loss.

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Pessagno, Regina; Foote, Carrie E; Aponte, Robert

This article explores medical students' experiences and coping strategies when confronting patient loss in their 3rd and 4th years of their programs. Much of the literature on the impact of patient losses focuses on physicians. This article joins a handful of works aimed at how medical students experience and cope with patient loss. In-depth interviews with 20 medical students provided rich descriptions of their varying experiences coping with death. Consistent with previous work, students experience substantial emotional stress coping with patient deaths, though some were more difficult to bear than others, such as when the dying patient was a child or when treatment errors could have contributed to deaths. Common coping mechanisms included talking through their emotions, thrusting themselves into continuing their rounds, crying, participating in infant death rituals, and turning to religion. When deaths occurred, senior personnel who exhibited empathy toward the deceased and tolerance toward the students' emotional responses were lauded and made the process easier. Also emotionally daunting, in many instances, was dealing with the families of dying patients. Most of the students did not view death as a failure, contrary to much earlier literature, except in instances in which human error or decision making may have played a part in causing the death of a patient.

What students really learn: contrasting medical and nursing students' experiences of the clinical learning environment.

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Liljedahl, Matilda; Boman, Lena Engqvist; Fält, Charlotte Porthén; Bolander Laksov, Klara

2015-08-01

This paper explores and contrasts undergraduate medical and nursing students' experiences of the clinical learning environment. Using a sociocultural perspective of learning and an interpretative approach, 15 in-depth interviews with medical and nursing students were analysed with content analysis. Students' experiences are described using a framework of 'before', 'during' and 'after' clinical placements. Three major themes emerged from the analysis, contrasting the medical and nursing students' experiences of the clinical learning environment: (1) expectations of the placement; (2) relationship with the supervisor; and (3) focus of learning. The findings offer an increased understanding of how medical and nursing students learn in the clinical setting; they also show that the clinical learning environment contributes to the socialisation process of students not only into their future profession, but also into their role as learners. Differences between the two professions should be taken into consideration when designing interprofessional learning activities. Also, the findings can be used as a tool for clinical supervisors in the reflection on how student learning in the clinical learning environment can be improved.

Informing Educational Psychology Training with Students' Community Engagement Experiences

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Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.

2010-01-01

The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…

The Association between Personal Characteristics and Educational Experiences with Academic Achievement among the Students Zanjan University of Medical Sciences

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befrin MohammdZade

2017-06-01

Full Text Available Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements. Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352. The research tool was the college students’ experiences questionnaire (CSEQ. Data was analyzed using descriptive statistics and multiple regression. Results: All three dimensions of college students’ experiences, including perceptions of quality of environment, quality of effort, and social integration are significant anticipators of their academic achievements respectively and predict 0.415 of achievements variances. Conclusion: Taking into account the personal characteristics and educational experiences of college students for their academic achievements in medical universities is essential. In spite of the impact of academic environments ranging from individuals and facilities for college students, improving these factors contribute to better communication between students and faculty members and.

Virtual neutron scattering experiments - Training and preparing students for large-scale facility experiments

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Julie Hougaard Overgaard

2016-11-01

Full Text Available Dansk Vi beskriver, hvordan virtuelle eksperimenter kan udnyttes i et læringsdesign ved at forberede de studerende til hands-on-eksperimenter ved storskalafaciliteter. Vi illustrerer designet ved at vise, hvordan virtuelle eksperimenter bruges på Niels Bohr Institutets kandidatkursus om neutronspredning. I den sidste uge af kurset, rejser studerende til et storskala neutronspredningsfacilitet for at udføre neutronspredningseksperimenter. Vi bruger studerendes udsagn om deres oplevelser til at argumentere for, at arbejdet med virtuelle experimenter forbereder de studerende til at engagere sig mere frugtbart med eksperimenter ved at lade dem fokusere på fysikken og relevante data i stedet for instrumenternes funktion. Vi hævder, at det er, fordi de kan overføre deres erfaringer med virtuelle eksperimenter til rigtige eksperimenter. Vi finder dog, at læring stadig er situeret i den forstand, at kun kendskab til bestemte eksperimenter overføres. Vi afslutter med at diskutere de muligheder, som virtuelle eksperimenter giver. English We describe how virtual experiments can be utilized in a learning design that prepares students for hands-on experiments at large-scale facilities. We illustrate the design by showing how virtual experiments are used at the Niels Bohr Institute in a master level course on neutron scattering. In the last week of the course, students travel to a large-scale neutron scattering facility to perform real neutron scattering experiments. Through student interviews and survey answers, we argue, that the virtual training prepares the students to engage more fruitfully with experiments by letting them focus on physics and data rather than the overwhelming instrumentation. We argue that this is because they can transfer their virtual experimental experience to the real-life situation. However, we also find that learning is still situated in the sense that only knowledge of particular experiments is transferred. We proceed to

Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

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Zoromski, Lorraine M.

2017-01-01

This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

Academic Clustering and Major Selection of Intercollegiate Student-Athletes

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Schneider, Ray G.; Ross, Sally R.; Fisher, Morgan

2010-01-01

Although journalists and reporters have written about academic clustering among college student-athletes, there has been a dearth of scholarly analysis devoted to the subject. This study explored football players' academic major selections to determine if academic clustering actually existed. The seasons 1996, 2001, and 2006 were selected for…

Voices of Dissent: Unpacking Vietnamese International Student Experience

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Huong, Le; Koo, Fung Kuen; Arambewela, Rodney; Zutshi, Ambika

2017-01-01

Purpose: The purpose of this paper is to examine Vietnamese international students' experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/Methodology/Approach: Two focus groups (n = 12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with…

Identifying and Addressing Student Difficulties with the Millikan Oil Drop Experiment

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Klassen, Stephen

2009-05-01

The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved a significant measure of success. The historical background of the oil drop experiment is well established in the literature from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented. Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative research is raised, both from the historical account and from the insights of university physics students who heard the historical account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the perspective of Hodson (Stud Sci Educ 22:85-142, 1993) framework and the students’ own observations. Last, further historical materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop experiment.

Teachers' Perceptions of Their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

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Gut, Dianne M.; Beam, Pamela C.; Henning, John E.; Cochran, Deborah C.; Knight, Rhonda Talford

2014-01-01

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development,…

Blending Student Technology Experiences in Formal and Informal Learning

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Lai, K.-W.; Khaddage, F.; Knezek, Gerald

2013-01-01

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to…

Storying the Student Teaching Experience: Trying on Teaching Personae

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Davis, Janine S.

2013-01-01

This article uses a narrative analysis approach to explore the stories of student teachers' experiences developing a teaching persona during student teaching. In keeping with the narrative format, the researcher presents the participants' stories in a first-person narrative. The participants had similar experiences in the realm of developing their…

Business Student Attitudes, Experience, and Satisfaction with Online Courses

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Kuzma, Ann; Kuzma, John; Thiewes, Harold

2015-01-01

The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses…

Work Placement in UK Undergraduate Programmes. Student Expectations and Experiences.

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Leslie, David; Richardson, Anne

1999-01-01

A survey of 189 pre- and 106 post-sandwich work-experience students in tourism suggested that potential benefits were not being maximized. Students needed better preparation for the work experience, especially in terms of their expectations. The work experience needed better design, and the role of industry tutors needed clarification. (SK)

The Student Role in Faculty Selection, Evaluation And Retention.

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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…

Physiotherapy students' experiences of bullying on clinical internships: a qualitative study.

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Whiteside, Diana; Stubbs, Brendon; Soundy, Andy

2014-03-01

To consider the experiences of final-year physiotherapy students who have experienced workplace bullying on a clinical internship. Qualitative methodology using individual semi-structured interviews. A university in the Midlands region of the UK. Eight undergraduate physiotherapy students who had experienced one incident of bullying on a clinical internship. Thematic analysis of semi-structured interviews. Four main themes were identified: (1) external and situational influences of bullying; (2) students' reactions to the experience of bullying; (3) inability to reveal the experience; and (4) overcoming problems. Bullying had a range of adverse effects on the students, with many expressing self-doubt in their competence and viewing their supervisor as unapproachable and unsupportive. Five students were not initially able to recognise the experience as bullying. In addition, students did not feel able to report the experience and use the support mechanisms in place. This may have been a result of having concerns that the problem would escalate if they reported the experience and, as a consequence, have a negative effect on their grade. Students were keen to offer a range of strategies for clinical practice in order to prevent bullying for future generations of students. Students' health, security and confidence in their ability as a physiotherapist can be at great risk from bullying. Steps are needed to ensure that students are better protected from bullying, and feel more able to address bullying behaviour during clinical internships. Copyright © 2013 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Evaluating Psychology Students' Library Skills and Experiences

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Jones, Steve; Allen, Julie

2012-01-01

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…

Interprofessional student experiences on the HAVEN free clinic leadership board.

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Scott, Elizabeth Anne; Swartz, Martha K

2015-01-01

In this study, we examined the experiences of students serving on the leadership board of HAVEN - the student-run free clinic of the Yale University health professional schools. Open-ended responses were collected from 18 of the 28 members of the 2011-2012 leadership board through an online survey. Students reported an overall positive experience participating on the board and valued the opportunity to be part of a committed community creating change. The majority of students reported that their time as a board member had improved their attitude towards interprofessional collaboration (78%) and had also fostered their leadership skills (67%). Around two thirds (67%) reported that their experience had positively impacted their future career plans, either reinforcing their desire to work with underserved populations or encouraging them to pursue leadership roles. Based on these data, it is suggested that the HAVEN Free Clinic offers a useful opportunity for students to experience the demands of clinical care leadership while working together in an interprofessional context.

The connection between students' out-of-school experiences and science learning

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Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

EXTENSIVE LISTENING: LET STUDENTS EXPERIENCE LEARNING BY OPTIMIZING THE USE OF AUTHENTIC MATERIALS

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Yulia Hapsari

2014-10-01

Full Text Available In a country like Indonesia, one of challenges in learning English as a foreign language is a lack of exposure of English in its authentic sense. The use of authentic materials seems to be an option to cope with this situation. One of the ways to optimize the use of the authentic materials to trigger students to experience learning and to enhance their active involvement in the learning process is by using it in extensive listening activities. Through extensive listening by using authentic materials, students are exposed to real native speech in meaningful language use. As the result, difficulties in listening gradually disappear.  In order to put the idea into practice, the first thing to do is to set objectives of each meeting based on core vocabulary and grammar that are suitable for the learners using comprehensible input principle as the basic consideration. Second, selecting authentic materials that suit the objectives and that give exposure to formulaic language and meaningful language use. Then, preparing activities in which the instruction is reasonable and lead to sufficient practice to develop fluency. Finally, synchronize teaching activities to increase students’ motivation to learn. As a follow up activities, students are informed and eventually involved in the whole process. Thus, students experience learning and actively involved in their learning process.

From Awareness to Cultural Agency: EFL Colombian Student Teachers’ Travelling Abroad Experiences

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John Jairo Viafara González

2015-01-01

Full Text Available Colombian English as a foreign language student teachers’ opportunities to grow as educators through international sojourns do not usually subsume the traditional study and residence abroad goal. This was the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty student teachers from two public universities reported how their international sojourn bolstered their intercultural learning. Three different programs, disconnected from participants’ academic institutions, became vehicles for their experiences abroad. Surveys and interviews reveal that participants’ origin, selected programs, and contextual circumstances influenced their intercultural learning. As a result, intercultural development gravitated towards awareness of intercultural patterns, critical reading of culture, and pre-service teachers’ repositioning to build cultural agency. Implications suggest the need to connect traveling abroad programs to undergraduate curricula.

Predoctoral dental students' perceptions and experiences with prosthodontics.

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Dhima, Matilda; Petropoulos, Vicki C; Salinas, Thomas J; Wright, Robert F

2013-02-01

The aims of this study were to: (1) investigate the perceptions and experiences of predoctoral dental students and advanced standing students on mentorship, exposure to prosthodontics, and future need for the specialty, and (2) establish a baseline of students' perceptions of the impact of prosthodontics on salary, personal and patient quality of life, and the profession of dentistry. A survey was distributed to 494 predoctoral and advanced standing students at the University of Pennsylvania School of Dental Medicine. Questions focused on the perceptions and experiences with the specialty of prosthodontics. A total of 410 surveys were analyzed using Chi Square tests and univariate and multivariate analysis with statistical software. Response rate was 83%. A positive initial introduction to prosthodontics was reported by 57% of students. Most students had positive experiences with prosthodontic faculty and enjoyed laboratory work and challenging/complex dentistry. A greater need for prosthodontists in the future was perceived by 82% of respondents, with 63% reporting that the future of prosthodontics had been emphasized. Students reported (1) a preclinical course directed by prosthodontists and (2) working in the clinic with prosthodontic faculty (p salary (7(th) ), personal quality of life (5(th) ), patient quality of life (4(th) ), and strengthening of the dental field (7(th) ). Reasons few students are interested in prosthodontics as a career, despite a positive first introduction and high perceived future need for prosthodontists may be attributed to a number of factors. These include insufficient prosthodontically, trained faculty, lack of a mentorship program, lack of an advanced graduate program, a perception of feeling unprepared upon graduation, and misconception of potential income in prosthodontics. © 2012 by the American College of Prosthodontists.

Blogs: Enhancing the Learning Experience for Technology Students

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Birney, Rosanne

2006-01-01

Weblogs can be used to enhance the learning experience for technology students, by providing them with several features that are often absent in Learning Management Systems (LMSs). This research aims to demonstrate that weblogs can improve the learning experience by allowing students to reflect on their learning, and by allowing them to easily collaborate with their tutors and with one another. The incorporation of weblogs into the existing learning environment can provide several enhancemen...

The effects of computer assisted physics experiment simulations on students' learning

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Turhan Civelek

2013-11-01

Full Text Available The main goal of this study is to present the significant difference between utilization of simulations of physics experiment during lectures and traditional physics lecture. Two groups of 115 students were selected for the purpose of the study. The same subjects have been taught to both groups, while a group of 115 had their lectures in science and technology class supported by physics experiment simulations for a month, the other group of115 had their lectures ina traditional way. The research has been conducted in Izzet Unver highs school in Istanbul, Gungoren. The main resource of this research is the data collected through surveys. The survey is a result of the literature and the suggestions of the experts on the topic. Thirty questions were prepared under ten topics. Two different surveys were conducted during the data collection. While the first survey questions focused on the effects of traditional lecturing on students, the second survey questions were targeting the effects of lecturing via the support of psychics experiment simulations. The data collected as a result of the survey which was coded in to SPSS Software and statistical anal yses was conducted. In order to test the significant difference between the means t-test was utilized. 0.05 was chosen as the significance level. As a result of the analyses utilized, significant differences were found in their satisfaction on class materials, in their motivation, in their learning speed, in their interest in the class, and in their contribution to the class. In findings such as the effect on students’ learning, information availability, organization of information, students’ integration to the class and gaining different point of views “lectures supported by physics experiment simulations” is significantly different from traditional lecturing. As the result of the literature review and the statistical analyses, “lectures supported via physics experiment simulations” seem to

Social anxiety experiences and responses of university students

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Behiye Akacan

2015-09-01

Full Text Available The aim of this study is to examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The semi-structured interview form developed by the researchers was used in the study during the face-to-face interviews with fifty-one 4th year students from the Guidance and Psychological Counselling (GPC and Pre-School Teaching (PST departments. The scope of the interview form includes the situations where 1 students experience social anxiety in the school setting and their thoughts and behaviours regarding these situations, 2 the situations where they anticipate social anxiety in their future profession, and 3 the situations where they experience social anxiety in their daily lives. Our aim was to collect data from these areas. The data collected were analysed through content analysis. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.

Removing the interview for medical school selection is associated with gender bias among enrolled students.

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Wilkinson, David; Casey, Mavourneen G; Eley, Diann S

2014-02-03

To report, and determine reasons for, a change in the gender ratio observed among enrolled medical students after removal of the interview from the selection process. Cross-sectional study of 4051 students admitted to the medical program at the University of Queensland between 2004 and 2012. Students are enrolled either directly as graduates or via a school-leaver pathway. Change in proportions of male and female students over time, and gender-specific scores in the three sections of the GAMSAT (Graduate Medical School Admissions Test). Between 2004 and 2008 (when an interview was part of the selection process), 891 enrolled students (51.4%) were male, whereas between 2009 and 2012 (no interview), 1134 (57.7%; P interview was removed to 64.0% (514 students; P interview (reaching 73.8% in 2012). Between 2004 and 2012, male students consistently performed better than female students on GAMSAT section III (mean score, 71.5 v 68.5; P interview from the selection process. This change is limited to domestic direct graduate-entry students, and seems to be due to higher scores by male students in section III of the GAMSAT. The interview may play an important role in ensuring gender equity in selection, and medical schools should carefully monitor the consequences of changes to selection policy.

Writing about an experience of illness in medical students

Directory of Open Access Journals (Sweden)

Hwang K

2013-08-01

Full Text Available Kun Hwang,1 Huan Fan,1 Se Won Hwang2 1Department of Plastic Surgery, Inha University School of Medicine, Incheon, Korea; 2Peninsula Medical School, Exeter, UK Abstract: Pathography is defined as “historical biography from a medical, psychological, and psychiatric viewpoint.” We thought that writing about an experience of illness might help students understand patients’ experience and in turn grow in terms of self-understanding. Participants included 151 medical students. Students wrote about their own experience of illness and were asked to answer questions from the Likert scale. Most students wrote about themselves (79.2%; however, some students (20.8% wrote about the illness of others. Among the 149 pathographies, ecopathography was most frequent (30.9%, followed by testimonial pathography (25.5%; angry pathography (13.4% and alternative pathography (12.1% were relatively less frequent. Eighty-eight pathographies (59.1% showed 120 expressions of family relationship. Among the 120 cases, worrying about family members was most frequent (47.5%, followed by reliance on a family member (32.5%. All students wrote about the enlightenment experienced on returning to daily life. The sense of belonging together was most frequent (38.3%, followed by gratitude for living (20.8%, resolution to be a good doctor (18.1%, and a will to live and be healthy (12.1%. Answers on the Likert scale (total 5 for pathography beneficence were very high in understanding desirable doctor image (4.46, attaining morals and personality as a health care professional (4.49, and understanding basic communication skills (4.46. Writing about an experience of illness allows students to better understand patients’ experience and to grow in self-understanding. Keywords: writing, disease, patients, narration, pathography

Values as Predictors of Religious Experience in the Lives of Seminary Students of Philosophy and Students of Physics.

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Głaz, Stanisław

2016-12-01

The aim of this study was to show the preferences of terminal values of personal and social character and the level of religious experience: God's presence and God's absence, as well as to examine the relationship between the two variables in the groups of seminary students of philosophy and students of physics. The following methods were applied in the study: Rokeach Value Survey and Głaz's Scale of Religious Experience. The study was conducted amongst university students in Kraków (Poland). The results of 100 correctly completed sets of questionnaires were analysed. The results analysis proves that seminary students of philosophy have a higher level of religious experience: God's presence and God's absence than students of physics. Seminary students of philosophy most preferred terminal values in personal and in social character. In the group of seminary students of philosophy, from amongst the four most preferred terminal values, two have a significant relation with the experience of God's presence and God's absence, whereas in the group of students of physics only one of them has a significant relation with the experience of God's absence.

Targets and Witnesses: Middle School Students' Sexual Harassment Experiences

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Lichty, Lauren F.; Campbell, Rebecca

2012-01-01

School-based peer-to-peer sexual harassment (SH) emerged as an issue of concern in the early 1990s. As a developing field, this literature has several notable gaps. The current study extends previous research by, (a) exploring the understudied experiences of middle school students, (b) assessing students' experiences witnessing SH, and (c)…

The impact of program experiences on the retention of women engineering students in Mexico

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Villa, Maria Del Carmen Garcia

This qualitative study sought to describe and understand the experiences of female students attending engineering colleges in Mexico and the sources of support and strategies that helped them persist in their programs. The participants were 20 women engineering students enrolled in at least their third year in selected colleges of engineering in Mexico, in both public and private universities, and pursuing a variety of engineering majors. Findings focus on the experiences of female students that helped them stay in their programs. Participants described their experiences in college as very challenging and perceived the environment as hostile and uncertain. In addition, patriarchal Mexican cultural values and stereotypes were identified by students as influencing and helping shape the engineering environment. However, in this context, participants were able to find sources of support and use strategies that helped them remain in their majors, such as a strong desire to succeed, a perceived academic self-ability; and support from their families, peers, institutions, and---most importantly---their professors. Furthermore, the fact that participants were able to persist in their programs gave them a sense of pride and satisfaction that was shared by their families, peers, and faculty. In addition, participants experienced contradictory forces and were constantly negotiating between rejecting traditional gender norms and upholding the norms that are so deeply engrained in Mexican society. Finally, as the students advanced in their programs and became "accepted to the club," they tended to reproduce the male-dominated value system present in engineering colleges accepting their professors' expectations of being "top students," accepting the elitist culture of engineering superiority, and embracing the protection given by their male peers. Retention of Mexican female engineering students is important for all engineering colleges, but cultural factors must be taken into

Student designed experiments to learn fluids

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Stern, Catalina

2013-11-01

Lasers and high speed cameras are a wonderful tool to visualize the very complex behavior of fluids, and to help students grasp concepts like turbulence, surface tension and vorticity. In this work we present experiments done by physics students in their senior year at the School of Science of the National University of Mexico as a final project in the continuum mechanics course. Every semester, the students make an oral presentation of their work and videos and images are kept in the web page ``Pasión por los Fluidos''. I acknowledge support from the Physics Department of Facultad de Ciencias, Universidad Nacional Autónoma de México.

Everyday health communication experiences of college students.

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Baxter, Leslie; Egbert, Nichole; Ho, Evelyn

2008-01-01

The authors examined college students' day-to-day health communication experiences. A convenience sample of 109 midwestern university students participated in the study. The participants completed health communication diaries for 2 weeks, generating 2,185 records. Frequent health topics included nutrition and diet, minor health concerns, risky health practices, and body fitness. Approximately 27% of health communication experiences involved the proactive seeking of health-related information or advice. Interpersonal venues (face-to-face, telephone, and e-mail) were evident in about 75% of the records, which were dominated by exchanges with friends and family members. The authors found modest interactions of topic, channel, and purpose. Congruent with the uses and gratifications theory, the authors found that satisfaction with and perceived impact of health communication experiences varied by topic, channel, relationship, and purpose.

