Self-reported academic performance in relation to health behaviours among Bahria University students.

Science.gov (United States)

Rehman, Rehana; Zafar, Amara; Mohib, Aleena; Hussain, Mehwish; Ali, Rabiya

2018-02-01

To find an association between self-reported academic performance with different socio-demographic factors, health behaviours and mental health amongst university students. This cross-sectional study was conducted at Bahria University, Karachi, from January 2012 to December 2013, and comprised university students of different disciplines. An anonymous, self-reported questionnaire was distributed among the subjects. Convenient sampling technique was used. Demographic information, including age, gender and field of study, were obtained. Depresion was evaluated via Centre for Epidemiological Studies Depression Scale. SPSS 22 was used to analyse data. Of the 813 respondents, 334(41.1%) were males and 479(58.9%) females. The mean age was 19.9±1.8 years. Overall, 126(15.5%) subjects reported excellent, 242(29.8%) very good, 310(38.1%) good, 100(12.3%) satisfactory and 35(4.3%) not satisfactory academic performance. Residential status of students played a significant role on their academic performance (p=0.011). Breakfast eating behaviour depicted a significant association with the academic performance (p=0.04).The proportion of unsatisfactory academic performances among students having severe sleep disorder was the highest, followed by mild/moderate (p=0.01). The depression scale's item 'troubling in mind' was highly associated with academic performance (pacademic performance. .

Factors affecting nursing students' intention to report medication errors: An application of the theory of planned behavior.

Science.gov (United States)

Ben Natan, Merav; Sharon, Ira; Mahajna, Marlen; Mahajna, Sara

2017-11-01

Medication errors are common among nursing students. Nonetheless, these errors are often underreported. To examine factors related to nursing students' intention to report medication errors, using the Theory of Planned Behavior, and to examine whether the theory is useful in predicting students' intention to report errors. This study has a descriptive cross-sectional design. Study population was recruited in a university and a large nursing school in central and northern Israel. A convenience sample of 250 nursing students took part in the study. The students completed a self-report questionnaire, based on the Theory of Planned Behavior. The findings indicate that students' intention to report medication errors was high. The Theory of Planned Behavior constructs explained 38% of variance in students' intention to report medication errors. The constructs of behavioral beliefs, subjective norms, and perceived behavioral control were found as affecting this intention, while the most significant factor was behavioral beliefs. The findings also reveal that students' fear of the reaction to disclosure of the error from superiors and colleagues may impede them from reporting the error. Understanding factors related to reporting medication errors is crucial to designing interventions that foster error reporting. Copyright © 2017 Elsevier Ltd. All rights reserved.

Concordance of self-report and measured height and weight of college students.

Science.gov (United States)

Quick, Virginia; Byrd-Bredbenner, Carol; Shoff, Suzanne; White, Adrienne A; Lohse, Barbara; Horacek, Tanya; Kattelmann, Kendra; Phillips, Beatrice; Hoerr, Sharon L; Greene, Geoffrey

2015-01-01

This study examined associations between college students' self-report and measured height and weight. Participants (N = 1,686) were 77% white, 62% female, aged 18-24 years (mean ± SD, 19.1 ± 1.1 years), and enrolled at 8 US universities. Body mass index (BMI) was calculated for self-report (via online survey); trained researchers measured height and weight and categorized them as normal (18.5 to obese (30 to obese (≥ 35). Concordance of self-report vs objectively measured BMI groups using chi-square revealed that 93% were accurate, 4% were underestimated, and 2.7% were overestimated. Pearson correlations and adjusted linear regression revealed significant associations between self-report and measured BMI (r = .97; P students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

University Students' Intentions to Report Cyberbullying

Science.gov (United States)

Wozencroft, Kelly; Campbell, Marilyn; Orel, Alexandria; Kimpton, Melanie; Leong, Eliza

2015-01-01

Little is known about the prevalence of cyberbullying among university students and less about whether they utilise anti-bullying policies. However, failure to report cyberbullying incidents to authorities would lessen the efficacy of these policies. This study investigated the prevalence of cyberbullying among university students and their…

Teacher Reports of Student Health and Its Influence on Students' School Performance

Science.gov (United States)

Moore, Tara C.; Wehby, Joseph H.; Hollo, Alexandra; Robertson, Rachel E.; Maggin, Daniel M.