Integrating geoscience and Native American experiences through a multi-state geoscience field trip for high school students

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Kelso, P. R.; Brown, L. M.; Spencer, M.; Sabatine, S.; Goetz, E. R.

2012-12-01

Lake Superior State University (LSSU) developed the GRANITE (Geological Reasoning And Natives Investigating The Earth) to engage high school students in the geosciences. The GRANITE program's target audience is Native American high school students and other populations underrepresented in the geosciences. Through the GRANITE program students undertake a variety of field and laboratory geosciences activities that culminates in a two week summer geoscience field experience during which they travel from Michigan to Wyoming. The sites students visit were selected because of their interesting and diverse geologic features and because in many cases they have special significance to Native American communities. Examples of the processes and localities studied by GRANITE students include igneous processes at Bear Butte, SD (Mato Paha) and Devil's Tower, WY (Mato Tipila); sedimentary processes in the Badlands, SD (Mako Sica) and Black Hills, SD (Paha Sapa); karst processes at Wind Cave, SD (Wasun Niye) and Vore Buffalo Jump; structural processes at Van Hise rock, WI and Dillon normal fault Badlands, SD; hydrologic and laucustrine processes along the Great Lakes and at the Fond du Lac Reservation, MN; fluvial processes along the Mississippi and Missouri rivers; geologic resources at the Homestake Mine, SD and Champion Mine, MI; and metamorphic processes at Pipestone, MN and Baraboo, WI. Through the GRANITE experience students develop an understanding of how geoscience is an important part of their lives, their communities and the world around them. The GRANITE program also promotes each student's growth and confidence to attend college and stresses the importance of taking challenging math and science courses in high school. Geoscience career opportunities are discussed at specific geologic localities and through general discussions. GRANITE students learn geosciences concepts and their application to Native communities and society in general through activities and

Student-Run Communications Agencies: Providing Students with Real-World Experiences That Impact Their Careers

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Bush, Lee; Haygood, Daniel; Vincent, Harold

2017-01-01

While several studies have examined the learning outcomes of student-run communications agencies, these studies have mostly been from the perspective of faculty advisors. Through in-depth interviews with student agency graduates, this study examined how current industry professionals perceive the benefits of their student agency experiences and…

Initial Results from the STEM Student Experiences Aboard Ships (STEMSEAS) Program

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Lewis, J. C.; Cooper, S. K.; Thomson, K.; Rabin, B.; Alberts, J.

2016-12-01

The Science Technology Engineering and Math Student Experiences Aboard Ships (STEMSEAS) program was created as a response to NSF's call (through GEOPATHS) for improving undergraduate STEM education and enhancing diversity in the geosciences. It takes advantage of unused berths on UNOLS ships during transits between expeditions. During its 2016 pilot year - which consisted of three transits on three different research vessels in different parts of the country, each with a slightly different focus - the program has gained significant insights into how best to create and structure these opportunities and create impact on individual students. A call for applications resulted in nearly 900 applicants for 30 available spots. Of these applicants, 32% are from minority groups underrepresented in the geosciences (Black, Hispanic, or American Indian) and 20% attend community colleges. The program was able to sail socioeconomically diverse cohorts and include women, veterans, and students with disabilities and from two- and four-year colleges. Twenty-three are underrepresented minorities, 6 attend community colleges, 5 attend an HBCU or tribal college, and many are at HSIs or other MSIs. While longer term impact assessment will have to wait, initial results and 6-month tracking for the first cohort indicate that these kinds of relatively short but intense experiences can indeed achieve significant impacts on students' perception of the geosciences, in their understanding of STEM career opportunities, their desire to work in a geoscience lab setting, and to incorporate geosciences into non-STEM careers. Insights were also gained into the successful makeup of mentor/leader groups, factors to consider in student selection, necessary pre- and post-cruise logistics management, follow-up activities, structure of activities during daily life at sea, increasing student networks and access to mentorships, and leveraging of pre-existing resources and ship-based opportunities

Factors hindering clinical training of students in selected nursing educational institutions in Southeastern Nigeria.

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Anarado, Agnes N; Agu, Grace U; Nwonu, Eunice I

2016-05-01

Clinical training is an integral part of professional nursing education as it equips students with the required knowledge, skills, attitudes, and values needed for optimal practice in real-life situations. Inappropriate professional attributes have been observed among nursing graduates, while challenges to acquisition of clinical skills have been understudied in Nigeria. This study investigated system factors related to the provision of infrastructure/equipment, training/supervisory activities, and students' factors that may hinder clinical training of nursing students in two selected institutions in Southeastern Nigeria. This cross-sectional descriptive study purposively enlisted 283 students from a diploma and a degree nursing education program. Data were collected with researchers' developed questionnaire and analyzed in percentages, and means, with a mean decision criterion of valueprogram students had significantly less opportunity for return demonstration under supervision and independent practice in the laboratory; the diploma program students had significantly fewer teachers in their school and patients in their clinical area, clinical nurses as role models were not following the standard procedures in practice and students were not evaluated by supervisors at the end of each clinical experience. Identified factors in these training environments could hinder learners' interest and acquisition of professional attributes. Rectifying these situations could enhance the acquisition and display of appropriate professional performance behavior in practice by nursing graduates. Copyright © 2016 Elsevier Ltd. All rights reserved.

Clinical learning experiences of male nursing students in a Bachelor of Nursing programme: Strategies to overcome challenges

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Sibusiso F. Buthelezi

2015-09-01

Full Text Available Background: Male nursing students are faced with more challenges in the clinical setting than their female counterparts. The ways in which male nurses are viewed and received by nursing staff and patients have an impact on how they perceive themselves and their role in the profession. These perceptions of self have a significant impact on their self-esteem. This study was conducted to explore the clinical learning experiences of male nursing students at a university during their placement in clinical settings in the Western Cape Province, and how these experiences impacted on their self-esteem. Objectives: To describe the learning experiences of male nursing students during placement in clinical settings, and how these impact on their self-esteem. Method: A qualitative, exploratory study was conducted. Purposive sampling was used to select participants. Three focus group (FG discussions, consisting of six participants per group, were used to collect data. Data analysis was conducted by means of Coliazzi’s (1978 seven steps method of qualitative analysis. Study findings: The following three major themes were identified: experiences that related to the constraints in the learning environment, the impact on the self-esteem, and the social support of students working in a female-dominated profession. Conclusion: Male nurses should be supported in nursing training, as the rate at which males enter the profession is increasing.

Changing students' perceptions of the homeless: A community service learning experience.

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Gardner, Janet; Emory, Jan

2018-03-01

The homeless are an underserved, local vulnerable population that can benefit from a service learning clinical practicum experience for baccalaureate prepared nursing students. Negative attitudes and disrespect among healthcare workers has been identified by the homeless as a barrier to healthcare. A service learning experience with a vulnerable population has been shown to change nursing students' attitudes and beliefs. A large university in a southern city partnered with a community based organization that provided services to the homeless to educate senior nursing students in a service learning experience. The goal of this project was to examine attitudes and perceptions of nursing students toward the homeless population before and after participation in a service learning clinical practicum experience. This case study utilized a pre and post experience questionnaire to collect qualitative data for the purposes of the project. The findings revealed students demonstrated a decrease in fear, an increase in empathy, and a deeper understanding of the advocacy role of nurses for people experiencing homelessness. Nurse educators are challenged to engage students with vulnerable populations to change the attitudes and perceptions for improvement in the overall health of communities served worldwide. Partnerships and service learning experiences can benefit all. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Colorado Student Space Weather Experiment: A successful student-run scientific spacecraft mission

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Schiller, Q.; Li, X.; Palo, S. E.; Blum, L. W.; Gerhardt, D.

2015-12-01

The Colorado Student Space Weather Experiment is a spacecraft mission developed and operated by students at the University of Colorado, Boulder. The 3U CubeSat was launched from Vandenberg Air Force Base in September 2012. The massively successful mission far outlived its 4 month estimated lifetime and stopped transmitting data after over two years in orbit in December 2014. CSSWE has contributed to 15 scientific or engineering peer-reviewed journal publications. During the course of the project, over 65 undergraduate and graduate students from CU's Computer Science, Aerospace, and Mechanical Engineering Departments, as well as the Astrophysical and Planetary Sciences Department participated. The students were responsible for the design, development, build, integration, testing, and operations from component- to system-level. The variety of backgrounds on this unique project gave the students valuable experience in their own focus area, but also cross-discipline and system-level involvement. However, though the perseverance of the students brought the mission to fruition, it was only possible through the mentoring and support of professionals in the Aerospace Engineering Sciences Department and CU's Laboratory for Atmospheric and Space Physics.

The Effectiveness of Geography Student Worksheet to Develop Learning Experiences for High School Students

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Utami, Wiwik Sri; Sumarmi; Ruja, I. Nyoman; Utaya, Sugeng

2016-01-01

The purpose of this study is to examine the effectiveness of geography student worksheet in developing high school students' learning experiences. The student worksheet was planned to gain opportunity to develop creative and geography skills. The effectiveness is assessed from the contribution of the worksheets in improving the skills of…

Attrition of undergraduate nursing students at selected South African universities

Directory of Open Access Journals (Sweden)

Erna Roos

2016-08-01

Full Text Available Background: The nursing profession forms the backbone of many healthcare systems. It therefore needs a consistent supply of registered nurses to deliver continuous and safe quality healthcare, and to replace the nurses leaving or retiring from the profession. Attrition actively occurs among nursing students in South Africa and threatens the future supply of registered nurses. Aim: The aim of the study was to describe the attrition rate at selected South African universities and the factors influencing undergraduate nursing students to discontinue their nursing studies at these universities. Method: A quantitative descriptive design was followed. Heads of the nursing departments at the selected universities captured data with a specifically designed questionnaire. Thereafter their former nursing students provided information via a structured telephonic interview on the reasons why they discontinued the nursing programme. Results: The study revealed that attrition of undergraduate nursing students for three intake years (2007, 2008 and 2009 at the participating universities was between 39.3% and 58.7%. Academic and financial reasons as well as poor wellness and health were the main causes for attrition. Another factor was failure to cope with the demands of the clinical environment. Conclusion: Attrition might not occur immediately when a nursing student is challenged, as the student might exploit the various types of support offered. Although some nursing students do benefit from the offered support, a large number of nursing students still discontinue the undergraduate nursing programme.

Learning experiences on role-emerging placements: an exploration from the students' perspective.

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Dancza, Karina; Warren, Alison; Copley, Jodie; Rodger, Sylvia; Moran, Monica; McKay, Elizabeth; Taylor, Ann

2013-12-01

Occupational therapy educators are challenged to provide students with practical experiences which prepare them for ever changing health-care contexts on graduation. Role-emerging placements have been widely used internationally to help meet this challenge, but research into the learning experiences of students during these innovative placements is limited. This research investigated the enablers and barriers to learning from the perspectives of students on such placements from two European universities. Two separate qualitative studies tracked 10 final year students. Interviews explored their learning experiences prior to, during and after an eight- or 10-week role-emerging placement in a range of settings. Four themes emerged, which were (1) adapting to less doing, more thinking and planning; (2) understanding the complexity of collaboration and making it work; (3) emotional extremes; and (4) realising and using the occupational therapy perspective. These placements presented a 'roller coaster' of authentic learning experiences which created the opportunity for students to use occupation in practice and develop skills for collaborative working in an interprofessional environment. Whereas students viewed their role-emerging placement experiences positively, challenges included the emotional responses of students and placement pace. Findings suggest the need for supportive student placement experiences in both established and role-emerging areas to prepare students for a range of opportunities in an uncertain future. © 2013 Occupational Therapy Australia.

Assessing the Job Selection Criteria of Accounting Students: a Normative Approach

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zubairu, umaru; Ismail, Suhaiza; Abdul Hamid, Fatima

2017-01-01

This research assessed to what extent final-year Muslim accounting students in Malaysia considered Islamic principles when choosing a job after graduation. 356 final-year Muslim accounting students in four Malaysian universities were surveyed using an open-ended job selection scenario. The result shows that reality does not live up to the ideal. Only 16% of the respondents apply Islamic principles in making a job selection decision. The remaining 84% are more concerned with other criteria suc...

Enhancing the blended learning experience of Calculus I students

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A. Al-Ghassani

2015-08-01

Full Text Available Blended Learning showed in the last two decades to be one of the effective ways in education and training. We illustrate our initiative experience with blended learning in the course Calculus I. The main goals we want to achieve are improving students understanding of the course concepts, increasing the level of uniformity in this multi-sections course and enhancing students blended learning experience online and offline. Consequently, this affects positively students' academic performance. We describe and discuss the results that we achieved and the challenges we encountered in view of the initiative aims and goals. The blended learning delivery methods were through Learning Management System (LMS as the online medium and through new offline activities inside and outside the classroom. The LMS we used is Moodle. We designed the resources and activities to cater for the learners different needs. The offline activities were chosen and designed to strengthen the weakness in students study skills based in our experience.

Pre-clinical medical student experience in a pediatric pulmonary clinic

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Thomas G. Saba

2015-11-01

Full Text Available Objective: Our objective was to evaluate the educational value of introducing pre-clinical medical students to pediatric patients and their families in a subspecialty clinic setting. Methods: First- and second-year medical students at the University of Michigan seeking clinical experience outside of the classroom attended an outpatient pediatric pulmonary clinic. Evaluation of the experience consisted of pre- and post-clinic student surveys and post-clinic parent surveys with statements employing a four-point Likert scale as well as open-ended questions. Results: Twenty-eight first-year students, 6 second-year students, and 33 parents participated in the study. Post-clinic statement scores significantly increased for statements addressing empathic attitudes, confidence communicating with children and families, comfort in the clinical environment, and social awareness. Scores did not change for statements addressing motivation, a sense of team membership, or confidence with career goals. Students achieved their goals of gaining experience interacting with patients, learning about pulmonary diseases, and observing clinic workflow. Parents felt that they contributed to student education and were not inconvenienced. Conclusions: Students identified several educational benefits of exposure to a single pediatric pulmonary clinic. Patients and families were not inconvenienced by the participation of a student. Additional studies are warranted to further investigate the value of this model of pre-clinical medical student exposure to subspecialty pediatrics.

Factors considered by undergraduate medical students when selecting specialty of their future careers.

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Alawad, Awad Ali Mohamed Ahmed; Khan, Waleed Shabeer; Abdelrazig, Yousif Mohammed; Elzain, Yamin Ibrahim; Khalil, Hassan Osman; Ahmed, Omer Bakri Elsayed; Adam, Omeralfaroug Ahmed Ibrahim

2015-01-01

Medical students are the source of a country's physicians. Determining how medical students select their areas of specialization is the key to achieve a balanced distribution of doctors among all specialties. The objective is to identify the number of medical students who have decided their postgraduate specialty career, their career specialties preference, and factors that may influence their decision to select a particular specialty. A facility based cross-sectional study was conducted in September 2013 at Faculty of Medicine, University of Medical Sciences and Technology, Khartoum, Sudan. A self-administered semi-structured questionnaire comprising demographic data and questions about future specialties preferences and factors influencing those preferences was distributed to 887 male and female students, (from first to fifth academic years) recruited in the study. Response rate was 73% with 647 questionnaires collected, out of 887 eligible medical students. Of the returned questionnaires, 604 were valid. The majority of students (541, 89.6%) have chosen a specialty. Surgery, medicine, paediatrics and obstetrics and gynecology were the most selected specialties. The least selected specialty was anaesthesiology. A significant association was found between gender and specialty choice using Chi-square test (p = 0.00). There was no association between undergraduate level and specialty choice (p = 0.633). The most common reason for choosing a specific specialty was "Personal Interest" (215, 39.7%) followed by being "Helpful to the community" (144, 26.6%). Surgery, medicine, paediatrics and obstetrics and gynecology were the most selected specialties.

Examining students' views about validity of experiments: From introductory to Ph.D. students

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Hu, Dehui; Zwickl, Benjamin M.

2018-06-01

We investigated physics students' epistemological views on measurements and validity of experimental results. The roles of experiments in physics have been underemphasized in previous research on students' personal epistemology, and there is a need for a broader view of personal epistemology that incorporates experiments. An epistemological framework incorporating the structure, methodology, and validity of scientific knowledge guided the development of an open-ended survey. The survey was administered to students in algebra-based and calculus-based introductory physics courses, upper-division physics labs, and physics Ph.D. students. Within our sample, we identified several differences in students' ideas about validity and uncertainty in measurement. The majority of introductory students justified the validity of results through agreement with theory or with results from others. Alternatively, Ph.D. students frequently justified the validity of results based on the quality of the experimental process and repeatability of results. When asked about the role of uncertainty analysis, introductory students tended to focus on the representational roles (e.g., describing imperfections, data variability, and human mistakes). However, advanced students focused on the inferential roles of uncertainty analysis (e.g., quantifying reliability, making comparisons, and guiding refinements). The findings suggest that lab courses could emphasize a variety of approaches to establish validity, such as by valuing documentation of the experimental process when evaluating the quality of student work. In order to emphasize the role of uncertainty in an authentic way, labs could provide opportunities to iterate, make repeated comparisons, and make decisions based on those comparisons.

Sol-Gel Synthesis of a Biotemplated Inorganic Photocatalyst: A Simple Experiment for Introducing Undergraduate Students to Materials Chemistry

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Boffa, Vittorio; Yue, Yuanzheng; He, Wen

2012-01-01

As part of a laboratory course, undergraduate students were asked to use baker's yeast cells as biotemplate in preparing TiO[subscript 2] powders and to test the photocatalytic activity of the resulting materials. This laboratory experience, selected because of the important environmental implications of soft chemistry and photocatalysis, provides…

Revisiting the Stanford prison experiment: could participant self-selection have led to the cruelty?

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Carnahan, Thomas; McFarland, Sam

2007-05-01

The authors investigated whether students who selectively volunteer for a study of prison life possess dispositions associated with behaving abusively. Students were recruited for a psychological study of prison life using a virtually identical newspaper ad as used in the Stanford Prison Experiment (SPE; Haney, Banks & Zimbardo, 1973) or for a psychological study, an identical ad minus the words of prison life. Volunteers for the prison study scored significantly higher on measures of the abuse-related dispositions of aggressiveness, authoritarianism, Machiavellianism, narcissism, and social dominance and lower on empathy and altruism, two qualities inversely related to aggressive abuse. Although implications for the SPE remain a matter of conjecture, an interpretation in terms of person-situation interactionism rather than a strict situationist account is indicated by these findings. Implications for interpreting the abusiveness of American military guards at Abu Ghraib Prison also are discussed.

The Experiences of American International Students in a Large Irish University

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O'Reilly, Aileen; Hickey, Tina; Ryan, Dermot

2015-01-01

Growing numbers of American students are travelling overseas to study abroad and enroll in full degree programs. Despite this trend, relatively little is known about the experiences of United States (U.S.) students abroad. The aim of this research was to examine the experiences of American international students in Ireland. Findings suggest that…

Understanding Arts and Humanities Students' Experiences of Assessment and Feedback

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Adams, Joelle; McNab, Nicole

2013-01-01

This article examines how undergraduate students on arts and humanities courses experience assessment and feedback. The research uses a detailed audit, a specially devised questionnaire (the Assessment Experience Questionnaire), and student focus group data, and the article examines results from 19 programmes, comparing those from "arts and…

Motivating students to perform an experiment in technological design contexts

NARCIS (Netherlands)

Logman, P.S.W.M.; Kaper, W.H.; Ellermeijer, A.L.; Lindell, A.; Kähkönen, A.-L.; Viiri, J.

2012-01-01

In a teaching-learning sequence on the subject of energy we have tried technological design contexts to motivate students by using only context-based reasons to perform experiments on the subject of energy. We use these experiments to have the students reinvent practical laws of energy conservation

Using clinical caring journaling: nursing student and instructor experiences.

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Kuo, Chien-Lin; Turton, Michael; Cheng, Su-Fen; Lee-Hsieh, Jane

2011-06-01

Journaling has been incorporated into many nursing courses as an active reflective teaching strategy that can facilitate the learning process, personal growth, and professional development of students. There is limited research support of journaling as an appropriate tool to promote reflection for the purpose of learning caring in nursing education. The aim of this study was to explore the experiences and perceptions of student nurses and instructors who use clinical caring journaling (CCJ) in their clinical practicum. Researchers used a descriptive qualitative research design. The study population was 880 senior student nurses and 90 clinical instructors from a nursing program at a university in Taiwan who used CCJ. After completion of 1 year of clinical practicum, 16 students and 7 instructors participated voluntarily in focus group interviews. Researchers used content analysis to sort interview data into themes. Six themes were categorized that encapsulated student and instructor experiences and perceptions regarding using CCJ in their clinical practicum. These themes were guiding caring behavior toward patients, enabling students' reflective caring abilities, building up students' self-confidence, increasing interaction between students and instructors, enhancing students' self-development, and overcoming writing difficulty. Research findings may serve as a reference for nursing educators to use CCJ strategy in student nurses' clinical practicum.

New Postgraduate Student Experience and Engagement in Human Communication Studies

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Steele, Godfrey A.

2015-01-01

New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…

A survey of drug abuse problems among students of selected ...

African Journals Online (AJOL)

The purpose of the study was to survey drug abuse problems among students of selected secondary schools in Ile-Ife in Osun State. Specifically, the study was to find out the reasons for drug abuse among students. The major instrument used to collect needed information was the questionnaire which was distributed to ...

Supervisors' experiences of workplace supervision of nursing and paramedic students in rural settings: a scoping review.

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Trede, Franziska; McEwen, Celina; Kenny, Amanda; O'Meara, Peter

2014-05-01

We present our findings from a scoping review that sought to identify what is known about nursing and paramedic clinical supervisors' experiences of their supervision practices in rural settings. Our interest in these two groups is based on the central role that nurses and paramedics play in rural health care. Scoping reviews support identification of a broad range of literature, including all types of study designs. We adopted Arksey and O'Malley's five-stage approach: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising and reporting results. Databases searched included Academic Search Complete, Springer, Factiva, ProQuest, Ebsco, Informit, VOCEDplus and Scopus. Based on our research question and inclusion and exclusion criteria we selected relevant literature and summarised and reported it using Arksey and O'Malley's framework. The review yielded five articles from four countries: Sweden, Belgium, Malaysia and Australia. From this scoping review, we identified key themes related to supervisors' experiences, including clarification of expectations, support from managers and colleagues, the need for shared understanding between university, students and supervisors and required skills and competence in supervising students. © 2013.

The motivations and experiences of students enrolled in online science courses at the community college

Science.gov (United States)

Ghosh, Urbi

An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the

Long-term selection experiment with Afrikaner cattle

African Journals Online (AJOL)

Mario Beffa

Long-term selection experiment with Afrikaner cattle. 3. Selection applied and response in calf growth traits. L.M. Beffa. 1,2,3. , J.B. van Wyk. 1# and G.J. Erasmus. 1. 1 University of the Free State, P.O. Box 339, Bloemfontein 9300, South Africa. 2 Matopos Research Station, P. Bag K5137, Bulawayo, Zimbabwe ...

Satisfaction with Life, Meaning in Life, Sad Childhood Experiences, and Psychological Symptoms among Turkish Students.

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Cömert, Itır Tarı; Özyeşil, Zümra Atalay; Burcu Özgülük, S

2016-02-01

The aim of the current study was to investigate the contributions of sad childhood experiences, depression, anxiety, and stress, existence of a sense of meaning, and pursuit of meaning in explaining life satisfaction of young adults in Turkey. The sample comprised 400 undergraduate students ( M age = 20.2 yr.) selected via random cluster sampling. There were no statistically significant differences between men and women in terms of their scores on depression, existence of meaning, pursuit of meaning, and life satisfaction scores. However, there were statistically significant differences between men and women on the sad childhood experiences, anxiety and stress. In heirarchical regression analysis, the model as a whole was significant. Depression and existence of meaning in life made unique significant contributions to the variance in satisfaction in life. Students with lower depression and with a sense of meaning in life tended to be more satisfied with life.

Student experiences with an international public health exchange project.

Science.gov (United States)

Critchley, Kim A; Richardson, Eileen; Aarts, Clara; Campbell, Barbara; Hemmingway, Ann; Koskinen, Liisa; Mitchell, Maureen P; Nordstrom, Pam

2009-01-01

With growing interconnectivity of healthcare systems worldwide and increased immigration, inappropriate cultural and role assumptions are often seen when cultures clash within a country or when there is practice across country boundaries in times of disaster and during international travel. To increase students' multicultural awareness and work experiences abroad, the authors describe a 7-school, 5-country international student exchange project. The authors also share the students' evaluations of their experiences as they are challenged to erase boundaries and embrace nursing across countries. Participating faculty describe the process, challenges, and keys to success found in creating and living this international project. Students involved in the exchange process evaluate the learning opportunities and challenges and the joy of coming together as newfound colleagues and friends.

Ethical reasoning through simulation: a phenomenological analysis of student experience.

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Lewis, Gareth; McCullough, Melissa; Maxwell, Alexander P; Gormley, Gerard J

2016-01-01

Medical students transitioning into professional practice feel underprepared to deal with the emotional complexities of real-life ethical situations. Simulation-based learning (SBL) may provide a safe environment for students to probe the boundaries of ethical encounters. Published studies of ethics simulation have not generated sufficiently deep accounts of student experience to inform pedagogy. The aim of this study was to understand students' lived experiences as they engaged with the emotional challenges of managing clinical ethical dilemmas within a SBL environment. This qualitative study was underpinned by an interpretivist epistemology. Eight senior medical students participated in an interprofessional ward-based SBL activity incorporating a series of ethically challenging encounters. Each student wore digital video glasses to capture point-of-view (PoV) film footage. Students were interviewed immediately after the simulation and the PoV footage played back to them. Interviews were transcribed verbatim. An interpretative phenomenological approach, using an established template analysis approach, was used to iteratively analyse the data. Four main themes emerged from the analysis: (1) 'Authentic on all levels?', (2)'Letting the emotions flow', (3) 'Ethical alarm bells' and (4) 'Voices of children and ghosts'. Students recognised many explicit ethical dilemmas during the SBL activity but had difficulty navigating more subtle ethical and professional boundaries. In emotionally complex situations, instances of moral compromise were observed (such as telling an untruth). Some participants felt unable to raise concerns or challenge unethical behaviour within the scenarios due to prior negative undergraduate experiences. This study provided deep insights into medical students' immersive and embodied experiences of ethical reasoning during an authentic SBL activity. By layering on the human dimensions of ethical decision-making, students can understand their

Experiences of Adult Students in Multi-Generational Community College Classrooms

Science.gov (United States)

Clemente, Kathleen Ann

2010-01-01

This qualitative study is a basic interpretative inquiry studying the experiences of fourteen adult students 45 years of age or older in a multi-generational community college classroom. The study is informed by social constructivism, social constructionism and andragogy. It focused on how students viewed their experiences in the…

Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

Science.gov (United States)

Lowe, Pam

2015-01-01

Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

Personal librarian enhancing the student experience

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Moniz, Richard; Matthews, Joseph R

2014-01-01

The incredible shift in the provision of library services resulting from innovations such as online resources, mobile technologies, tablet computers, and MOOCs and hybrid courses makes it more challenging than ever for academic librarians to connect students with the information they need. Enter the Personal Librarian, a flexible concept that focuses on customizing information literacy by establishing a one-on-one relationship between librarian and student from enrollment through graduation. In this book the editors, with decades of library instruction and academic library experience between t

The House System: Evaluating Its Role in the Experience of Business Students

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Antoniadou, Marilena

2017-01-01

This paper presents a case study of students' experiences of the House system, an innovative scheme introduced for business students, aiming to enhance student experience. The findings are based on a survey of 350 students and 4 group interviews. Analysis of the findings, both statistical and qualitative, indicated perceived clear benefits for the…

Does students' exposure to gender discrimination and sexual harassment in medical school affect specialty choice and residency program selection?

Science.gov (United States)

Stratton, Terry D; McLaughlin, Margaret A; Witte, Florence M; Fosson, Sue E; Nora, Lois Margaret

2005-04-01

To examine the role of gender discrimination and sexual harassment in medical students' choice of specialty and residency program. Anonymous, self-administered questionnaires were distributed in 1997 to fourth-year students enrolled in 14 public and private U.S. medical schools. In addition to reporting the frequency of gender discrimination and sexual harassment encountered during preclinical coursework, core clerkships, elective clerkships, and residency selection, students assessed the impact of these exposures (none, a little, some, quite a bit, the deciding factor) on their specialty choices and rankings of residency programs. A total of 1,314 (69%) useable questionnaires were returned. Large percentages of men (83.2%) and women (92.8%) experienced, observed, or heard about at least one incident of gender discrimination and sexual harassment during medical school, although more women reported such behavior across all training contexts. Compared with men, significantly (p harassment influenced their specialty choices (45.3% versus 16.4%) and residency rankings (25.3% versus 10.9%). Across all specialties, more women than men experienced gender discrimination and sexual harassment during residency selection, with one exception: a larger percentage of men choosing obstetrics and gynecology experienced such behavior. Among women, those choosing general surgery were most likely to experience gender discrimination and sexual harassment during residency selection. Interestingly, correlations between exposure to gender discrimination and sexual harassment and self-assessed impact on career decisions tended to be larger for men, suggesting that although fewer men are generally affected, they may weigh such experiences more heavily in their choice of specialty and residency program. This study suggests that exposure to gender discrimination and sexual harassment during undergraduate education may influence some medical students' choice of specialty and, to a lesser

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

Physical Activity Patterns and Self-Efficacy of Selected College Students

Science.gov (United States)

Hutchins, Matt; Drolet, Judy C.; Ogletree, Roberta J.

2010-01-01

Much attention has been given to the fact that Americans are becoming less active. This study was designed to examine the levels of exercise-specific self-efficacy and physical activity rates in a selected group of college students. Students were recruited as they entered a fitness facility. Participation consisted of completing a survey that…

Undergraduate Mathematics Students' Emotional Experiences in Linear Algebra Courses

Science.gov (United States)

Martínez-Sierra, Gustavo; García-González, María del Socorro

2016-01-01

Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…

Oral Health Education for Medical Students: Malaysian and Australian Students' Perceptions of Educational Experience and Needs.

Science.gov (United States)

Ahmad, Mas S; Abuzar, Menaka A; Razak, Ishak A; Rahman, Sabariah A; Borromeo, Gelsomina L

2017-09-01

Education in oral health is important to prepare future medical professionals for collaborative roles in maintaining patients' oral health, an important component of general health and well-being. The aims of this study were to determine the perceptions of medical students in Malaysia and Australia of the quality of their training in oral health care and their perceptions of their professional role in maintaining the oral health of their patients. A survey was administered in the classroom with final-year Malaysian (n=527; response rate=79.3%) and Australian (n=455; response rate: 60%) medical students at selected institutions in those countries. In the results, most of these medical students reported encountering patients with oral health conditions including ulcers, halitosis, and edentulism. A majority in both countries reported believing they should advise patients to obtain regular dental check-ups and eat a healthy diet, although they reported feeling less than comfortable in managing emergency dental cases. A high percentage reported they received a good education in smoking cessation but not in managing dental trauma, detecting cancerous lesions, or providing dietary advice in oral disease prevention. They expressed support for inclusion of oral health education in medical curricula. These students' experience with and perceptions of oral health care provide valuable information for medical curriculum development in these two countries as well as increasing understanding of this aspect of interprofessional education and practice now in development around the world.

Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions

Science.gov (United States)

Eddy, Sarah L.; Brownell, Sara E.; Thummaphan, Phonraphee; Lan, Ming-Chih; Wenderoth, Mary Pat

2015-01-01

In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions. PMID:26628561

Perceptions of Overweight Students Concerning Their Experiences in Physical Education

Science.gov (United States)

Trout, Josh; Graber, Kim C.

2009-01-01

The purpose of this investigation was to examine overweight students' perceptions of and experiences in physical education. Specifically, the applicability of learned helplessness as a framework to understand their experiences was explored. Participants were seven female and five male high school students whose body mass index was at or higher…

Weakest students benefit most from a customized educational experience for Generation Y students

Directory of Open Access Journals (Sweden)

Romesh P. Nalliah

2014-12-01

Full Text Available Most current dental students were born in the 1980s and 1990s and are defined as Generation Y (Gen Y. The authors developed a customized educational experience that brought together some characteristics of Gen Y and the objective of this educational experience was to develop the critical thinking skills of Gen Y students. The objective of the current study is to evaluate outcomes from pre-session and post-session tests. Additionally, we wanted to integrate aspects of team-based learning, self-directed learning and peer-to-peer teaching as a means of reducing the need for intense faculty supervision but maintain positive educational outcomes. Single bitewing x-ray was displayed and informal class discussion was facilitated by a Senior Tutor. A list of questions and concepts that needed to be understood more clearly was made. Student groups self allocated research tasks to members. After conducting research, students presented to class and faculty facilitated discussions aiming to foster critical thinking and identify what information needed to be more thoroughly understood. Pre-session and post-session tests were conducted and compared. Students who scored below 85% in their pre-session test improved their score in the post-session test by a mean of 9.5 points (p = 0.02. Those who scored above 95% in their pre-session test scored less in the post-session test (mean reduction of 6.31 points, p = 0.001. Findings from this study demonstrate that the weakest students in the class (those who scored below 85% correct in the pre-session test benefitted most from this unique educational experience.

Weakest students benefit most from a customized educational experience for Generation Y students.

Science.gov (United States)

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Most current dental students were born in the 1980s and 1990s and are defined as Generation Y (Gen Y). The authors developed a customized educational experience that brought together some characteristics of Gen Y and the objective of this educational experience was to develop the critical thinking skills of Gen Y students. The objective of the current study is to evaluate outcomes from pre-session and post-session tests. Additionally, we wanted to integrate aspects of team-based learning, self-directed learning and peer-to-peer teaching as a means of reducing the need for intense faculty supervision but maintain positive educational outcomes. Single bitewing x-ray was displayed and informal class discussion was facilitated by a Senior Tutor. A list of questions and concepts that needed to be understood more clearly was made. Student groups self allocated research tasks to members. After conducting research, students presented to class and faculty facilitated discussions aiming to foster critical thinking and identify what information needed to be more thoroughly understood. Pre-session and post-session tests were conducted and compared. Students who scored below 85% in their pre-session test improved their score in the post-session test by a mean of 9.5 points (p = 0.02). Those who scored above 95% in their pre-session test scored less in the post-session test (mean reduction of 6.31 points, p = 0.001). Findings from this study demonstrate that the weakest students in the class (those who scored below 85% correct in the pre-session test) benefitted most from this unique educational experience.

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

Science.gov (United States)

Østergaard, Edvin

2017-07-01

Focus of this article is the current situation characterized by students' de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is that of pre-conceptual experience, relational to the environment and incorporated in students' embodied knowledge. I ground the idea of Earth at rest in Husserl's phenomenological philosophy and Heidegger's notion of science' deprivation of the world. A critique of the ontological reversal leads to an ontological re-reversal that implies giving lifeworld experience back its value and rooting scientific concepts in students' everyday lives. Six aspects of facilitating grounding in sustainability-oriented science teaching and teacher education are highlighted and discussed: students' everyday knowledge and experience, aesthetic experience and grounding, fostering aesthetic sensibility, cross-curricular integration with art, ontological and epistemological aspects, and belongingness and (re-)connection to Earth. I conclude that both science students and student-teachers need to practice their sense of caring and belonging, as well as refining their sensibility towards the world. With an intension of educating for a sustainable development, there is an urgent need for a critical discussion in science education when it comes to engaging learners for a sustainable future.

Student perception of travel service learning experience in Morocco.

Science.gov (United States)

Puri, Aditi; Kaddoura, Mahmoud; Dominick, Christine

2013-08-01

This study explores the perceptions of health profession students participating in academic service learning in Morocco with respect to adapting health care practices to cultural diversity. Authors utilized semi-structured, open-ended interviews to explore the perceptions of health profession students. Nine dental hygiene and nursing students who traveled to Morocco to provide oral and general health services were interviewed. After interviews were recorded, they were transcribed verbatim to ascertain descriptive validity and to generate inductive and deductive codes that constitute the major themes of the data analysis. Thereafter, NVIVO 8 was used to rapidly determine the frequency of applied codes. The authors compared the codes and themes to establish interpretive validity. Codes and themes were initially determined independently by co-authors and applied to the data subsequently. The authors compared the applied codes to establish intra-rater reliability. International service learning experiences led to perceptions of growth as a health care provider among students. The application of knowledge and skills learned in academic programs and service learning settings were found to help in bridging the theory-practice gap. The specific experience enabled students to gain an understanding of diverse health care and cultural practices in Morocco. Students perceived that the experience gained in international service learning can heighten awareness of diverse cultural and health care practices to foster professional growth of health professionals.

School Psychologists' Experiences with Teacher-to-Student Mistreatment

Science.gov (United States)

Lyles, Sharon R. Brown

2014-01-01

The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

Could non-grade based selection improve medical student socio-demographic diversity?

DEFF Research Database (Denmark)

O'Neill, Lotte Dyhrberg

2013-01-01

selected with a non-grade-based or ’non-cognitive’ admission program. The two admission groups were compared on seven social indices (doctor parent, ethnic origin, father’s education, mother’s education, parenthood, parents live together, parent on benefit). Result: Selection strategy made no difference...... to the social diversity of admitted medical students. The non-cognitive admission program studied was not a useful initiative for improving medical student diversity nor did it further disadvantaged educationally vulnerable population groups in these cohorts. Discussion: The social heritage and general...

Characteristics predicting laparoscopic skill in medical students: nine years' experience in a single center.

Science.gov (United States)

Nomura, Tsutomu; Matsutani, Takeshi; Hagiwara, Nobutoshi; Fujita, Itsuo; Nakamura, Yoshiharu; Kanazawa, Yoshikazu; Makino, Hiroshi; Mamada, Yasuhiro; Fujikura, Terumichi; Miyashita, Masao; Uchida, Eiji

2018-01-01

We introduced laparoscopic simulator training for medical students in 2007. This study was designed to identify factors that predict the laparoscopic skill of medical students, to identify intergenerational differences in abilities, and to estimate the variability of results in each training group. Our ultimate goal was to determine the optimal educational program for teaching laparoscopic surgery to medical students. Between 2007 and 2015, a total of 270 fifth-year medical students were enrolled in this observational study. Before training, the participants were asked questions about their interest in laparoscopic surgery, experience with playing video games, confidence about driving, and manual dexterity. After the training, aspects of their competence (execution time, instrument path length, and economy of instrument movement) were assessed. Multiple regression analysis identified significant effects of manual dexterity, gender, and confidence about driving on the results of the training. The training results have significantly improved over recent years. The variability among the results in each training group was relatively small. We identified the characteristics of medical students with excellent laparoscopic skills. We observed educational benefits from interactions between medical students within each training group. Our study suggests that selection and grouping are important to the success of modern programs designed to train medical students in laparoscopic surgery.

The experiences of African-American students majoring in engineering: Cognitive, non-cognitive and situational aspects

Science.gov (United States)

Hill, Gloria Pinckney

1997-12-01

To understand the causes for the disproportionately high rate of attrition among ethnic minority students, it is important to consider not only how they differ from the majority population, but what differences exist in personal qualities and academic preparation within groups at particular types of institutions, and within particular majors. The purpose of this study is to examine the experiences of African-American students enrolled in engineering at a predominately white, selective research university to determine which cognitive, non-cognitive and situational variables impact their progress towards graduation. The goal was to see how African-American students who meet or exceed the minimum criteria for admission perceive their experience on campus, and what strategies they use to manage their day-to-day existence. The study was conducted using personal interviews guided by an open-ended questionnaire. The qualitative methodology allowed students to assess the college experience through their own cultural lens, and to identify the cognitive, non-cognitive, and situational variables important to them. Responses were sorted by class and gender, tabulated and grouped into categories. Interpretation was primarily descriptive. Consistencies, inconsistencies, patterns and relationships to concepts in the literature and to the research questions were discussed. Findings indicate that well prepared students become less confident about their commitment to engineering and their ability to succeed academically after they begin matriculating rather than before, and that redefinition of what it means to be academically successful is an effective coping mechanism to sustain the effort required to master courses. The study suggests that the current focus on the impact of the freshman year transition on student retention should be expanded to include the sophomore year. This is particularly true for institutions where engineering students spend the first year in a core

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

Science.gov (United States)

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

2015-07-01

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.

Experience of Control and Student Satisfaction with Higher Education Services

Science.gov (United States)

Lee, Jungki; Anantharaman, Sekhar

2013-01-01

Although the delivery of satisfactory services is an important strategic goal in many colleges, students are known to face challenges and experience a significant amount of stress during their school life. This study proposes and tests students' experience of control over their college life as a promising factor that would enhance their…

Selected Aspects and Conditions of the Use of Robots in STEM Education for Young Learners as Viewed by Teachers and Students

Science.gov (United States)

Smyrnova-Trybulska, Eugenia; Morze, Nataliia; Kommers, Piet; Zuziak, Wojciech; Gladun, Mariia

2017-01-01

Purpose: This paper aims to discuss issues related to science, technology, engineering and mathematics (STEM) education. It is emphasized that the need to prepare students with twenty-first-century skills through STEM-related teaching is strong, especially at the elementary level. The authors present selected previous experiences, publications,…

Nine optical black-box experiments for lower-secondary students

Science.gov (United States)

Rode, Henning; Friege, Gunnar

2017-05-01

In this paper a sequence of nine, easy to manufacture optical black-box experiments with increasing levels of difficulty, and supportive frameworks for physics classes are introduced. They have been evaluated in a lower-secondary school at the end of optics lessons. A black-box is a kind of experimental task where the inner structure is not visible to the experimenter. Using mirrors, beam-splitters, and blockers in a black-box to manipulate the light beam’s direction through this specific experiment, students are instructed to vary input and observe the output of light to get an idea of the possible inner structure. The presented sequence of black-box experiments requires a basic knowledge of the linear propagation of light and is suitable for beginner physics. Furthermore a framework for concrete implementation to physics classes is given, which covers suitable structure of class, examples for helpful worksheets, and authentic students’ solutions. The difficulty of the specific black-box experiments is given by the students’ success within observing input-output correlation and conclusion of an inner structure. The experiments’ implementation to physics classes may cover elaboration, practice, and aspects of the nature of science even in a beginner’s class. Evaluation has been conducted with students of young age (11-12 years old), however they are suitable for older students also. Although dealing with a time extensive sequence of experiments, students showed a high level of motivation throughout. Overall, implementing this sequence of black-box experiments is seen as valuable and helpful for physics classes.

Graduate students' teaching experiences improve their methodological research skills.

Science.gov (United States)

Feldon, David F; Peugh, James; Timmerman, Briana E; Maher, Michelle A; Hurst, Melissa; Strickland, Denise; Gilmore, Joanna A; Stiegelmeyer, Cindy

2011-08-19

Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

Examination of cyberbullying experiences among Turkish students from different school types.

Science.gov (United States)

Topçu, Cigdem; Erdur-Baker, Ozgür; Capa-Aydin, Yeşim

2008-12-01

The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.

Lived experiences of nursing students about their pregnancies ...

African Journals Online (AJOL)

Nursing students face challenges when they get pregnant as it often leads to either the termination of their studies or unnecessary long study periods. Our aim was to explore and describe the lived experiences of nursing students at a college in South Africa regarding their pregnancies. In a descriptive phenomenological ...

Medical students' clerkship experiences and self-perceived competence in clinical skills.

Science.gov (United States)

Katowa-Mukwato, P; Andrews, B; Maimbolwa, M; Lakhi, S; Michelo, C; Mulla, Y; Banda, S S

2014-01-01

In a traditional curriculum, medical students are expected to acquire clinical competence through the apprenticeship model using the Halstedian "see one, do one, and teach one, approach". The University of Zambia School of Medicine used a traditional curriculum model from 1966 until 2011 when a competence-based curriculum was implemented. To explore medical students' clerkships experiences and self-perceived competence in clinical skills. A cross-sectional survey was conducted on 5th, 6 th , and 7 th year medical students of the University of Zambia, School of Medicine two months prior to final examinations. Students were asked to rate their clerkship experiences with respect to specific skills on a scale of 1 to 4 and their level of self-perceived competence on a scale of 1 to 3. Skills evaluated were in four main domains: history taking and communication, physical examination, procedural, and professionalism, team work and medical decision making. Using Statistical Package for Social Scientist (SPSS), correlations were performed between experiences and self-perceived competence on specific skills, within domains and overall. Out of 197 clinical students 138 (70%) participated in the survey. The results showed significant increase in the proportion of students performing different skills and reporting feeling very competent with each additional clinical year. Overall correlations between experience and self-perceived competence were moderate (0.55). On individual skills, the highest correlation between experience and self-perceived competence were observed on mainly medical and surgical related procedural skills with the highest at 0.82 for nasal gastric tube insertion and 0.76 for endotracheal intubation. Despite the general improvement in skills experiences and self-perceived competence, some deficiencies were noted as significant numbers of final year students had never attempted common important procedures especially those performed in emergency situations

A comparison of the college experience for students with and without disabilities.

Science.gov (United States)

Plotner, Anthony J; May, Cynthia

2017-01-01

Students with intellectual and developmental disabilities (IDD) have joined the ranks of college students in pursuit of personal independence, community integration, and employment. To achieve these aims, there is a need for a strong understanding of the college experience for students with IDD, including identification of the academic, social, and personal challenges they face as well as the supports that are available to address those challenges. This research provides preliminary insights into the college experience for students with IDD by comparing the perceptions, attitudes, and activities of students with IDD to those of students without disabilities and students with mild learning disabilities (MLD). Our data suggest a number of similarities in the college experience for students with and without disabilities such as similar influences from family and teachers with respect to attending college. In addition, some surprising advantages expressed by students with IDD were found, such as reporting greater ease in developing close friendships than students with MLD. Considerations and discussion on the ways in which students with IDD benefit from the additional supports and services provided to them are also discussed.

Biochemistry graduate student selected to meet with Nobel Laureates

OpenAIRE

Trulove, Susan

2006-01-01

January Haile of Athens, Tenn., a Ph.D. student in biochemistry at Virginia Tech has been selected by Oak Ridge Associated Universities (ORAU) to attend a meeting of Nobel Laureates in Lindau, Germany, in June.

Assessing the Job Selection Criteria of Accounting Students: A Normative Approach

Directory of Open Access Journals (Sweden)

Umaru Zubairu

2017-08-01

Full Text Available This research assessed to what extent final-year Muslim accounting students in Malaysia considered Islamic principles when choosing a job after graduation. 356 final-year Muslim accounting students in four Malaysian universities were surveyed using an open-ended job selection scenario. The result shows that reality does not live up to the ideal. Only 16% of the respondents apply Islamic principles in making a job selection decision. The remaining 84% are more concerned with other criteria such as personal interests, salary considerations, and company reputation.

Undergraduate engineering student experiences: Comparing sex, gender and switcher status

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Fergen, Brenda Sue

This dissertation explores undergraduate engineering experiences, comparing men with women and switchers with non-switchers. Factors related to a chilly academic climate and gender-role socialization are hypothesized to contribute to variations in men's and women's academic experiences and persistence rates. Both quantitative and qualitative data are utilized in an effort to triangulate the findings. Secondary survey data, acquired as result of a 1992 Academic Environment Survey, were utilized to test the hypothesis that sex is the most important predictor (i.e., demographic variable) of perceptions of academic climate. Regression analyses show that sex by itself is not always a significant determinant. However, when sex and college (engineering vs. other) are combined into dummy variables, they are statistically significant in models where sex was not significant alone. This finding indicates that looking at sex differences alone may be too simplistic. Thirty personal interviews were conducted with a random stratified sample of undergraduate students from the 1993 engineering cohort. The interview data indicate that differences in childhood socialization are important. With regard to persistence, differences in socialization are greater for switchers vs. non-switchers than men vs. women. Thus, gender-role socialization does not appear to play as prominent a role in women's persistence as past literature would indicate. This may be due to the self-selection process that occurs among women who choose to pursue engineering. Other aspects of childhood socialization such as parents' level of educational and occupation, students' high school academic preparation and knowledge of what to expect of college classes appear to be more important. In addition, there is evidence that, for women, male siblings play an important role in socialization. There is also evidence that women engineering students at Midwestern University face a chilly academic climate. The factors which

Teachers' and postgraduate nursing students' experience of the educational environment in Iran: A qualitative Research.

Science.gov (United States)

Hajihosseini, Fatemeh; Tafreshi, Mansoureh Zagheri; Hosseini, Meimanat; Baghestani, Ahmad Reza

2017-08-01

The learning environment has a significant role in determining nursing students' academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society. The present study was conducted to explore teachers' and postgraduate nursing students' experience of the educational environment in Iran. This qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master's students in total, selected from three major universities in Tehran, Iran. Seven subcategories were extracted from the data, including the organizational context, interactive climate, teachers' competency, student appreciation, research centeredness, educational guidance and professionalism. The educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system.

Students helping students: vertical peer mentoring to enhance the medical school experience.

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Andre, Christine; Deerin, Jessica; Leykum, Luci

2017-05-02

Effective mentoring is an important component of medical student professional development. We provide a description of the mentoring program at our institution. Our institution UTHSCSA implemented a student-advising program (Veritas) with clinical faculty mentors and senior students (MiMs). The MiMs provided vertical peer mentoring to more junior students as an adjunct to faculty advising. The MiMs lead small group discussions that foster camaraderie, share academic and career information and promote professional identity. An optional MiM elective more intensively develops mentorship and leadership skills through a formal curriculum. The authors used annual survey data of all students as well as student mentors to evaluate program effectiveness. Overall, student perception of the program improved each year across multiple domains, including feeling more prepared, supported and satisfied with their overall experience in medical school. Student mentors also found the process rewarding and helpful to their future careers as physicians. The authors suggest implementing a vertical peer-mentoring program can be an effective adjunct to faculty mentoring.

Learning English: Experiences and Needs of Saudi Engineering Students

Science.gov (United States)

Unruh, Susan; Obeidat, Fayiz

2015-01-01

In this qualitative study, Saudi engineering students talk openly of their experiences learning English in the Kingdom of Saudi Arabia (KSA) and as university students in the United States (US). These students reported that they learned only the basics of vocabulary and grammar in KSA. Consequently, they came to the US with few English skills. In…

Character Formation and Service: A Millennial Student's Experience

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Okumu, Jacob O.

2012-01-01

The author, a millennial college student, describes how his international service experiences positively influenced his social and moral development. He suggests ways educators may inspire students to develop core character values. He also argues that promoting these core values has been a primary purpose of the academy in the United States since…

Turkish Senior Nursing Students' Communication Experience With English-Speaking Patients.

Science.gov (United States)

Guvenc, Gulten; Unver, Vesile; Basak, Tulay; Yuksel, Cigdem; Ayhan, Hatice; Kok, Gulsah; Konukbay, Dilek; Kose, Gulsah; Aslan, Ozlem; Tastan, Sevinc; Iyigun, Emine

2016-02-01

Simulation has been widely accepted as a valuable learning method in nursing education programs so that nursing students can learn and develop communication skills. The aim of this study was to evaluate nursing students' communication experience with an English-speaking standardized patient in the context of the Rational Administration of Medicines course. Involving both quantitative and qualitative research designs, this descriptive study was conducted with 104 nursing students in Ankara, Turkey, from September 2012 to July 2013. The majority (98.1%) of the participants stated the necessity of improving their English to communicate with English-speaking patients. Three overarching categories, including seven themes, emerged from the description of nursing students' experience: recognition of emotions, experiences during the simulation, and gains. Standardized patient practice emphasized the significance of cultural differences, of knowing and using a foreign language, of communication, and of patient safety. Copyright 2016, SLACK Incorporated.

Water Intake by Soil, Experiments for High School Students.

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1969

Presented are a variety of surface run-off experiments for high school students. The experiments are analogies to basic concepts about water intake, as related to water delivery, soil properties and management, floods, and conservation measures. The materials needed to perform the experiments are easily obtainable. The experiments are followed by…

The Benefits of Being a Student of Teacher Researchers Experiences (sotre)

Science.gov (United States)

Eubanks, E.; Guinan, E.; Chiste, M.; Lavoie, A.

2016-02-01

Being a Student of Teacher Researcher Experiences (SoTRE), gets students excited for science. Eubanks brings real, current science to the classroom because of time spent in Teacher Researcher Experiences (TRE), where she works with researchers in and out of the field. She involves students in many programs including the National Oceanographic and Atmospheric Administration (NOAA), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships. Being in these programs gives students special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals, Mrs. Eubanks helps students connect with scientists. This gives students a unique opportunity to learn from real scientists. Being part of these relationships with NOAA, Polar TREC, EARTH, RJ Dunlap, STARS and NSF funded scientists who are actively working, makes being SoTRE the ultimate learning experience. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, networking and presentation, all tools that they will carry with them for a lifetime.

Students' educational experiences and interaction with residents on night shifts.

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Schiller, Jocelyn; Sokoloff, Max; Tendhar, Chosang; Schmidt, John; Christner, Jennifer

2017-08-01

The purpose of this mixed-methods study was to investigate whether increased night shifts for students on paediatric rotations had any negative impact on their overall quality of educational experiences in light of the implementation of duty-hour restrictions. Both quantitative and qualitative data were collected from 30 students on paediatric rotations during the academic year 2011/12. Students completed two questionnaires, one in response to their experiences during the day shifts and another in response to their experiences during the night shifts. Only 25 cases were retained for the final analyses. The non-parametric Wilcoxon signed-rank test was used to analyse the quantitative data, and constant comparative thematic analyses, as described by Creswell, were used to analyse the qualitative data. [Do] increased nights shifts for students … [have] any negative impact on their overall quality of educational experiences[?] RESULTS: The results indicated that students' perceived quality of experiences during the night shifts was greater, compared with their day shifts. Students reported having more time to socialise during the night shifts. They further reported that informal ways of learning, such as impromptu teaching and spontaneous discussions on clinical problems, were more beneficial, and these often occurred in abundance during the night shifts as opposed to the scheduled didactic teaching sessions that occur during the day shifts. This study documented many unanticipated benefits of night shifts. The feeling of cohesiveness of the night team deserves further exploration, as this can be linked to better performance outcomes. More consideration should be given to implementing night shifts as a regular feature of clerkships. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

A Student Selected Component (or Special Study Module) in Forensic and Legal Medicine: Design, delivery, assessment and evaluation of an optional module as an addition to the medical undergraduate core curriculum.

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Kennedy, Kieran M; Wilkinson, Andrew

2018-01-01

The General Medical Council (United Kingdom) advocates development of non-core curriculum Student Selected Components and their inclusion in all undergraduate medical school curricula. This article describes a rationale for the design, delivery, assessment and evaluation of Student Selected Components in Forensic and Legal Medicine. Reference is made to the available evidence based literature pertinent to the delivery of undergraduate medical education in the subject area. A Student Selected Component represents an opportunity to highlight the importance of the legal aspects of medical practice, to raise the profile of the discipline of Forensic and Legal Medicine amongst undergraduate medical students and to introduce students to the possibility of a future career in the area. The authors refer to their experiences of design, delivery, assessment and evaluation of Student Selected Components in Forensic and Legal Medicine at their respective Universities in the Republic of Ireland (Galway) and in the United Kingdom (Oxford). Copyright © 2017. Published by Elsevier Ltd.

Clinically Prepared Veterinary Students: Enhancing Veterinary Student Hands-on Experiences and Supporting Hospital Caseload Using Shelter Medicine Program.

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Shivley, Jacob M; Brookshire, Wilson C; Bushby, Philip A; Woodruff, Kimberly A

2018-01-01

Referral-level medicine is important in the veterinary curriculum, however veterinary students also need a solid base knowledge of clinically relevant, routine surgical and diagnostic skills to be clinically prepared after graduation. Exposure to a referral-only, or primarily referral caseload, does not always provide veterinary students with the routine hands-on experiences and competencies expected by the American Veterinary Medical Association Council on Education, the Royal College of Veterinary Surgeons, the Australian Veterinary Boards Council, or prospective employers. The aim of this descriptive study was to assess how a shelter medicine program can fill the companion animal caseload gap and create the necessary hands-on experiences considered essential in the veterinary curriculum. Pedagogical frameworks, course curriculum and design, student experiences, and student assessments were described for three core curricular areas (surgery, medical days, population medicine) of the Shelter Medicine Program at Mississippi State University. The shelter surgery experience provided a high-quality, high-volume spay/neuter environment where fourth-year students averaged 65 sterilization surgeries in two weeks and demonstrated a quantifiable decrease in surgical time. The shelter surgery experience added on average 9,000 small animal cases per year to the overall hospital caseload. Shelter medical days, where students provide veterinary care during on-site shelter visits, created opportunities for third-year students to directly interact with shelter animals by performing physical examinations and diagnostic testing, and to gain experience in developing treatment protocols and recommendations for commonly encountered problems. The shelter medical days experience averaged over 700 small animal cases per year and over 1,500 diagnostic procedures. Finally, students participated in 15 onsite shelter consultations where they obtained a working knowledge of biosecurity at a

Clinically Prepared Veterinary Students: Enhancing Veterinary Student Hands-on Experiences and Supporting Hospital Caseload Using Shelter Medicine Program

Directory of Open Access Journals (Sweden)

Jacob M. Shivley

2018-05-01

Full Text Available Referral-level medicine is important in the veterinary curriculum, however veterinary students also need a solid base knowledge of clinically relevant, routine surgical and diagnostic skills to be clinically prepared after graduation. Exposure to a referral-only, or primarily referral caseload, does not always provide veterinary students with the routine hands-on experiences and competencies expected by the American Veterinary Medical Association Council on Education, the Royal College of Veterinary Surgeons, the Australian Veterinary Boards Council, or prospective employers. The aim of this descriptive study was to assess how a shelter medicine program can fill the companion animal caseload gap and create the necessary hands-on experiences considered essential in the veterinary curriculum. Pedagogical frameworks, course curriculum and design, student experiences, and student assessments were described for three core curricular areas (surgery, medical days, population medicine of the Shelter Medicine Program at Mississippi State University. The shelter surgery experience provided a high-quality, high-volume spay/neuter environment where fourth-year students averaged 65 sterilization surgeries in two weeks and demonstrated a quantifiable decrease in surgical time. The shelter surgery experience added on average 9,000 small animal cases per year to the overall hospital caseload. Shelter medical days, where students provide veterinary care during on-site shelter visits, created opportunities for third-year students to directly interact with shelter animals by performing physical examinations and diagnostic testing, and to gain experience in developing treatment protocols and recommendations for commonly encountered problems. The shelter medical days experience averaged over 700 small animal cases per year and over 1,500 diagnostic procedures. Finally, students participated in 15 onsite shelter consultations where they obtained a working knowledge

Sport students' perception of their learning experience: Amazing ...

African Journals Online (AJOL)

Learning environments and activities that focus on learners being active participants can enrich the students' learning experience and in this regard, outdoor adventure education programmes are utilised effectively to enhance the quality and scope of learning. This study investigated the perceived learning experience ...

Selection of Developmental Errors by Students with Different L1 Backgrounds.

Science.gov (United States)

Ghadessy, Moshen

1989-01-01

Comparison of Chinese, Malay, and Tamil primary school students' responses to a test featuring 19 error types related to English verb structure revealed no significant differences between the three groups' selection of developmental errors. The test also showed promise in measuring students' English accuracy as opposed to fluency. (CB)

Crossing the threshold: students' experiences of the transition from student to staff nurse

OpenAIRE

Draper, Janet; Sparrow, Shelagh; Gallagher, Donna

2009-01-01

This paper presents the findings of a Centre for Excellence in Teaching and Learning-funded project exploring the experience of student nurses making the transition from student to qualified nurse. \\ud \\ud The transition from student to staff nurse ‘is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of the professional journey as a nurse’ (Nash et al, 2009: 49). However, the extent to which newly qualified staff nurses are abl...

76 FR 4137 - Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program

Science.gov (United States)

2011-01-24

... NATIONAL SCIENCE FOUNDATION Comment Request: Innovative Technology Experiences for Students and... Friday. SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students... Technology Experiences for Students and Teachers (ITEST) is a National Science Foundation program that...

Effects of Plymetrics Training and Weight Training on selected Motor Ability Components among University Male Students

Science.gov (United States)

Shaikh, Alauddin; Mallick, Nazrul Islam

2012-11-01

Introduction: The aim of this study was to find out the effects of plyometrics training and weight training among university male students.Procedure: 60 male students from the different colleges of the Burdwan University were randomly selected as subjects and their age were 19-25 years served as Weight training Group (WTG), second group served as Plyometric Training Group (PTG) and the third group served as Control Group (CT). Eight weeks weight training and six weeks plyometric training were given for experiment accordingly. The control group was not given any training except of their routine. The selected subjects were measured of their motor ability components, speed, endurance, explosive power and agility. ANCOVA was calculation for statistical treatment.Finding: Plyometric training and weight training groups significantly increase speed, endurance, explosive power and agility.Conclusion: The plyometric training has significantly improved speed, explosive power, muscular endurance and agility. The weight training programme has significantly improved agility, muscular endurance, and explosive power. The plometric training is superior to weight training in improving explosive power, agility and muscular endurance.

The Climate Experiences of Students in Introductory Biology

Directory of Open Access Journals (Sweden)

Ramón S. Barthelemy

2015-08-01

Full Text Available Understanding course climate is important for improving students’ experiences and increasing the likelihood of their persistence in STEM fields. This study presents climate survey results from 523 students taking introductory biology at the University of Michigan. Principal component analysis revealed that a student’s climate experience is comprised of five main elements: comfort, school avoidance, relationship to course, academic stress, and discomfort. Of these climate factors, comfort, school avoidance, and relationship to course were significant predictors of course satisfaction, and academic stress was a significant predictor of persistence. The results indicated the importance of a positive climate that is facilitated by the instructor in order to promote a positive student experience. Climate may be an important metric for institutions to track across time and course.

Dental Students' Perceived Value of Peer-Mentoring Clinical Leadership Experiences.

Science.gov (United States)

Sheridan, Rachel A; Hammaker, Daniel J; de Peralta, Tracy L; Fitzgerald, Mark

2016-03-01

This pilot study compared second- and fourth-year dental students' perceived values of newly implemented clinical leadership experiences (CLEs) at one U.S. dental school during the 2012-13 academic year. In the CLEs, fourth-year (D4) students mentored second-year (D2) dental students during faculty-supervised patient treatment. The two cohorts' perceived value of the experiences was measured with questionnaires consisting of five-point Likert scale questions and open text responses. Out of a total of 114 D2 and 109 D4 students, 46 D2 students and 35 D4 students participated (response rates of 40.4% and 32.1%, respectively). While responses from both cohorts showed they highly valued the CLEs, the D2s perceived greater value: 4.07 (0.53) v. 3.51 (0.95), pmentor D2s, that the CLEs had educational benefits, and that the CLEs increased their comfort with peer communication. Theme analysis of open text questions revealed that the respondents perceived the D4s were more accessible than faculty and provided guidance and individual attention; the CLEs increased student comfort; the CLEs reinforced D4 skills, knowledge, and confidence; and the CLEs provided management, leadership, and collaborative work experience. Theme analysis also highlighted student concerns about a lack of program structure. Overall, the majority of both groups valued CLEs in their dental education. Particular advantages they perceived were increased comfort, guidance, and attention. Further program development should address student concerns. These results suggest that similar programs should be considered and/or expanded in other dental schools' curricula.

Exploring the Experiences of International Students in China

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Ding, Xiaojiong

2016-01-01

In recent years, China has grown from an insignificant player to a major destination in the global market for international students. Based on a questionnaire survey and in-depth interviews conducted in 2013, this study uses Shanghai as an example to examine international students' experiences in China. It is found that China has become a niche…

Improving the International Student Experience in Australia through Embedded Peer Mentoring

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Outhred, Tim; Chester, Andrea

2013-01-01

As Australia endeavors to sustain growth of its international education industry, there have been major concerns regarding the experience of international students. This review examines the international student experience in Australia, particularly issues surrounding study-work-life balance (SWLB), acculturation, health, and well-being. The…

77 FR 22359 - Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request

Science.gov (United States)

2012-04-13

... NATIONAL SCIENCE FOUNDATION Innovative Technology Experiences for Students and Teachers (ITEST.... SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers... opportunities for students and teachers to learn about, experience, and use information technologies within the...

Student Selection of the Textbook for an Introductory Physics Course

Science.gov (United States)

Dake, L. S.

2007-01-01

Several years ago I had to select a new textbook for my calculus-based introductory physics class. I subscribe to Just-in-Time Teaching methods,1 which require students to read the book before the material is covered in class. Thus, the readability of the text by the students is critical. However, I did not feel that I was the best judge of this…

Leisure-Time Physical Activity: Experiences of College Students With Disabilities.

Science.gov (United States)

Devine, Mary Ann

2016-04-01

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was "unnecessary" or "heroic," which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.

Information Seeking Behavior & Information Resources Management:Mental Process Selecting Subjects & Identifying Information Needs Case study: Graduate Students in Women seminaries of Shiraz of Academic year 1393- 1394(

Directory of Open Access Journals (Sweden)

Zohre Eftekhar

2016-08-01

Full Text Available The aim of this research is Information Resources Management: Mental Process Selecting Subjects &  Identifying Information Needs. The research method used in this study is a Quantitative method. Sampling is purposeful. This means that it includes graduate Students in Women seminaries of Shiraz who have information-seeking experience and are able to express their views and information needs. The sample was selected according to the random sampling method with Cochran formula from 710 students. According to this sampling method there is 241 Graduate Students included in 1392-1393 seminaries year of  Women seminaries of Shiraz. This is a survey research Which has been carried out by employing a questionnaire and SPSS for windows to analyze data. The results showed that students for selecting subjects,  identifying information needs used methods and media such as Prying Mind, reviewing of information resources, Consulting with subject specialists.

Research experience in Maine leads to teacher and student success in Texas

Science.gov (United States)

Slade-Redden, D.; Incze, L.; Census Of Marine Life-Maine

2010-12-01

As a High School science teacher it is my responsibility to present curriculum, to create enthusiasm for science, and to instill a passion and love for science in my students. Through a research experience as an ARMADA master teacher my passion and enthusiasm for the ocean was rekindled in the Gulf of Maine. Topics I had taught for years came alive in front of my eyes, and I was able to experience science to its fullest. I brought home many photographs, valuable information, and new enthusiasm to my students. I began a program called S.A.N.D. (Students As Nature Directors). In this program my students teach 3rd graders about the oceans and its many wonders. Also, I have incorporated hands-on research based projects. The research experience has enabled my students to become more scientifically literate and capable of sharing scientific knowledge with others. This presentation will show how research/teacher partnerships benefit students as well as teachers and how my students and district have benefited from my experience as an ARMADA master teacher. Author: Debra Slade-Redden Author #2: Lew Incze

A Post-Intentional Exploration of Agnostic College Students' Experiences

Science.gov (United States)

Armstrong, Amanda

2017-01-01

Scholars have adapted college student identity development models to examine and highlight the unique, laborious, and varied experiences of marginalized populations. However, researchers have minimally explored the perspectives of nontheistic and nonreligious college students using poststructural methodologies. I followed a post-intentional…

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

Science.gov (United States)

Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

Science.gov (United States)

von Below, Bernhard; Hellquist, Gunilla; Rödjer, Stig; Gunnarsson, Ronny; Björkelund, Cecilia; Wahlqvist, Mats

2008-12-02

Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.In 2001, a new "Early Professional Contact" longitudinal strand through term 1-4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. In this project, a new Early Professional Contact course was analysed from both student and facilitator

Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

Directory of Open Access Journals (Sweden)

Gunnarsson Ronny

2008-12-01

Full Text Available Abstract Background Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences. In 2001, a new "Early Professional Contact" longitudinal strand through term 1–4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators. The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Methods Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Results Sixty students (70% and 15 facilitators (71% completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. Conclusion In this project, a new Early

The experience of graduated midwifery students about clinical education: A phenomenological study

Directory of Open Access Journals (Sweden)

R. Shahoei

2013-06-01

Full Text Available Introduction: Improvement and promotion of the quality of clinical education requires continuous assessment of the current situation, and also identifying the strengths and weaknesses. Students' views and ideas as learner can help future planning. This study aims to identify the experiences of midwifery graduates about factors affecting their clinical learning. Methods: A qualitative study using phenomenology approach was conducted. Ten midwifery graduates were selected based on purposive sampling and then interviewed. Data were analyzed by thematic analysis. Results: The extracted conceptual codes were classified into several main concepts. There were two main themes factors facilitating learning and factors preventing learning, and seven sub themes performance of instructor, pre-clinical training, students satisfaction, lack of peripheral facilities, lack of coordination of educational planning and behaviors of health care personnel. Conclusion: Trained human resources and equipment for midwifery educational planning are needed to provide a supportive learning atmosphere and promote the quality of clinical learning.

A pharmacogenetics service experience for pharmacy students, residents, and fellows.

Science.gov (United States)

Drozda, Katarzyna; Labinov, Yana; Jiang, Ruixuan; Thomas, Margaret R; Wong, Shan S; Patel, Shitalben; Nutescu, Edith A; Cavallari, Larisa H

2013-10-14

To utilize a comprehensive, pharmacist-led warfarin pharmacogenetics service to provide pharmacy students, residents, and fellows with clinical and research experiences involving genotype-guided therapy. First-year (P1) through fourth-year (P4) pharmacy students, pharmacy residents, and pharmacy fellows participated in a newly implemented warfarin pharmacogenetics service in a hospital setting. Students, residents, and fellows provided genotype-guided dosing recommendations as part of clinical care, or analyzed samples and data collected from patients on the service for research purposes. Students', residents', and fellows' achievement of learning objectives was assessed using a checklist based on established core competencies in pharmacogenetics. The mean competency score of the students, residents, and fellows who completed a clinical and/or research experience with the service was 97% ±3%. A comprehensive warfarin pharmacogenetics service provided unique experiential and research opportunities for pharmacy students, residents, and fellows and sufficiently addressed a number of core competencies in pharmacogenetics.

The clinical experiences of dyslexic healthcare students

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Murphy, Fred [Directorate of Radiography, School of Health Care Professions, University of Salford, Allerton Building, Salford, Greater Manchester M6 6PU (United Kingdom)], E-mail: f.j.murphy@salford.ac.uk

2009-11-15

This paper reflects on the experiences of healthcare students with dyslexia in order to raise awareness of the potential challenges for dyslexic student radiographers and their clinical educators. With widening participation policies it is likely that the number of student radiographers with specific learning difficulties such as dyslexia will continue to increase. A review of the literature associated with dyslexia in healthcare education was performed in order to provide an overview of the current position. Although Higher Education Institutions (HEIs) have embraced the support and learning opportunities for dyslexic students at university, evidence would suggest that this is not reflected in the clinical departments. The current literature strongly suggests that since the risk of errors with clinical information is far more significant within the clinical placement, there is an immediate requirement for greater understanding, robust support and risk assessment systems. This review considers the problems experienced by dyslexic students, coping strategies they employ and the possible implications for clinical radiography education.

The clinical experiences of dyslexic healthcare students

International Nuclear Information System (INIS)

Murphy, Fred

2009-01-01

This paper reflects on the experiences of healthcare students with dyslexia in order to raise awareness of the potential challenges for dyslexic student radiographers and their clinical educators. With widening participation policies it is likely that the number of student radiographers with specific learning difficulties such as dyslexia will continue to increase. A review of the literature associated with dyslexia in healthcare education was performed in order to provide an overview of the current position. Although Higher Education Institutions (HEIs) have embraced the support and learning opportunities for dyslexic students at university, evidence would suggest that this is not reflected in the clinical departments. The current literature strongly suggests that since the risk of errors with clinical information is far more significant within the clinical placement, there is an immediate requirement for greater understanding, robust support and risk assessment systems. This review considers the problems experienced by dyslexic students, coping strategies they employ and the possible implications for clinical radiography education.

Peer teaching experience of the first year medical students from Turkey.

Science.gov (United States)

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Undergraduate Student Self-Efficacy and Perceptions of Virtual World Learning Experience

Science.gov (United States)

Stanton, Lorraine May

2017-01-01

Virtual worlds are innovative teaching and learning methods that can provide immersive and engaging learning experiences (Lu, 2010). Though they have potential benefits, students sometimes experience a steep learning curve and discomfort with the technology (Warburton, 2009). This study explored how students in two American Studies classes using…

It was huge! Nursing students' first experience at AORN Congress.

Science.gov (United States)

Byrne, Michelle; Cantrell, Kelly; Fletcher, Daphne; McRaney, David; Morris, Kelly

2004-01-01

AN EXPERIENTIAL KNOWLEDGE of mentoring through nursing students' perspectives may enhance AORN's ability to recruit students to perioperative nursing and aid future planning for student involvement in the Association. IN 2003, four first-year nursing students attended the AORN Congress in Chicago with their nursing instructor and mentor. The students' experiences were captured using a thematic analysis to analyze their journals. THE FIVE COMMON THEMES identified were "it was huge," "exhibits," "student program," "exploring the city," and "suggestions for future planning."

Arab International Students' Experiences in a U.S. University

Science.gov (United States)

Abo Rabia, Hazza M.

2015-01-01

This qualitative, exploratory study described the experiences of Arab international students in a U.S. postsecondary institution. This research identified those factors that Arab international students reported as facilitating or obstructing their academic success, promoting or limiting their socialization within the context of their postsecondary…

Conceptual Inventory of Natural Selection as a Tool for Measuring Greek University Students' Evolution Knowledge: Differences between Novice and Advanced Students

Science.gov (United States)

Athanasiou, Kyriacos; Mavrikaki, Evangelia

2014-01-01

The primary objective of this research was to compare various groups of Greek university students for their level of knowledge of Evolution by means of Natural Selection (ENS). For the purpose of the study, we used a well known questionnaire the Conceptual Inventory of Natural Selection (CINS) and 352 biology majors and non-majors students from…

WORK EXPERIENCE INTERNSHIP THROUGH THE EYES OF TECHNICAL UNIVERSITY STUDENTS (ON THE MATERIALS OF SOCIOLOGICAL RESEARCH

Directory of Open Access Journals (Sweden)

Alexandr Yu. Myagkov

2015-01-01

Full Text Available The aim of the investigation is to study the problem of efficiency of work experience internship in a technical university and its role in the education of future professionals (problem has been investigated in the framework of the research project «Monitoring of social well-being and problems of professional adaptation of ISPEU students».Methods. While carrying out of sociological research, selection of respondents was occurred on the multistage combined (serially-nested model of sample among students I, III and V courses of six faculties of full-time course of ISPEU. The complex of questions (its answers show features of professional identity of the future experts on initial (I course, intermediate (III course and finishing (V course stages of their professional formation has been developed to find out the dynamics of process of professional adaptation of students from the first to the fifth year. The information was processed with application of program and analytical complex SPSS. The comparative analysis to a gender sign of degree of satisfaction/dissatisfaction has been undertaken by the work experience internship organization on the side of high school and the accepting enterprises.Results. The level of graduates’ satisfaction with the work experience internship is revealed that works on an estimation by students of quality of preparation in high school, the relation to a received speciality and success in the future profession. The data on a self-estimation of readiness of students to work experience internship is cited. Criteria of successful work experience internship are formulated.Scientific novelty. The given researches carried out by the authors, prove that work experience internship positively influences professional consciousness of students and promote formation of steady positive installations for professional job. However, work experience internship in its institutional forms is functional and appears to be the effective

Transfer adjustment experiences of underrepresented students of color in the sciences

Science.gov (United States)

Chang, June C.

Two-year colleges have long served as the starting point for many students in higher education and particularly those of underrepresented backgrounds. In recent years, these institutions have been called upon to help address the high attrition rates facing the science and mathematics disciplines by promoting interest development and transfer of underrepresented students in these fields. This study examined the adjustment experiences of underrepresented students of color after transferring from community colleges to a four-year university in the sciences. By employing qualitative interviews with students of African, Latino, Pacific Island, and Southeast Asian descent, students' perceptions of the sciences at the two- and four-year campus, adjustment process, and benefits and detriments of taking the transfer route were the focus of this research. The findings show that transfer students experience a very different science culture at each institutional type in terms of pedagogy and curriculum and interactions with classmates and faculty. While students witnessed a collaborative science culture at the community college, they faced a highly competitive and individualistic environment at the university. The greater the difference encountered, the more difficult were students' adjustment. Adjustment was aided in two primary ways: socialization experiences before transferring and the development of common identity groups with other students who shared similar backgrounds, goals, and struggles. These groups formed organically at the two-year college but were more difficult to forge at the university. When present, however, they served as niches, sites of validation, and counter spaces within the larger university setting. It appears that starting at the community college benefited most participants by providing a nurturing environment that fostered their commitment to science. Some students felt that they would have been dissuaded from pursuing their majors had they only

The experiences of severely visually impaired students in higher music education

OpenAIRE

Ball, Natalie

2017-01-01

The aim of this research was to investigate the experiences of severely visually impaired students in higher music education. Higher education should be accessible to all and therefore policies must be created and implemented to ensure this. The experiences of students with impairments best show where barriers exist for such students and how they can be removed. This studied is based on the social model of disability and the emancipatory research paradigm which is linked to critical pedagogy....

Blindness and Selective Mutism: One Student's Response to Voice-Output Devices

Science.gov (United States)

Holley, Mary; Johnson, Ashli; Herzberg, Tina

2014-01-01

This case study was designed to measure the response of one student with blindness and selective mutism to the intervention of voice-output devices across two years and two different teachers in two instructional settings. Before the introduction of the voice output devices, the student did not choose to communicate using spoken language or…

Supporting a friend, housemate or partner with mental health difficulties: The student experience.

Science.gov (United States)

Byrom, Nicola C

2017-07-14

When experiencing mental health difficulties, university students turn to their friends for support. This study assessed the consequences of caregiving among a university sample, identifying predictors of caregiving burden among students. A total of 79 students with experience of supporting a friend with mental health difficulties were recruited through a UK student mental health charity to complete an online survey. Alongside qualitative data, the online survey used the Experience of Caregiving Inventory and the Involvement Evaluation Questionnaire as measures of the consequences of caregiving. Students supporting friends, housemates or partners were found to experience significant consequences of caregiving. Frequency of face-to-face contact and duration of illness predicted more negative consequences of caregiving, but these relationships were not straightforward. The presence and intensity of professional support did not influence the experience of caregiving. The study suggests that the impact of supporting friends with mental health difficulties is not insubstantial for students. Broadening the network of informal social support may help improve the experience for students supporting a friend, but currently, contact with professional services appears to have a limited effect. © 2017 John Wiley & Sons Australia, Ltd.

Examining Latina College Experiences

Science.gov (United States)

Romero, Amanda R.

2012-01-01

The purposes of this qualitative narrative study were to explore the potential areas of conflict Latina college students experience between their educational goals and traditional cultural gender roles and expectations. Participants were selected utilizing purposeful sampling methods. All participants were first-generation college students.…

Three new students selected for the ATLAS PhD Grant Scheme

CERN Multimedia

Antonella Del Rosso

2016-01-01

Initiated in 2013, the ATLAS PhD Grant Scheme aims to enable young, talented and motivated students to work on part of their PhD thesis at CERN. The collaboration has just selected the three students who will start their theses in 2016.   The three students who received the ATLAS grant, which will cover part of their PhD studies. From left to right: Ruth Jacobs (Germany), Artem Basalaev (Russia), Nedaa B I Asbah (Palestine). The ATLAS PhD Grant Scheme was made possible thanks to a large donation by former ATLAS spokespersons Fabiola Gianotti and Peter Jenni, who started the fund with money from the Fundamental Physics Prize they received in 2013. Applications are handled by CERN HR, via this link. The aim of the initiative is to offer a unique educational opportunity to students within the ATLAS collaboration and to give them the possibility to continue their career in particle physics. Selected candidates receive a stipend allowing them to spend one year at CERN, followed by one year at their h...

Educators' experiences of managing students with ADHD: a qualitative study.

Science.gov (United States)

Moore, D A; Russell, A E; Arnell, S; Ford, T J

2017-07-01

The symptoms of attention-deficit/hyperactivity disorder are associated with difficulty coping with the social, behavioural and academic components of school. Compared with medication and other non-pharmacological treatment, there is less evidence relating to school-based interventions to support children with ADHD. There is additionally an absence of any research focused on the experiences and practices of educators in the UK around how they work with children who are inattentive, impulsive and hyperactive. Forty-two educational practitioners from primary, secondary and alternate provision schools in the UK participated in focus groups or individual interviews that explored (1) their experiences of managing students with ADHD in the classroom and (2) factors that helped and hindered them in this endeavour. Transcripts were analysed using thematic analysis. Analysis identified six themes: broad strategies, student-centred, inclusive strategies, labelling, medication and relationships. Participants' experiences of managing students with ADHD drew upon a wide range of strategies that typically involved responding to individual needs in an inclusive manner, so individuals with ADHD could access the classroom with their peers. Participants spoke about three factors that helped and hindered managing students with ADHD. Labelling of students with ADHD was reported, with the negative aspects of labelling, such as stigmatization, affecting the classroom. Educators reported mixed experiences regarding the helpfulness of medication; where helpful, it allowed the use of strategies in the classroom. Although students with ADHD were described as having rollercoaster relationships, positive relationships were considered key to the support of children with these difficulties. This study suggests that factors such as attitudes towards ADHD, relationships experienced by students with ADHD and other treatments being delivered need to be carefully considered before strategies are put

Science Student Teachers and Educational Technology: Experience, Intentions, and Value

Science.gov (United States)

Efe, Rifat

2011-01-01

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

Medical student attachments in private practice – The experience ...

African Journals Online (AJOL)

Background: Medical student attachments with family/general practitioners (GPs) in non-academic or private practice are a valued resource in the undergraduate teaching of Family Medicine. This study describes the experience and views of GPs in private practice with final-year medical student attachments from the ...

Experiences of mistreatment among medical students in a University ...

African Journals Online (AJOL)

Experiences of mistreatment among medical students in a University in south west Nigeria. ... The commonest forms experienced by the students were being shouted at (92.6%), public humiliation or belittlement (87.4%), negative or disparaging remarks about their academic performance (71.4%), being assigned tasks as ...

Teachers' Teaching Experience and Students' Learning Outcomes ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

Science.gov (United States)

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform

Development of Nurse Self-Concept in Nursing Students: The Effects of a Peer-Mentoring Experience.

Science.gov (United States)

Ford, Yvonne

2015-09-01

Positive nurse self-concept has been shown to increase job productivity, retention, and job satisfaction. Student participation in peer-mentoring experiences has been shown to increase self-confidence and understanding of the role of the nurse leader. The Nurse Self-Concept Questionnaire (NSCQ) was used to measure the nurse self-concept of senior baccalaureate nursing students before and after completion of a peer-mentoring experience. Female students scored significantly higher on two subscales of the NSCQ than male students prior to the peer-mentoring experience. This difference was not seen after the experience. Mean changes in scores on all six dimensions of self-concept measured by the NSCQ were significantly higher after the mentoring experience. Further investigation of male students' experiences in clinical settings may be warranted. The experience of mentoring lower-level students offers practice for upper-level nursing students in providing direction, exercising leadership and management skills, and working as a member of the health care team. Copyright 2015, SLACK Incorporated.

Learning professional ethics: Student experiences in a health mentor program.

Science.gov (United States)

Langlois, Sylvia; Lymer, Erin

2016-01-01

The use of patient centred approaches to healthcare education is evolving, yet the effectiveness of these approaches in relation to professional ethics education is not well understood. The aim of this study was to explore the experiences and learning of health profession students engaged in an ethics module as part of a Health Mentor Program at the University of Toronto. Students were assigned to interprofessional groups representing seven professional programs and matched with a health mentor. The health mentors, individuals living with chronic health conditions, shared their experiences of the healthcare system through 90 minute semi-structured interviews with the students. Following the interviews, students completed self-reflective papers and engaged in facilitated asynchronous online discussions. Thematic analysis of reflections and discussions was used to uncover pertaining to student experiences and learning regarding professional ethics. Five major themes emerged from the data: (1) Patient autonomy and expertise in care; (2) ethical complexity and its inevitable reality in the clinical practice setting; (3) patient advocacy as an essential component of day-to-day practice; (4) qualities of remarkable clinicians that informed personal ideals for future practice; (5) patients' perspectives on clinician error and how they enabled suggestions for improving future practice. The findings of a study in one university context suggest that engagement with the health mentor narratives facilitated students' critical reflection related to their understanding of the principles of healthcare ethics.

The Silent Minority: Supporting Students with Selective Mutism Using Systemic Perspectives

Science.gov (United States)

Lawrence, Zena

2017-01-01

Selective Mutism (SM) is an under-researched area of child development. While the incidence rate is low, the impact of this difficulty can be pervasive and can present as a significant risk for student mental health and wellbeing. The following article presents a case study focusing on parent-student intervention for a preadolescent male, using an…

Octopus Moms: The Lived Experiences of College Students Who Are Mothers

Science.gov (United States)

Zambito, Jill

2017-01-01

The purpose of this phenomenological study was to explore the lived experiences of college students who are mothers at a large, public Midwestern research university. Using a feminist theoretical perspective, the focus of the research was to better understand how students who are mothers experience college. I sought to understand how the gendered…

A longitudinal online interprofessional education experience involving family nurse practitioner students and pharmacy students.

Science.gov (United States)

Collins, Andrea; Broeseker, Amy; Cunningham, Jill; Cortes, Cyndi; Beall, Jennifer; Bigham, Amy; Chang, Jongwha

2017-03-01

Interprofessional education (IPE) continues to gain traction worldwide. Challenges integrating IPE into health profession programmes include finding convenient times, meeting spaces, and level-appropriate assignments for each profession. This article describes the implementation of a 21-month prospective cohort study pilot programme for the Master of Science in nursing family nurse practitioner (FNP) and doctor of pharmacy (PharmD) students at a private university in the United States. This IPE experience utilised a blended approach for the learning activities; these students had initial and final sessions where they met face-to-face, with asynchronous online activities between these two sessions. The online assignments, discussions, and quizzes during the pilot programme involved topics such as antimicrobial stewardship, hormone replacement therapy, human papilloma virus vaccination, prenatal counselling, emergency contraception, and effects of the Affordable Care Act on practice. The results suggested that the FNP students held more favourable attitudes about online IPE and that the PharmD students reported having a clearer understanding of their own roles and those of the other participating healthcare students. However, the students also reported wanting more face-to-face interaction during their online IPE experience. Implications from this study suggest that effective online IPE can be supported by ensuring educational parity between students regarding the various topics discussed and a consistent approach of the required involvement for all student groups is needed. In addition, given the students desire for more face-to-face interaction, it may be beneficial to offer online IPE activities for a shorter time period. It is anticipated that this study may inform other programmes that are exploring innovative approaches to provide IPE to promote effective collaboration in patient care.

Anatomy by whole body dissection: a focus group study of students' learning experience.

Science.gov (United States)

Burgess, Annette; Ramsey-Stewart, George

2015-01-01

The social construction of knowledge within medical education is essential for learning. Students' interactions within groups and associated learning artifacts can meaningfully impact learning. Situated cognition theory poses that knowledge, thinking, and learning are located in experience. In recent years, there has been a reported decline in time spent on anatomy by whole body dissection (AWBD) within medical programs. However, teaching by surgeons in AWBD provides unique opportunities for students, promoting a deeper engagement in learning. In this study, we apply situated cognition theory as a conceptual framework to explore students' perceptions of their learning experience within the 2014 iteration of an 8-week elective AWBD course. At the end of the course, all students (n=24) were invited to attend one of three focus groups. Framework analysis was used to code and categorize data into themes. In total, 20/24 (83%) students participated in focus groups. Utilizing situated cognition theory as a conceptual framework, we illustrate students' learning experiences within the AWBD course. Students highlighted opportunities to create and reinforce their own knowledge through active participation in authentic dissection tasks; guidance and clinical context provided by surgeons as supervisors; and the provision of an inclusive learning community. Situated cognition theory offers a valuable lens through which to view students' learning experience in the anatomy dissection course. By doing so, the importance of providing clinical relevance to medical teaching is highlighted. Additionally, the value of having surgeons teach AWBD and the experience they share is illustrated. The team learning course design, with varying teaching methods and frequent assessments, prompting student-student and student-teacher interaction, was also beneficial for student learning.

Healthcare students' experiences of an interprofessional, student-led neuro-rehabilitation community-based clinic.

Science.gov (United States)

Gustafsson, Louise; Hutchinson, Laura; Theodoros, Deborah; Williams, Katrina; Copley, Anna; Fagan, Amy; Desha, Laura

2016-01-01

Student-led clinics are becoming more prominent as educators seek alternate models of clinical education for health professionals. The purpose of this study was to evaluate healthcare students' experiences of an interprofessional student-led clinic for clients with neurological conditions. Thirteen students representing occupational therapy, physiotherapy, and speech pathology were recruited for the study. A sequential mixed-methods evaluation was employed and the results from the Interprofessional Education Scale and focus group revealed that the students experienced positive perceptions of working collaboratively with other professions, forming good relationships with others, as well as an increased respect for the roles of other professions. The findings suggest that providing a capstone opportunity, where students can work as part of an interprofessional team with a real client, in a format they may come across in future clinical practice, may be beneficial in providing them with essential interprofessional skills as new graduate health professionals.

Metacognitive experience of mathematics education students in open start problem solving based on intrapersonal intelligence

Science.gov (United States)

Sari, D. P.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe metacognitive experience of mathematics education students with strong, average, and weak intrapersonal intelligence in open start problem solving. Type of this research was qualitative research. The research subject was mathematics education students in Muhammadiyah University of Surakarta in academic year 2017/2018. The selected students consisted of 6 students with details of two students in each intrapersonal intelligence category. The research instruments were questionnaire, open start problem solving task, and interview guidelines. Data validity used time triangulation. Data analyses were done through data collection, data reduction, data presentation, and drawing conclusion. Based on findings, subjects with strong intrapersonal intelligence had high self confidence that they were able to solve problem correctly, able to do planning steps and able to solve the problem appropriately. Subjects with average intrapersonal intelligence had high self-assessment that they were able to solve the problem, able to do planning steps appropriately but they had not maximized in carrying out the plan so that it resulted incorrectness answer. Subjects with weak intrapersonal intelligence had high self confidence in capability of solving math problem, lack of precision in taking plans so their task results incorrectness answer.

Introducing Dynamic Combinatorial Chemistry: Probing the Substrate Selectivity of Acetylcholinesterase

Science.gov (United States)

Angelin, Marcus; Larsson, Rikard; Vongvilai, Pornrapee; Ramstrom, Olof

2010-01-01

In this laboratory experiment, college students are introduced to dynamic combinatorial chemistry (DCC) and apply it to determine the substrate selectivity of acetylcholinesterase (AChE). Initially, the students construct a chemical library of dynamically interchanging thioesters and thiols. Then, AChE is added and allowed to select and hydrolyze…

Students' Evaluation of Their English Language Learning Experience

Science.gov (United States)

Maizatulliza, M.; Kiely, R.

2017-01-01

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…

Analysis of Students Industrial Work Experience Scheme (SIWES) in ...

African Journals Online (AJOL)

The study examined Student's Industrial Work Experience Scheme carried out in NIFFR visa-a-vise the challenge of skilled manpower development for fishery extension. Secondary data collected from NIFFR library and report of 2007 SIWES period was analysed descriptively. Out of 617 students from 36 schools that visited ...

Exploring Student Perceptions of Academic Mentoring and Coaching Experiences

Science.gov (United States)

Perez, Eduardo

2014-01-01

While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community…

Understanding Student Attitudes toward Bible Reading: A Philippine Experience

Science.gov (United States)

Baring, Rito V.

2008-01-01

Reflecting from the Philippine experience, this article explores an emerging picture that characterizes contemporary Bible reading attitudes of college students. Six new attitude factor definitions are developed following the development of the Bible Reading (BR) attitude scale for college students constructed by this author in a separate study.…

A Qualitative Study to Improve the Student Learning Experience

Science.gov (United States)

Jastania, Raid A.; Balata, Gehan F.; Abd El-Hady, Mohamed I. S.; Gouda, Ahmad; Abd El-Wahab, Mohamad; Mohamad, Abeer S.; Ibrahim, Nashwa M.; Beshr, Eman; Mahdi, Abeer Y.; Mousa, Rabab; Tag, Batool F.; Hisham, Hadeel; El-Sofiani, Ibtehal

2017-01-01

Purpose: For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define--measure--analyse--improve--control (DMAIC) methodology, to improve students' satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University.…

Guided-inquiry laboratory experiments to improve students' analytical thinking skills

Science.gov (United States)

Wahyuni, Tutik S.; Analita, Rizki N.

2017-12-01

This study aims to improve the experiment implementation quality and analytical thinking skills of undergraduate students through guided-inquiry laboratory experiments. This study was a classroom action research conducted in three cycles. The study has been carried out with 38 undergraduate students of the second semester of Biology Education Department of State Islamic Institute (SII) of Tulungagung, as a part of Chemistry for Biology course. The research instruments were lesson plans, learning observation sheets and undergraduate students' experimental procedure. Research data were analyzed using quantitative-descriptive method. The increasing of analytical thinking skills could be measured using gain score normalized and statistical paired t-test. The results showed that guided-inquiry laboratory experiments model was able to improve both the experiment implementation quality and the analytical thinking skills. N-gain score of the analytical thinking skills was increased, in spite of just 0.03 with low increase category, indicated by experimental reports. Some of undergraduate students have had the difficulties in detecting the relation of one part to another and to an overall structure. The findings suggested that giving feedback the procedural knowledge and experimental reports were important. Revising the experimental procedure that completed by some scaffolding questions were also needed.

Diversity characteristics and the experiences of nursing students' during clinical placements: A qualitative study of students and supervisors views.

Science.gov (United States)

Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

2014-11-10

Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. Aim: To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Methods: Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N=704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Findings: Qualitative findings were clustered into three main themes, differences, difficulty and discrimination, each with three subthemes. Conclusion: Findings suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

Student nurses' experience working with mentally challenged individuals in South Africa.

Science.gov (United States)

Janse VAN Rensburg, E S; Poggenpoel, M; Myburgh, C P H

2012-11-01

South African student nurses experience emotional discomfort that might influence their adjustment and coping while working with mentally challenged individuals. Adjustment and coping might impact on their mental health and support needed while working in this challenging context. Student nurses working with mentally challenged individuals experience emotional discomfort that may result in work-related stress. The experiences of student nurses working with mentally challenged individuals were explored and described as it may influence their adjustment, coping and result in work-related stress, impacting on their mental health. The study used a qualitative, explorative, descriptive, contextual research design with a case study as strategy. Thirteen student nurses from a specific higher educational institution in Gauteng, South Africa, participated in the focus group interviews. The researcher utilized reflective journals, a reflective letter, naïve sketches, drawings and field notes to collect data. Data analysis was done according to Tesch's descriptive method of open coding and theme analysis. A central storyline emerged where student nurses described working with mentally challenged individuals as a process of personal transformation that was initiated by an engagement on a deeper emotional level with these individuals. The process of personal transformation started a journey towards the discovery of meaning for the self, as student nurses. Student nurses working in challenging environments during their training may experience emotional discomfort and need additional support in coping and adjustment within this context. The nurse educator plays an important role in providing this support to manage work-related stress as well as in creating learning opportunities for the student nurses working in challenging contexts. © 2012 Blackwell Publishing.

Students' experiences of blended learning across a range of postgraduate programmes.

Science.gov (United States)

Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

2012-05-01

The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

Nursing Student Teachers' experiences during teaching practice:

African Journals Online (AJOL)

Mary

Teaching practice experiences of nursing student provide greater insight to develop effective classroom and clinical teaching ... expectations and benefits are significantly derived from teaching practice although contingent on the mode of entry into the ...... Participation in and Leadership of. Continual Improvement.

Building workplace social capital: A longitudinal study of student nurses' clinical placement experiences.

Science.gov (United States)

Materne, Michelle; Henderson, Amanda; Eaton, Emma

2017-09-01

Quality clinical placement experiences have been associated with nurses' workplace social capital. Social capital is broadly understood as the social organisation of trust, norms and networks that benefit society. Building social capital in the workplace may benefit experiences of staff and students. The aim of this study was to assess the impact of building workplace social capital on student nurse perceptions of clinical learning experiences. A quality improvement process was measured through repeated student surveys. First, second, third year students (n = 1176) from three universities completed a validated Student Clinical Learning Culture Survey (SCLCS) following their placement, at the commencement of quality improvement initiatives and five years later. The SCLCS measured students' perceptions of social affiliation, their motivation, satisfaction and dissatisfaction with clinical contexts. The first year of systematic changes focused on increasing student numbers along with improving communication, trust and knowledge sharing, antecedents to workplace social capital. No change was evident after the first year. Six years after commencement of building workplace social capital differences across all subscales, except dissatisfaction, were significant (p social capital that enhances student placement experiences. Copyright © 2017 Elsevier Ltd. All rights reserved.

Impact of Pre-Pharmacy Work Experience on Development of Professional Identity in Student Pharmacists.

Science.gov (United States)

Bloom, Timothy J; Smith, Jennifer D; Rich, Wesley

2017-12-01

Objective. To determine the benefit of pharmacy work experience on the development of student pharmacists' professional identity. Methods. Students in all four professional years were surveyed using a validated Professional Self-identity Questionnaire (PSIQ). They were also asked about pharmacy experience prior to matriculation and their performance on Drug Information tests given midway through the P1 year and at the beginning of the P3 year. PSIQ responses and test results were compared based on pharmacy experience. Results. The PSIQ was completed by 293 student pharmacists, for a 67% response rate, with 76% of respondents reporting pharmacy experience prior to matriculation. Statistically higher scores on responses to 6 of the 9 PSIQ Likert-type items were observed from students in the first professional year for those with pharmacy experience; however, only one item in the second year showed differences with none in the third and fourth years. No impact of experience was observed on Top 100 or Top 300 grades. Conclusion. Pre-matriculation pharmacy experience may increase development of professional identity early in the student experience but may have little impact on academic readiness. Schools and colleges of pharmacy hoping to recruit students with an early sense of professional identity should consider adding such experience to their admissions requirements.

Apprehensive and Excited: Music Education Students' Experience Vernacular Musicianship

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Isbell, Daniel S.

2016-01-01

The purpose of this study was to examine music education students' experiences (N = 64) in courses designed to develop vernacular musicianship and expand understandings of informal music making. Students participated in one of two classes (undergraduate/graduate), formed their own small ensembles, chose their own music and instruments, led their…

Agricultural experiences as correlates of secondary school students ...

African Journals Online (AJOL)

African Research Review ... Instruments used were Career Decision Questionnaire, Agricultural Experience Questionnaire and ... in agriculture while poultry (β = -0.333) mostly predicted students career decision in Agricultural Science.

Nursing student voices: reflections on an international service learning experience.

Science.gov (United States)

Main, E Eve; Garrett-Wright, Dawn; Kerby, Molly

2013-01-01

For the past decade participation in service and experiential learning in higher education has increased. The purpose of this study was to explore the lived experience of BSN and MSN students participating in a multidisciplinary service-learning course in a rural, underserved village in Belize. Researchers analyzed student journals utilizing qualitative data analysis techniques. There were eight consistent themes found in the student journals. The findings indicate that international service learning opportunities increase students' awareness of their place in a global society and the potential contribution they can make in society. For the past decade, service and experiential learning in higher education, including nursing education, has become increasingly important. Simply put, service and experiential learning combine community service activities with a student's academic study for the sole purpose of enriching the academic experience. As faculty, we feel the goal of baccalaureate and graduate nursing education is to produce an educated professional who will become a responsible citizen.

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

Science.gov (United States)

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

2016-01-01

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

Faculty Perceptions of and Experiences with Students' Use of Coercive Power

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Kuhn, Kristine L.

2016-01-01

The purpose of this basic qualitative study was to understand how faculty perceive and experience students' use of coercive power in faculty-student relationships. Interviews were used to gather data from faculty members who had experienced students' use of coercive power. Data reveal that students' use of coercive power can negatively impact…

A Gamification Experience to Improve Engineering Students' Performance through Motivation

Science.gov (United States)

Sánchez-Carmona, Adrián; Robles, Sergi; Pons, Jordi

2017-01-01

The students' lack of motivation is a usual problem. The students value more the obtention of the degree than the developing of competences and skills. In order to fight this, we developed a gamification's experience based on merits and leaderboards. The merits are linked to the attainment of skills and competences that students usually do not…

Medical students' experience of and reaction to stress: the role of depression and anxiety.

Science.gov (United States)

Saravanan, Coumaravelou; Wilks, Ray

2014-01-01

Medical school is recognized as a stressful environment that often has a negative effect on students' academic performance, physical health, and psychosocial well-being. Previous studies have not identified differences between depressed and nondepressed and anxious and nonanxious medical students' experiences of stress or their reactions to stressors. The present study aimed to identify the prevalence of depression and anxiety among a sample of 358 medical students attending a private university in Malaysia and to examine differences according to participants' gender, year of study, and stage of training (preclinical and clinical). Additionally, this study examined the extent to which stress predicts depression and anxiety, differences between depressed and nondepressed medical students' experiences of and reactions to stressors, and differences between anxious and nonanxious medical students' experiences of and reactions to stressors. The Student Life Stress Inventory was used to measure stress and reaction to stressors and the Depression, Anxiety, and Stress Scale was used to measure depression and anxiety. The results showed that 44% (n = 158) of the students were anxious and 34.9% (n = 125) were depressed. More female students exhibited anxiety compared to male students. Stress is a predictor for depression and anxiety. A significant difference was found between depressed and nondepressed and anxious and nonanxious students' experience of stressors due to frustration, change, and their emotional reaction to stressors. Overall, depressed and anxious students were found to experience more stress and react differently to stressors compared to nondepressed and nonanxious students.

Enhancing the Programming Experience for First-Year Engineering Students through Hands-On Integrated Computer Experiences

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Canfield, Stephen L.; Ghafoor, Sheikh; Abdelrahman, Mohamed

2012-01-01

This paper describes the redesign and implementation of the course, "Introduction to Programming for Engineers" using microcontroller (MCU) hardware as the programming target. The objective of this effort is to improve the programming competency for engineering students by more closely relating the initial programming experience to the student's…

Diversity characteristics and the experiences of nursing students during clinical placements: A qualitative study of student, faculty and supervisors' views.

Science.gov (United States)

Koch, Jane; Everett, Bronwyn; Phillips, Jane; Davidson, Patricia M

2014-01-01

Abstract Background: Little is known about which diversity characteristics if any, impact on nursing students' clinical placements or how these may affect the quality of their learning experiences. There is therefore a need to better understand these effects not only from the student's perspective but also from the perspective of the staff who supervise them, in order to ensure students obtain maximal benefit from their placements. To describe the clinical experiences of nursing students and the diversity characteristics that affect this learning experience. Data were collected from a series of open-ended questions embedded within a larger anonymous web-based survey, from August 2011 to March 2012. Participants included first, second and third year undergraduate Bachelor of Nursing students (N = 704) and faculty members involved in the clinical learning environment (N = 165) from seven Australian universities. Qualitative findings were clustered into three main themes: differences, difficulty and discrimination, each with three sub-themes. FINDINGS suggest a need to offer appropriate support for nursing students who feel different because of diversity characteristics. Whilst some of the participant perceptions are confronting they provide valuable insights for universities developing curricula and the clinical placement facilities where students obtain their experience.

The Diffusion of Academic Achievements: Social Selection and Influence in Student Networks

OpenAIRE

Sofia Dokuka; Diliara Valeeva; Maria Yudkevich

2015-01-01

Peer group effects show the influence of student social environments on their individual achievements. Traditionally, a social environment is considered by researchers of peer effects as exogenously given. However, significant peers that affect performance are often those that are deliberately chosen. Students might choose their friends among peers with similar academic achievements. A dynamic analysis of student social networks and academic achievements is needed to disentangle social select...

Indiana secondary students' evolution learning experiences and demarcations of science from non-science

Science.gov (United States)

Donnelly, Lisa A.

2007-12-01

Previous research has documented students' conceptual difficulties learning evolution and how student learning may be related to students' views of evolution and science. This mixed methods study addressed how 74 high school biology students from six Indiana high schools viewed their evolution learning experiences, the demarcations of science from non-science, and evolution understanding and acceptance. Data collection entailed qualitative and quantitative methods including interviews, classroom observations, surveys, and assessments to address students' views of science and non-science, evolution learning experiences, and understanding and acceptance of evolution. Qualitative coding generated several demarcation and evolution learning experience codes that were subsequently used in quantitative comparisons of evolution understanding and acceptance. The majority of students viewed science as empirical, tentative but ultimately leading to certain truth, compatible with religion, the product of experimental work, and the product of human creativity. None of the students offered the consensus NOS view that scientific theories are substantiated explanations of phenomena while scientific laws state relationships or patterns between phenomena. About half the students indicated that scientific knowledge was subjectively and socio-culturally influenced. The majority of students also indicated that they had positive evolution learning experiences and thought evolution should be taught in secondary school. The quantitative comparisons revealed how students who viewed scientific knowledge as subjectively and socio-culturally influenced had higher understanding than their peers. Furthermore, students who maintained that science and religion were compatible did not differ with respect to understanding but had higher acceptance than their peers who viewed science and religion as conflicting. Furthermore, students who maintained that science must be consistent with their

Clinical learning environment and supervision: experiences of Norwegian nursing students - a questionnaire survey.

Science.gov (United States)

Skaalvik, Mari Wolff; Normann, Hans Ketil; Henriksen, Nils

2011-08-01

To measure nursing students' experiences and satisfaction with their clinical learning environments. The primary interest was to compare the results between students with respect to clinical practice in nursing homes and hospital wards. Clinical learning environments are important for the learning processes of nursing students and for preferences for future workplaces. Working with older people is the least preferred area of practice among nursing students in Norway. A cross-sectional design. A validated questionnaire was distributed to all nursing students from five non-randomly selected university colleges in Norway. A total of 511 nursing students completed a Norwegian version of the questionnaire, Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale in 2009. Data including descriptive statistics were analysed using the Statistical Program for the Social Sciences. Factor structure was analysed by principal component analysis. Differences across sub-groups were tested with chi-square tests and Mann-Whitney U test for categorical variables and t-tests for continuous variables. Ordinal logistic regression analysis of perceptions of the ward as a good learning environment was performed with supervisory relationships and institutional contexts as independent variables, controlling for age, sex and study year. The participating nursing students with clinical placements in nursing homes assessed their clinical learning environment significantly more negatively than those with hospital placements on nearby all sub-dimensions. The evidence found in this study indicates that measures should be taken to strengthen nursing homes as learning environments for nursing students. To recruit more graduated nurses to work in nursing homes, actions to improve the learning environment are needed. © 2011 Blackwell Publishing Ltd.

Investigating the Relationship between Symptoms of Histrionic Personality Disorder and Experiences of Child Abuse among Students of Tabriz Islamic Azad University

OpenAIRE

Shirin Mohammadi Derakhshi

2017-01-01

The present study attempts to investigate the relationship between symptoms of histrionic personality disorder and experiences of child abuse among students of Tabriz Islamic Azad University in 2013-2014. The general aim of this study is to predict histrionic personality disorder in adulthood based on child abuse experiences during childhood. The population of this study include 19599 people among whom 377 were selected through simple random sampling. The instrument of this study includes Mil...

Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

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Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

2012-01-01

The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…

Camouflage: The Experiences of Low-Income Business College Students

Science.gov (United States)

Ponton de Dutton, Scarlett

2011-01-01

This qualitative study shares the complex stories of two low-income business students who attend a flagship, public university as out-of-state students with the purpose of understanding, describing, giving voice to, and discovering insight from their experiences. Throughout U.S. Higher Education history, there is a pattern of limited participation…

Educational Opportunities for Students with Disabilities: The Experience of a University Student in Brunei

Directory of Open Access Journals (Sweden)

Faridah Serajul Haq

2007-06-01

Full Text Available In Brunei, increased numbers of children with disabilities have been given educational opportunities in appropriate programs in schools. Students with disabilities have also succeeded in qualifying for higher studies on completing secondary education. However, there is a need for local university and colleges to cater to the specific needs of students with disabilities. This paper describes the experiences of a student with visual disabilities in Universiti Brunei Darussalam. The student emphasised his use of compensatory learning strategies, the accommodation available on campus, peer relationships and self-advocacy to communicate his needs. The support given to the student facilitated his academic success. The student is fully aware of his capabilities and his positive self-esteem has helped to overcome various setbacks. It is hoped that the information provided in this article will foster improvement in providing facilities for students with disabilities to learn in comfort and for the future enrollment of more students with special needs.

Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties

Science.gov (United States)

Li, Tse Yan; Wong, Kin; Tse, Christine Shuk Kwan; Chan, Ying Yee

2015-01-01

Background Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students’ acquisition of clinical competence. Objective This study aimed to understand the experience of undergraduate students across clinical disciplines—medicine, dentistry, and nursing—in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong—Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results Among 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both Pstudents accessed DLOs through public search engines, whereas 93.2% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7%), but rarely discussed them with teachers (54/436, 12.4%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important

How Do Interaction Experiences Influence Doctoral Students' Academic Pursuits in Biomedical Research?

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Kong, Xiaoqing; Chakraverty, Devasmita; Jeffe, Donna B; Andriole, Dorothy A; Wathington, Heather D; Tai, Robert H

2013-01-01

This exploratory qualitative study investigated how doctoral students reported their personal and professional interaction experiences that they believed might facilitate or impede their academic pursuits in biomedical research. We collected 19 in-depth interviews with doctoral students in biomedical research from eight universities, and we based our qualitative analytic approach on the work of Miles and Huberman. The results indicated that among different sources and types of interaction, academic and emotional interactions from family and teachers in various stages essentially affected students' persistence in the biomedical science field. In addition, co-mentorship among peers, departmental environment, and volunteer experiences were other essential factors. This study also found related experiences among women and underrepresented minority students that were important to their academic pursuit.

Learning design thinking online : studying students' learning experience in shared virtual reality

OpenAIRE

Lau, Kung Wong

2010-01-01

Learning Design Thinking Online: Studying Students' Learning Experience in Shared Virtual Reality My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1...

SoTRE's Speak Up: Students Share the Benefits of Teacher Researcher Experiences

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Eubanks, E.; Allen, S.; Farmer, S.; Jones, K.

2016-12-01

Being Students of Teacher Researcher Experiences (SoTRE) gives students special advantages that most students do not get. Teachers Elizabeth Eubanks and Steve Allen share their knowledge gained via partnerships with Teacher Researcher Experiences (TRE's) such as the National Oceanographic and Atmospheric Administration Teacher at Sea program (NOAA- TAS), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships, The Maury Project and Mate. Students gain special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals Eubanks and Allen help students connect with scientists. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, oral presentation, networking and personal research presentation, all tools that they will carry with them for a lifetime.

Student Teachers' Experiences of Relation Building in Teaching Practice

DEFF Research Database (Denmark)

Nielsen, Anne Maj; Laursen, Per Fibæk

The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have...... – to a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class....

The Value of International Experiences for Business Students: Measuring Business Student Attitudes toward Study Abroad

Science.gov (United States)

Heffron, Sean; Maresco, Peter A.

2014-01-01

The value of an international experience--especially for students of business--continues to be an area of focus at colleges and universities. Students across all disciplines within the business curriculum: accounting, economics, finance, management, marketing, or sport management are expected by employers to possess knowledge of, and appreciation…

Learning through Experience: The Transition from Doctoral Student to Social Work Educator

Science.gov (United States)

Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

2013-01-01

The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

Undergraduate Students' Experiences in Programming: Difficulties and Obstacles

Directory of Open Access Journals (Sweden)

Büşra Özmen

2014-03-01

Full Text Available Programming courses become prominent as one of the courses in which undergraduate students are unsuccessful especially in departments which offer computer education. Students often state that these courses are quite difficult compared to other courses. Therefore, a qualitative phenomenological approach was used to reveal the reasons of the failures of the undergraduate students in programming courses and to examine the difficulties they confronted with programming. In this scope, the laboratory practices of the Internet Programming course were observed in fall term of the 2013-2014 academic year in a university at central Anatolia. Interviews were made with 12 undergraduate students taking this course. Finally, the difficulties students experienced in the programming were determined as programming knowledge, programming skills, understanding semantics of the program, and debugging. Students emphasized that the biggest causes of failure in programming languages are lack of practice, not using algorithms and lack of knowledge. In addition, it was seen that the students who had high programming experience possess higher programming success and self-efficacy related to programming

Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago

OpenAIRE

C. Kirabo Jackson

2011-01-01

Existing studies on single-sex schooling suffer from biases because students who attend single-sex schools differ in unmeasured ways from those who do not. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and estimate the causal effect of attending a single-sex school versus a similar coeducational school. While students (particularly females) with strong expressed preferences for single-sex schools benefit, mo...

Selective Attentional Effects of Textbook Study Questions on Student Learning in Science.

Science.gov (United States)

Holliday, William G.

1981-01-01

Reports results of a study testing a selective attentional model which predicted that textbook study questions adjunct to a flow diagram will focus students' attention more upon questioned information and less upon nonquestioned information. A picture-word diagram describing biogeochemical cycles to high school biology students (N=176) was used.…

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

Science.gov (United States)

Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

Directory of Open Access Journals (Sweden)

David J. Shernof

2017-06-01

Full Text Available The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407 in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor, specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM demonstrated that sitting in the front of the classroom (compared to the sitting in the back, taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which

Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

Science.gov (United States)

Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

2017-01-01

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a

Selection of Universities by Students in Journalism and Mass Communication Courses: Do Criteria Differ between Caucasian and Minority Students?

Science.gov (United States)

Biswas, Masudul; Perkins, Lyle; Izard, Ralph

2012-01-01

This study measures the significance of factors used by minority students in their selection of universities/colleges. This web survey was conducted mainly on 778 students enrolled in journalism/mass communication courses representing five historically black colleges and universities (HBCUs) and twelve other universities. Differences were found…

Understanding Students' Precollege Experiences with Racial Diversity: The High School as Microsystem

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Park, Julie J.; Chang, Stephanie H.

2015-01-01

Few qualitative studies consider how high school experiences affect readiness for diversity engagement in college. Using data from an ethnographic case study, three central trends (student experiences within homogeneous high schools, racial divisions within diverse high schools, and students who attended diverse high schools but had little…

Organizational Change in Academic Programs: A Case Study of Doctoral Students' Experiences

Science.gov (United States)

Frazier, Christina Coffee

2011-01-01

This qualitative case study explored the experiences of doctoral students at the University of Minnesota-Twin Cities as they transitioned from a fairly stable academic department experiencing significant changes. To achieve the purpose of the study, I investigated the experiences of doctoral students through an organizational development…

Teaching experience in university students using social networks

Directory of Open Access Journals (Sweden)

María del Rocío Carranza Alcántar

2016-11-01

Full Text Available Social networks, specifically Facebook and Twitter, are currently one of the mainstream media in the world, yet its educational use for the dissemination of knowledge is not significantly evident, under this premise this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge; In this sense, the research presented aimed to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application type of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favorable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. The proposal is to continue this type of strategies to promote flexible teaching-learning options.

Target selection biases from recent experience transfer across effectors.

Science.gov (United States)

Moher, Jeff; Song, Joo-Hyun

2016-02-01

Target selection is often biased by an observer's recent experiences. However, not much is known about whether these selection biases influence behavior across different effectors. For example, does looking at a red object make it easier to subsequently reach towards another red object? In the current study, we asked observers to find the uniquely colored target object on each trial. Randomly intermixed pre-trial cues indicated the mode of action: either an eye movement or a visually guided reach movement to the target. In Experiment 1, we found that priming of popout, reflected in faster responses following repetition of the target color on consecutive trials, occurred regardless of whether the effector was repeated from the previous trial or not. In Experiment 2, we examined whether an inhibitory selection bias away from a feature could transfer across effectors. While priming of popout reflects both enhancement of the repeated target features and suppression of the repeated distractor features, the distractor previewing effect isolates a purely inhibitory component of target selection in which a previewed color is presented in a homogenous display and subsequently inhibited. Much like priming of popout, intertrial suppression biases in the distractor previewing effect transferred across effectors. Together, these results suggest that biases for target selection driven by recent trial history transfer across effectors. This indicates that representations in memory that bias attention towards or away from specific features are largely independent from their associated actions.

The student fieldwork experience: influencing factors and implications for learning

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Boyle, Alan; Stokes, Alison

2010-05-01

Fieldwork has always been a crucial component of undergraduate geoscience degrees, yet our understanding of the learning processes that operate in a field environment is limited. Learning is a complex process, and there is increasing interest in the role played in this process by the affective domain, in particular the link between affect (emotion and attitude) and cognition (understanding). This presentation covers two UK-based studies that investigated the impact of residential geoscience fieldwork on students' affective responses (e.g. feelings, attitudes, motivations), and their subsequent learning outcomes; student affective responses are thought to be linked to the adoption of effective approaches to learning. The first study involved ~300 students from 7 UK universities undertaking residential field classes in, geography, earth and environmental sciences (GEES disciplines). Mixed-format surveys applied before and after fieldwork demonstrated significant effects in the affective domain. In general, student responses were very positive prior to fieldwork and became more positive as a result of the field experience. The data were analysed for any subgroup differences (gender, age, previous experience) but the only significant difference concerned levels of anxiety amongst some groups of students prior to fieldwork. However, post fieldwork surveys showed that the field experience mitigated these anxieties; for most it was not as bad as they thought it would be. This study demonstrated that fieldwork generated positive attitudes amongst students to their subject of study as well as development of ‘soft' interpersonal skills. The second study collected qualitative and quantitative data from 62 students at a single UK university before, during and after a nine day geologic mapping-training field course, a style of fieldwork not surveyed in the first study. As with the first study, pre-field class positive affects became strengthened, while negative feelings and

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

Science.gov (United States)

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

2017-02-01

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

State test-anxiety, selective attention and concentration in university students.

Science.gov (United States)

Fernández-Castillo, Antonio; Caurcel, María J

2015-08-01

The principal aim of this study was to assess the level of selective attention and mental concentration before exams in a sample of university students and to determine a possible relationship between anxiety and reduction of levels of attention in this circumstance. A total of 403 university students, 176 men and 227 women, aged from 18 to 46 years, participated in the study. Of them, 169 were first-year undergraduates, 118 were second to fourth-year undergraduates and 116 were postgraduate Master's degree students. All of them completed the Spanish version of the Spielberger State-Anxiety Inventory and the D2 Attention Test just before taking an exam. Our results showed that participants with lower levels of anxiety had higher levels of selective attention and mental concentration before the exam. These results specifically indicate that when anxiety levels are very high, this could over-activate the orientating and alerting functions and to reduce the capacity of attentional control. These processes could have a negative impact on specific attentional processes and become a negative influence on performance in exams. © 2014 International Union of Psychological Science.

Exploring Nursing Students' Experiences of Learning Using Phenomenography: A Literature Review.

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Barry, Sinead; Ward, Louise; Walter, Ruby

2017-10-01

The purpose of this extensive international and national literature review was to explore how phenomenography identifies nursing students' experiences of learning within preregistration (or prelicensure) nursing education. Data were collected utilizing a comprehensive search of electronic databases. Full text, peer-reviewed, and scholarly articles published in English using the search terms phenomengraph*, nurs*, student, education, and learning were reviewed. Two discreet themes emerged exploring students' experiences of learning within preregistration nursing education: (a) Phenomenography was a beneficial method to expose variation in students' understandings of a challenging concept or topic and (b) phenomenography was beneficial to evaluate teaching methods in attempt to improve student learning of challenging and complex concepts. On the basis of these findings, future research utilizing phenomenography within nursing education has potential to uncover variation in students' understandings of mental health, with future consideration of implications to nursing curriculum design and development. [J Nurs Educ. 2017;56(10):591-598.]. Copyright 2017, SLACK Incorporated.

Student-selected component in the medical curriculum: investigations and psychiatric referral for paracetamol overdose in an accident and emergency department

Directory of Open Access Journals (Sweden)

Cowman JG

2017-08-01

Full Text Available James G Cowman, Manuel Bakheet Royal College of Surgeons in Ireland – Medical University of Bahrain, Manama, Bahrain Background: A student-selected component (SSC of the medical curriculum requires the student to be self-directed in locating and undertaking a placement in a clinical specialty of their choosing and completing a project. The clinical area for experience was an accident and emergency department, and our topic was a focused audit on the investigations and referral for paracetamol overdose. The purpose of this paper is twofold: to reflect on the education value to medical students of an SSC in a medical curriculum, and to highlight learning and understanding through completion of an audit.Materials and methods: An audit approach was applied. The aim of the project study was to investigate the level of compliance with best-practice guidelines for investigations and psychiatric referral in paracetamol overdose.Results: A total of 40 cases meeting the inclusion criteria were randomly selected. The sample had a mean age of 27 years, of whom 70.5% were female, and the ingested dose of paracetamol ranged from 0.864 to 80 g. Paracetamol abuse may present as intentional and unintentional overdose. In our study, 85% of cases were identified as intentional overdose and 76% had a history of psychiatric illness. Generally, medical management was compliant with guidelines, with some minor irregularities. The international normalized ratio was the most underperformed test.Conclusion: Our choice of topic, paracetamol overdose, contributed to our understanding of the breadth of factors to be considered in the emergency medical management of a patient. In this regard, we had the benefit of understanding how the diagnostic and therapeutic factors, when applied in accordance with best-practice guidelines, work very effectively. The SSC impacted positively on our cognitive, personal, and professional development. In facilitating the student with

Medical student selection criteria as predictors of intended rural practice following graduation.

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Puddey, Ian B; Mercer, Annette; Playford, Denese E; Pougnault, Sue; Riley, Geoffrey J

2014-10-14

Recruiting medical students from a rural background, together with offering them opportunities for prolonged immersion in rural clinical training environments, both lead to increased participation in the rural workforce after graduation. We have now assessed the extent to which medical students' intentions to practice rurally may also be predicted by either medical school selection criteria and/or student socio-demographic profiles. The study cohort included 538 secondary school-leaver entrants to The University of Western Australia Medical School from 2006 to 2011. On entry they completed a questionnaire indicating intention for either urban or rural practice following graduation. Selection factors (standardised interview score, percentile score from the Undergraduate Medicine and Health Sciences Admission Test (UMAT) and prior academic performance (Australian Tertiary Admissions Rank), together with socio-demographic factors (age, gender, decile for the Index of Relative Socioeconomic Advantage and Disadvantage (IRSAD) and an index of rurality) were examined in relation to intended rural or urban destination of practice. In multivariate logistic regression, students from a rural background had a nearly 8-fold increase in the odds of intention to practice rurally after graduation compared to those from urban backgrounds (OR 7.84, 95% CI 4.10, 14.99, P practice rurally (OR 4.36, 95% CI 1.69, 11.22, P medical school entry may have the unintended consequence of selecting fewer graduates interested in a rural practice destination. Increased efforts to recruit students from lower socioeconomic backgrounds may be beneficial in terms of an ultimate intended rural practice destination.

Site selection for controversial projects: reflections on the MRS experience

International Nuclear Information System (INIS)

Sigmon, E.B.; Marland, G.

1987-01-01

Projects for waste management, power production, and a host of other socially useful functions frequently falter because of local opposition. Students of the siting dilemma have prescribed accommodation of local interests through negotiation and compensation, but they offer little advice on the site selection itself. The negotiated compensation approach to siting frequently fails because localities refuse to negotiate. The authors argue that methods of site selection and developers' initial stance toward local communities affect communities' propensity to negotiate. Site selection strategies and their influence on project acceptability are examined, using the Department of Energy's Monitored Retrievable Storage proposal as a point of departure. 14 refs

Research Experiences for Science Teachers: The Impact On Their Students

Science.gov (United States)

Dubner, J.

2005-12-01

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

Teaching and Learning about Women and Leadership: Students' Expectations and Experiences

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Shollenn, S. Lynn

2015-01-01

Qualitative, case study methods were used to examine students' expectations of and experiences with studying women and leadership. Participants were 48 undergraduate students enrolled in an elective course titled Women and Leadership offered in the Leadership Studies minor curriculum at a liberal arts institution. Students perceived women and…

The Impact of an International Cultural Experience on Previously Held Stereotypes by American Student Nurses.

Science.gov (United States)

Heuer, Loretta; Bengiamin, Marlene; Downey, Vicki Wessman

2001-01-01

Examined stereotypes held by U.S. student nurses before and after participating in an educational experience in Russia. The experience was intended to prepare them to be effective nurses in multicultural health care settings. Data from student interviews indicated that the experience changed students' stereotyped attitudes about Russian culture…

STS-29 crewmembers receive briefing on Student Experiment (SE) 83-9

Science.gov (United States)

1988-01-01

STS-29 Discovery, Orbiter Vehicle (OV) 103, crewmembers receive briefing on Student Experiment (SE) 83-9 Chicken Embryo Development in Space or 'Chix in Space' from student experimenter John C. Vellinger and sponsor Mark S. Deusser. Vellinger (right) explains operation of an incubator used in his experiment to crewmembers, seated around table, and other support personnel in audience. Clockwise from Mission Specialist (MS) Robert C. Springer (hands together at left) are MS James F. Buchli (glasses), Commander Michael L. Coats, Pilot John E. Blaha, MS James P. Bagian, Vellinger, and Deusser. The student's sponsor is Kentucky Fried Chicken (KFC).

Dissociative Experiences, Creative Imagination, and Artistic Production in Students of Fine Arts

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Perez-Fabello, Maria Jose; Campos, Alfredo

2011-01-01

The current research was designed to assess the influence of dissociative experiences and creative imagination on the artistic production of Fine Arts students of the University of Vigo (Spain). The sample consisted of 81 students who were administered the Creative Imagination Scale and The Dissociative Experiences Scale. To measure artistic…

Listening Diary in the Digital Age: Students' Material Selection, Listening Problems, and Perceived Usefulness

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Chen, Cheryl Wei-yu

2016-01-01

The current study reports on a group of Taiwanese college students' first-person diary accounts of their private, transactional listening activities outside the classroom. Issues related to students' material selection, listening problems, and perceived usefulness of keeping a listening diary were explored. It was found that most students chose…

Understanding Medical Students' Experience with Stress and Its Related Constructs: A Focus Group Study from Singapore.

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Farquhar, Julia; Lie, Desiree; Chan, Angelique; Ow, Mandy; Vidyarthi, Arpana

2018-02-01

In order to protect medical students from burnout and its untoward psychiatric effects, it is imperative to understand their stress, burnout, coping, and resilience experiences. This study aimed to derive collective definitions from the medical student perspective, to identify common themes of students' experiences, and to distinguish pre-clinical and clinical year students' experiences relating to these four constructs. The authors conducted focus groups of medical students in Singapore across 4 years using a semi-structured question guide. Participants shared their understanding, experiences, and the relationships between stress, burnout, coping, and resilience. Coders independently evaluated construct definitions and derived common themes through an iterative process, and compared transcripts of pre-clinical and clinical year students to determine differences in experience over time. Nine focus groups (54 students, 28 females, mean age 24.3) were conducted. Students identified common definitions for each construct. Nine themes emerged within three domains: (1) relating constructs to personal experience, (2) interrelating stress, burnout, coping, and resilience, and (3) understanding the necessity of stress. Compared to clinical students, pre-clinical students reported theory-based rather than reality-based experiences and exam-induced stress, defined constructs using present rather than future situations, and described constructs as independent rather than interrelated. This sample of medical students in Singapore shares a common understanding of stress, burnout, coping, and resilience, but experiences these uniquely. They perceive a positive role for stress. These findings build upon prior literature, suggesting an interrelationship between stress and its related constructs and adding the novel perspective of students from an Asian country.

Medical specialty selection criteria of Israeli medical students early in their clinical experience: subgroups.

Science.gov (United States)

Avidan, Alexander; Weissman, Charles; Elchalal, Uriel; Tandeter, Howard; Zisk-Rony, Rachel Yaffa

2018-04-18

Israeli medical school classes include a number of student subgroups. Therefore, interventions aimed at recruiting medical students to the various specialties should to be tailored to each subgroup. Questionnaires, distributed to 6 consecutive 5th-year classes of the Hebrew University - Hadassah School of Medicine, elicited information on criteria for choosing a career specialty, criteria for choosing a residency program and the importance of finding a specialty interesting and challenging when choosing a residency. Completed questionnaires were returned by 540 of 769 (70%) students. The decision processes for choosing a medical specialty and choosing a residency program were different. Family and colleagues had minimal influence on choosing a specialty, while family and their residential locality had much influence on choosing a residency, especially among women. Older age, marriage, and spousal influence were positively associated with choice of a specialty. Two-thirds of the students had completed military service, 20% were attending medical school prior to military service, 5% had completed national service and 9% had entered medical school without serving. Despite the pre-military subgroup being younger and having another 7 years of medical school, internship and military service before residency, they had begun thinking about which specialty to choose, just like the post-military students. When choosing a residency program, post-military women were more influenced by their families and family residential locality than their pre-military counterparts; differences ascribed to the older and often married post-military women having or wanting to begin families. This difference was reinforced by fewer post- than pre-military women willing to wait 2-3 years for a residency in the specialty that interested them most and were willing to begin residency immediately after internship in a specialty that interested them less. Medical school classes are composed of

Workplace Stress and the Student Learning Experience

Science.gov (United States)

Stevenson, Anne; Harper, Sarah

2006-01-01

Purpose: To investigate the possible effects of workplace stress in academics on the student learning experience. Design/methodology/approach: Questionnaires were designed and distributed to all academic staff at a Scottish Higher Education Institute. This measured perceived levels of stress amongst academic staff and the possible impact of this…

REXUS/BEXUS: launching student experiments -a step towards a stronger space science community

Science.gov (United States)

Fittock, Mark; Stamminger, Andreas; Maria, Roth; Dannenberg, Kristine; Page, Helen

The REXUS/BEXUS (Rocket/Balloon Experiments for University Students) programme pro-vides opportunities to teams of European student scientists and engineers to fly experiments on sounding rockets and high altitude balloons. This is an opportunity for students and the scientific community to benefit from encouragement and support for experiments. An important feature of the programme is that the students experience a full project life-cycle which is typically not a part of their university education and which helps to prepare them for further scientific work. They have to plan, organize, and control their project in order to develop and build up an experiment but must also work on the scientic aspects. Many of the students continue to work in the field on which they focused in the programme and can often build upon both the experience and the results from flight. Within the REXUS/BEXUS project cycle, they are encouraged to write and present papers about their experiments and results; increasing amounts of scientific output are seen from the students who participate. Not only do the students learn and develop from REXUS/BEXUS but the scientific community also reaps significant benefits. Another major benefit of the programme is the promotion that the students are able to bring to the whole space community. Not only are the public made more aware of advanced science and technical concepts but an advantage is present in the contact that the students who participate have to other university level students. Students are less restricted in their publicity and attract large public followings online as well as presenting themselves in more traditional media outlets. Many teams' creative approach to outreach is astonishing. The benefits are not only for the space science community as a whole; institutes, universities and departments can see increased interest following the support of participating students in the programme. The programme is realized under a bilateral Agency

Transformative Learning Experiences of International Graduate Students from Asian Countries

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Kumi-Yeboah, Alex; James, Waynne

2014-01-01

This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

Experiments in radiochemistry

International Nuclear Information System (INIS)

Schwankner, R.

1980-11-01

Twelve experiments in radiochemistry, nuclear chemistry, radiation detection and radiation measurement are presented which have been tested in teaching practice. Criteria of selection were minimum apparative expenditure, preparation time, radiation exposure, and danger of incorporation or contamination. The experiments will teach students how to handle unsealed radioactive materials within a fraction of a permissible values and thus train them in radiochemical techniques of working. Theoretical, historical and topical aspects are mentioned in order to give the students some background. A detailed bibliography of relevant publications is given. (orig./HP) [de

Why Everyday Experience? Interpreting Primary Students' Science Discourse from the Perspective of John Dewey

Science.gov (United States)

Na, Jiyeon; Song, Jinwoong

2014-05-01

The purposes of this study were, based on John Dewey's ideas on experience, to examine how primary students used their own everyday experience and were affected by own and others' experience in science discourse, and to illuminate the implications of experience in science education. To do these, science discourses by a group of six fourth-graders were observed, where they talked about their ideas related to thermal concepts. The data was collected through interviews and open-ended questions, analyzed based on Dewey's perspective, and depicted as the discourse map which was developed to illustrate students' transaction and changing process of students' ideas. The results of the analysis showed typical examples of Dewey's notions of experience, such as the principles of continuity and of transaction and of different types of experience, examples of `the expanded continuity and transaction', and science discourse as inquiry. It was also found that students' everyday experiences played several roles: as a rebuttal for changing their own ideas or others', backing for assurance of their own ideas in individual students' inner changes after discourse with others, and backing for other's ideas. Based on these observations, this study argues that everyday experience should be considered as a starting point for primary students' science learning because most of their experience comes from everyday, not school science, contexts. In addition, to evoke educative experience in science education, it is important for teachers to pay more attention to Dewey's notions of the principles of continuity and of transaction and to their educational implications.

On the directional selectivity of tunneling experiments

International Nuclear Information System (INIS)

Beuermann, G.; Goettingen Univ.

1981-01-01

Using realistic parameters in a simplified model the directional selectivity of tunneling experiments is discussed. Although perfect surfaces and barriers are assumed, quasiparticles coming from a wide solid angle may contribute essentially to the tunnel current. This must be taken into consideration in the case of gap anisotropy. (orig.)

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

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Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Interactive Effects of Environmental Experience and Innovative Cognitive Style on Student Creativity in Product Design

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Lu, Chia-Chen

2017-01-01

Environmental experience can enhance the ideas of design students. Thus, this type of experience may interfere with the influence of design students' cognitive style on creativity. The aim of this study was to examine the influence of environmental experience on the relationship between innovative cognitive style and industrial design students'…

College Students' Life Experiences in Korea and in the U.S.

Science.gov (United States)

Kang, Sunwoo; Youn, Gahyun; Stilwell, William E.

2014-01-01

Even though college students may be faced with developmental life tasks that might lead them to cognitive and emotional growth, little is known about how college students' life experiences are related to their cultural values. Understanding college students' life across culture requires both exploratory and confirmatory approaches to examine (1)…

Direct and Indirect Experiences with Heterosexism: How Slurs Impact All Students

Science.gov (United States)

Norris, Alyssa L.; McGuire, Jenifer K.; Stolz, Cheryl

2018-01-01

Students targeted by homophobic discrimination are at risk for poor academic outcomes, yet few studies have examined how witnessing discrimination affects students. This study examined the impact of direct and indirect experiences of heterosexism on feelings of safety, belongingness, and connectedness among a sample of 1,702 students at a public…

Medical students' experience in practical skills is far from stakeholders' expectations

DEFF Research Database (Denmark)

Ringsted, Charlotte; Schroeder, Torben V.; Henriksen, Jørgen

2001-01-01

This study compares medical graduates' experience in practical skills with a range of stakeholders' expectations. A questionnaire listing 58 practical skills was sent out to a group of graduating medical students. The medical students were asked to indicate their experience in each skill during...... medical school. A similar questionnaire was sent out to five groups of stakeholders asking for their expectations regarding graduates' experience. The stakeholders were: faculty members; consultants at clinical departments with interns in training; general practitioners; nurses; recently graduated junior...... doctors. A total of 472 questionnaires were sent out and 315 (67%) were returned. Medical graduates showed substantial variation in level of experience, and their experience was substantially lower than the expectations of the stakeholders. Nurses and junior doctors tended to have higher expectations...

College Student Environmental Activism: How Experiences and Identities Influence Environmental Activism Approaches

Science.gov (United States)

King, Laura A. H.

2016-01-01

College student environmental activism is one way students civically engage in addressing social issues. This study explores the environmental activism of twelve college students and how their experiences outside of college and in college influenced their activism. In addition, how students' identities influenced their approach to activism was…

Single-Sex Schools, Student Achievement, and Course Selection: Evidence from Rule-Based Student Assignments in Trinidad and Tobago. NBER Working Paper No. 16817

Science.gov (United States)

Jackson, C. Kirabo

2011-01-01

Existing studies on single-sex schooling suffer from biases due to student selection to schools and single-sex schools being better in unmeasured ways. In Trinidad and Tobago students are assigned to secondary schools based on an algorithm allowing one to address self-selection bias and cleanly estimate an upper-bound single-sex school effect. The…

Final year students' learning experiences of the Bachelor of Midwifery course.

Science.gov (United States)

Carolan-Olah, Mary; Kruger, Gina

2014-08-01

the aim of the study was to explore the concerns of 3rd year Bachelor of Midwifery students. earlier research indicates that midwifery students experience a number of conflicting learning demands and expectations, during their student years. These difficulties can lead to anxiety and a lack of confidence, which have implications for student integration and socialisation into the profession. a qualitative method was used, underpinned by Smith and Osborn's (2008) approach to interpretative phenomenological analysis IPA. In-depth interviews were conducted among 10 senior midwifery students as they looked back over their three year course. Data were analysed using steps proposed by Smith and Osborn (2008). more than two-thirds of participants were over 35 years, and had two or more children. More than half were living with a spouse/partner and the majority worked 16 hours or less per week. Themes emerging from the data included (1) linking theory to practice; (2) a focus on clinical skills; (3) learning expectations and experiences; and (4) the role of midwifery lecturers/educators. midwifery students experience a number of challenges associated with their pre-registration midwifery education, including difficulty understanding the relevance of some study units to midwifery practice. A strong focus on practical skills may inhibit the development of cognitive skills such as critical evaluation and reflection. Copyright © 2013 Elsevier Ltd. All rights reserved.

Reflecting on BCMP students' experiences of professionalism during ...

African Journals Online (AJOL)

2015-05-26

May 26, 2015 ... in training, and should be trained in the same environment in which they ... Negative experiences of professionalism (46.2%) were context-specific and perceived by students ..... Dissertation submitted in partial fulfilment of the.

Exploration on the Experiences Obtained by the Student in Sports

Science.gov (United States)

Jun, Chen

Through using the method of literature, logical speculation, this paper studied the sports experience. The result shows that the sports itself is a type of experience. The characteristics in the sports experience are innovational, emotional, personal, generating and individual. Through the sports experience, the student could improve their technical performance, cultivate the abundant emotion, form the independent character and produce the moral integrity.

Searching and selecting online information: analysis of the strategic actions of the university students

OpenAIRE

María José Hernández Serrano

2013-01-01

As complex and dynamic activity, the searching and selection of online information needs a strategic performance in order to achieve effective and meaningful results and processes. The aim of this paper is to analyze whether university students perceive a need to be strategic, for what actions, what times, and what are their predispositions towards the strategic actions in the Internet information searching and selection process. Results showed differences between students by course, thos...

Medical students, money, and career selection: students' perception of financial factors and remuneration in family medicine.

Science.gov (United States)

Morra, Dante J; Regehr, Glenn; Ginsburg, Shiphra

2009-02-01

Medical students have had a declining interest in family medicine as a career. Some studies have shown a small inverse relationship between debt levels and primary care, but it is unclear how students perceive remuneration in different specialties and how these perceptions might influence career choice. Medical students at one school were surveyed to understand their perceptions of physician remuneration and to gain insight into how these perceptions might affect career selection. Response rate was 72% (560/781 students). Students' estimates of physician income were accurate throughout training, with the overall estimate for family medicine being lower than the actual income by only $10,656. The vast majority of students agreed with the statement that family physicians get paid too little (85%-89% of each class). The importance of payment as a factor in career decision making increased with higher debt and with advancing training. Students are able to accurately predict income by specialty from an early stage of training and have a negative perception of income in family medicine. The perception that family physicians make too little money could be an important driver--or at least a modifier--in the lack of interest in family medicine.

Configuring The REU Experience To Maximize Student Collaboration

Science.gov (United States)

Majkowski, L.; Pullin, M. J.

2012-12-01

The New Mexico Tech NSF-funded REU Program, Interdisciplinary Science for the Environment (ISE), hosted six cohorts of students between 2005 and 2010. The program ran for eight weeks during the first cycle and nine weeks during the second cycle, bringing in an average of twelve student participants per year. Students were provided with a stipend, food allowance, travel from home to New Mexico Tech, and free campus housing. The program sponsored weekend group field trips to scientific, environmental, and cultural sites of significance in New Mexico. For the second cycle, the ISE shared some programmatic elements with the New Mexico EPSCoR Undergraduate Research Opportunities Program (UROP). The majority of the research projects focused on the geosciences, with interdepartmental participation from researchers in earth science, hydrology, chemistry, environmental science, and biology. The ISE adopted a non-traditional approach to matching student participants with research projects and faculty mentors. Students were selected from different disciplines to work together in pairs on each project. This model provided the students with a peer collaborator in addition to the guidance of their faculty mentors and support from graduate students associated with the different projects. The focus on cohort, both within the individual research projects and each year's group, enabled and enhanced the students' critical thinking, problem-solving and teamwork skills. Students would routinely seek out the advice of their peers when they hit a roadblock in their research. This collaboration also occurred across the boundaries of the ISE and UROP cohorts. Long-term follow up has shown that a significant number of the student participants have continued on to graduate school. Students credit the program with developing their capacity to work on complex problems in an interdisciplinary group environment. Additionally, many students have continued contact with their research partners

A "Uses and Gratification Expectancy Model" to Predict Students' "Perceived e-Learning Experience"

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Mondi, Makingu; Woods, Peter; Rafi, Ahmad

2008-01-01

This study investigates "how and why" students' "Uses and Gratification Expectancy" (UGE) for e-learning resources influences their "Perceived e-Learning Experience." A "Uses and Gratification Expectancy Model" (UGEM) framework is proposed to predict students' "Perceived e-Learning Experience," and…

Selected correlates of white nursing students' attitudes toward black American patients.

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Morgan, B S

1983-01-01

Multivariate analyses were used to examine the relationships between white nursing students' attitudes toward black American patients and variables selected within a theoretical framework of prejudice which included socialization factors and personality-based factors. The variables selected were: authoritarianism and self-esteem (personality-based factors), parents' attitudes toward black Americans, peer attitudes toward black Americans, interracial contact and socioeconomic status (socialization factors). The study also examined the differences in the relationship among white nursing students enrolled in baccalaureate degree, associate degree and diploma nursing programs. Data were collected from 201 senior nursing students enrolled in the three types of nursing programs in Rhode Island during the late fall and winter of 1979-1980. Although baccalaureate degree, associate degree and diploma students were similar in terms of peer attitudes toward black Americans, fathers' attitudes toward black Americans, self-esteem and attitudes toward black American patients, they were significantly different in terms of age, socioeconomic status, mothers' attitudes toward black Americans, interracial contact and authoritarianism. The major findings of this study indicate that the socialization explanation of prejudice is more significant than the personality-based explanation. The variables socioeconomic status, interracial contact and peer attitudes toward black Americans (all socialization variables) accounted for 22.0% of the total variance in attitudes toward black American patients for the total sample of nursing students. However, this relationship was not generalizable across the three different types of nursing programs.

Technologically-mediated communication: student expectations and experiences in a FOMO society

Directory of Open Access Journals (Sweden)

Angela T. Ragusa

2017-11-01

Full Text Available Abstract While technology enables a wider section of society to access higher education, accessing, as a process, fundamentally differs from acquiring the individual and systemic skills required for online learning. This study presents primary data about perceptions of, and experiences with, online learning in an Australian university from a survey of 289 distance education (DE students. Epistemologically, it prioritises giving agency and voice to an increasingly disempowered collective, online learners, who often are institutionally pursued for economic advantage, rather than pedagogical interest in serving students’ unique, individual needs/preferences. Participants’ comparison of face-to-face and online learning experiences allowed for benefits and disadvantages of online learning to emerge from lived-experiences. While a key benefit of online learning was its perceived ‘flexibility’, findings revealed difference between students’ conceptualisation of flexibility and institutional realities. Although DE students longed for non-technologically-medicated communication with peers and lecturers, the process of learning how to become a DE student failed to address students’ needs/concerns beyond technical skill acquisition and subject content mastery. Students’ ‘fear they were missing out’ (FOMO on ‘better’ internal classroom and learning experiences was a key limitation 85% perceived about DE. Whereas traditional classroom experiences generally were recalled favourably, online learning was described by its shortcomings. Findings demonstrate need for deeper investigation of how/why educational technologies are implemented. Conclusions suggest critical research investigating whether embedded technologies meet student and/or institutional needs and aspirations in globally competitive learning environments may assuage DE’s stigma, realign expectations and improve teaching/learning experiences.

Meteorological Development Laboratory Student Career Experience Program

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McCalla, C., Sr.

2007-12-01

The National Oceanic and Atmospheric Administration's (NOAA) National Weather Service (NWS) provides weather, hydrologic, and climate forecasts and warnings for the protection of life and property and the enhancement of the national economy. The NWS's Meteorological Development Laboratory (MDL) supports this mission by developing meteorological prediction methods. Given this mission, NOAA, NWS, and MDL all have a need to continually recruit talented scientists. One avenue for recruiting such talented scientist is the Student Career Experience Program (SCEP). Through SCEP, MDL offers undergraduate and graduate students majoring in meteorology, computer science, mathematics, oceanography, physics, and statistics the opportunity to alternate full-time paid employment with periods of full-time study. Using SCEP as a recruiting vehicle, MDL has employed students who possess some of the very latest technical skills and knowledge needed to make meaningful contributions to projects within the lab. MDL has recently expanded its use of SCEP and has increased the number of students (sometimes called co- ops) in its program. As a co-op, a student can expect to develop and implement computer based scientific techniques, participate in the development of statistical algorithms, assist in the analysis of meteorological data, and verify forecasts. This presentation will focus on describing recruitment, projects, and the application process related to MDL's SCEP. In addition, this presentation will also briefly explore the career paths of students who successfully completed the program.

Students' perceptions of a blended learning experience in dental education.

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Varthis, S; Anderson, O R

2018-02-01

"Flipped" instructional sequencing is a new instructional method where online instruction precedes the group meeting, allowing for more sophisticated learning through discussion and critical thinking during the in-person class session; a novel approach studied in this research. The purpose of this study was to document dental students' perceptions of flipped-based blended learning and to apply a new method of displaying their perceptions based on Likert-scale data analysis using a network diagramming method known as an item correlation network diagram (ICND). In addition, this article aimed to encourage institutions or course directors to consider self-regulated learning and social constructivism as a theoretical framework when blended learning is incorporated in dental curricula. Twenty (second year) dental students at a Northeastern Regional Dental School in the United States participated in this study. A Likert scale was administered before and after the learning experience to obtain evidence of their perceptions of its quality and educational merits. Item correlation network diagrams, based on the intercorrelations amongst the responses to the Likert-scale items, were constructed to display students' changes in perceptions before and after the learning experience. Students reported positive perceptions of the blended learning, and the ICND analysis of their responses before and after the learning experience provided insights into their social (group-based) cognition about the learning experience. The ICNDs are considered evidence of social or group-based cognition, because they are constructed from evidence obtained using intercorrelations of the total group responses to the Likert-scale items. The students positively received blended learning in dental education, and the ICND analyses demonstrated marked changes in their social cognition of the learning experience based on the pre- and post-Likert survey data. Self-regulated learning and social constructivism

Adult Student Expectations and Experiences in an Online Learning Environment

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Bourdeaux, Renee; Schoenack, Lindsie

2016-01-01

This study investigated adult student experiences with instructors in online classes. Using expectancy violations theory as a lens, we conducted 22 interviews to understand reasons students enroll in online classes, expectations for instructors, and behaviors instructors employed that may or may not meet expectations. We conducted a thematic…

Frequency of Examinations and Student Achievement in a Randomized Experiment

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De Paola, Maria; Scoppa, Vincenzo

2011-01-01

We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the…

Students' Perceptions and Experiences of Social Media in Higher Education

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Neier, Stacy; Zayer, Linda Tuncay

2015-01-01

Recent research has discussed the opportunities associated with the use of social media tools in the classroom, but has not examined the perceptions students themselves hold about its usefulness in enhancing their educational experience. This research explores students' perceptions of social media as an effective pedagogical tool. Undergraduate…

A Look into International Graduate Students' Experience in the United States: A Grounded Theory Model

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Fujisaki, Shuko

2013-01-01

The number of international students in the United States has been increasing each year, but little is known about their experience. There are recent studies on international students, however, only a few research has focused on international students studying at graduate level. To best study international graduate students' experience, a…

Differences in Chemical Engineering Student-Faculty Interactions by Student Age and Experience at a Large, Public, Research University

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Ciston, Shannon; Sehgal, Sanya; Mikel, Tressa; Carnasciali, Maria-Isabel

2018-01-01

Adult undergraduate students aged 25+ in engineering disciplines are an important demographic bringing a wealth of life experience to the classroom. This study uses qualitative data drawn from semi-structured interviews with two groups of undergraduate chemical engineering students at a large, public research university: adult students with…

Experiences of Turkish undergraduate nursing students in the intensive care unit.

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Tastan, Sevinc; Iyigun, Emine; Ayhan, Hatice; Hatipoglu, Sevgi

2015-01-01

Clinical practicum provides many opportunities for nursing students to learn more about their subject and develop essential nursing skills. In contrast, nursing students often have difficulties during their clinical practicum. This study aims to describe the clinical experiences of undergraduate nursing students in the intensive care unit. A descriptive qualitative approach was used in this study. The study was performed at a military medical academy between 1 March and 30 April 2008. The study was conducted with 15 fourth-year baccalaureate nursing students. Data were obtained through open-ended and in-depth audio-taped interviews, which lasted approximately 35-45 min. Themes emerged from the participants' descriptions of their experiences in the intensive care unit: anxiety, fear of doing harm, emotional connection and empathy, improving self-confidence, perceived responsibility for patients, prioritizing care of patients, preserving dignity, coping with confronting situations, and communication in the intensive care unit. The views and expectations of nursing students regarding intensive care practice are important for the organization of the nursing education environment. The nursing curriculum must be revised and developed according to the needs of students.

Role of Teacher in Forming Experience of Intercultural Interaction in Students

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V I Kazarenkov

2014-12-01

Full Text Available The article considers the role of the teacher in the realization of one of the significant aspects of the problem of forming the experience of intercultural interaction in higher school students. The significance of personal and professional resources of the higher school teacher for the effective development in the future experts the requirement for intercultural interaction, the experience of intercultural interaction is revealed. The separate directions and forms of the activity of the teacher aimed at forming in students the experience of intercultural interaction in socially-educational space of the higher school are presented.

The effects of networks on U.S. institution selection by foreign doctoral students in science and engineering

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Tanyildiz, Zeynep Esra

The United States has been a very attractive destination for foreign Science and Engineering (S&E) graduate students and postdoctoral scholars for a considerable period of time. Several studies have documented significant contributions of foreign students and foreign scientists in S&E. These contributions in turn foster economic development. Recent studies suggest, however, that the U.S. is losing its dominance in attracting foreign talent. Increased competition outside the U.S. contributes to the change as do changes in visa regulations. Despite the important role of foreign doctoral students in the U.S., relatively little is known about factors influencing their decision to attend an institution. One factor that is rarely explored is the effect of networks on institution selection. Through their networks, students learn about application procedures, studying at an institution, housing opportunities, general culture and people. In doing this, they draw both on the experience of the alumni as well as the support of current students and faculty at their target institution. Thus, networks can play an important role in where foreign doctoral students actually end up studying. This study aims to provide both qualitative and quantitative information about the role networks play in foreign doctoral students' institution selection. This three-part study utilizes different methodologies: (1) focus group interviews conducted with Turkish doctoral students at the Georgia Institute of Technology; (2) a web study of research laboratories in science and engineering; and (3) the estimation of Random Utility Model (RUM) of institution selection. These three components build on each other, in addition to the individual contributions that they make. Together they provide an in-depth and comprehensive analysis of the role of networks. The results from guided focus group interviews indicate that students, alumni, faculty and local community of the same nationality influence

Physiotherapy students' perceptions and experiences of clinical prediction rules.

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Knox, Grahame M; Snodgrass, Suzanne J; Stanton, Tasha R; Kelly, David H; Vicenzino, Bill; Wand, Benedict M; Rivett, Darren A

2017-09-01

Clinical reasoning can be difficult to teach to pre-professional physiotherapy students due to their lack of clinical experience. It may be that tools such as clinical prediction rules (CPRs) could aid the process, but there has been little investigation into their use in physiotherapy clinical education. This study aimed to determine the perceptions and experiences of physiotherapy students regarding CPRs, and whether they are learning about CPRs on clinical placement. Cross-sectional survey using a paper-based questionnaire. Final year pre-professional physiotherapy students (n=371, response rate 77%) from five universities across five states of Australia. Sixty percent of respondents had not heard of CPRs, and a further 19% had not clinically used CPRs. Only 21% reported using CPRs, and of these nearly three-quarters were rarely, if ever, learning about CPRs in the clinical setting. However most of those who used CPRs (78%) believed CPRs assisted in the development of clinical reasoning skills and none (0%) was opposed to the teaching of CPRs to students. The CPRs most commonly recognised and used by students were those for determining the need for an X-ray following injuries to the ankle and foot (67%), and for identifying deep venous thrombosis (63%). The large majority of students in this sample knew little, if anything, about CPRs and few had learned about, experienced or practiced them on clinical placement. However, students who were aware of CPRs found them helpful for their clinical reasoning and were in favour of learning more about them. Copyright © 2016 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

A Study on school experiences of physics department students

International Nuclear Information System (INIS)

Cerit, N.

2005-01-01

Bringing up the young people who are seen as the guaranty of the future depends on a better education. One of the best ways of forming a high in quality education is connected to developing the quality in teacher training. Most of the developed countries have been carrying on studies in order to develop teacher training. School experience classes are the ones which are planned for the candidate teachers to observe the school in learning and teaching period and to practice in classrooms. Beginning from candidate teachers first years at school, this class should be thought to be beneficial for identifying their future school atmosphere, and it should be run effectively. For this purpose, it has been identified what difficulties the physics undergraduate and physics (with no thesis) master students, who took part in School Experience classes at the practice schools of Konya at which faculty-school cooperation is applied, had during activities, and their success at overcoming these difficulties, and their ideas about the practice school and its teachers. The research was done by making a survey to the physics undergraduate and physics(with no thesis) master students in 2003 Spring semester. The results of the research were analyzed for both girls and boys separately. After analyzed, the results showed that the most striking activity which both the undergraduate physics and physics(with no thesis) master students had difficulty was group activities. Moreover, it showed that 90 percent of the two groups had the idea that school experience activities would be beneficial for being a good physics teacher. It has been also recognized that the physics undergraduate students had a more positive view than physics(with no thesis) master students on the matter of meeting lack of interest from practice teachers, and taking the same course from the same teacher

The lived experiences of flemish midwifery students undertaking an internship in Suriname: A phenomenological study.

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Hilde, Curinckx; Marion, Welsh; Marianne, Nieuwenhuijze

2018-05-01