2014-01-01

Physical health may be an important variable that influences students' behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students' health status as well as…

Student Flow Model SFM-IA Reports. Technical Report 42. Preliminary Draft.

Science.gov (United States)

Western Interstate Commission for Higher Education, Boulder, CO. National Center for Higher Education Management Systems.

Examples of the reports generated by the National Center for Higher Education Management Systems (NCHEMS) Student Flow Model (SFM) IA are presented. The SFM-IA is a tool for analyzing the historical movement of students between the various fields of study and student levels in an institution and for estimating the future enrollments in each field…

Switch on the Learning: Teaching Students with Significant Disabilities to Use Switches

Science.gov (United States)

Schaefer, John M.; Andzik, Natalie R.

2016-01-01

Students with significant disabilities often struggle to communicate their wants and needs but can be taught widely recognizable communication with the aid of augmentative and alternative communication (AAC) supports. Simple speech generating devices (SGDs) such as Step-by-Step switches or GoTalk can be used by students to send specific messages.…

The Class of 2011 Student Survey Report

Science.gov (United States)

National Association of Colleges and Employers (NJ3), 2011

2011-01-01

Based on responses from 20,000 college seniors nationwide, "The Class of 2011 Student Survey Report" gives you hard numbers "plus" the analysis you need to develop your college recruiting strategy and build your brand among college students. Align your recruiting strategies tactics with students' wants, needs, attitudes, and behaviors--you'll get…

Volunteering as Students significant social activities

Directory of Open Access Journals (Sweden)

I. A. Zaitseva

2016-01-01

Full Text Available The article examines the involvement of students in volunteer activities, examines the organization of students volunteer activities and volunteer projects realization at the university. The potential of volunteerism as an effective mechanism for addressing the urgent social problems is revealed.Theauthorstudiesexperience of volunteer services organization the I.A. Bunin State University in Yelets.

Eating habits reported by secondary school students in a city of west Turkey.

Science.gov (United States)

Erenoglu, Nazan; Ayranci, Unal; Son, Osman

2006-11-01

The prevalence of obesity and underweight has increased in recent years due to the fact that eating and drinking habits have changed all over the world. This survey was conducted to estimate the prevalence of both obesity and underweight, as well as to understand the eating and drinking habits of a group of Turkish students. 1044 students completed the survey. Responses were analyzed, using Chi-square (chi2) test and percent (%) ratios, according to gender. Differences were considered significant for p<0.05. About 10% of the students (123/1044, 11.8%) were underweight, most of them were male. Most students (868/1044, 83.1%) were of the correct weight. A small percentage of the students (52/1044, 4.9%) were overweight, with just one obese student, boy. Compared to boys, girls significantly obtained higher scores when questioned on preference of bran bread (62.0% vs. 38.0%, respectively), taking pains to not gain excess weight in order not to get fat (55.6% vs. 44.4%, respectively), doing physical exercise if they felt they were gaining too much weight (54.85% vs. 45.2%, respectively), and reducing food consumption when they felt that they were gaining weight (55.0% vs. 45.0%, respectively). For most people the importance of diet was obvious. This was especially reflected in the females' reports, since they reported a continual increase in their dieting and exercise behavior in an attempt to attain the contemporary ideal of being thin and physically fit.

Students' Voices: A Report of the Student View of Dyslexia Study Skills Tuition

Science.gov (United States)

Kirwan, Bernadette; Leather, Carol

2011-01-01

This article reports research using case studies of 22 university students receiving study skills development funded by the Disabled Student's Allowance at an independent dyslexia consultancy. In-depth semi-structured interviews were conducted. The students identify the primary benefits of the tuition as: developing an understanding of dyslexia…

The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement

Directory of Open Access Journals (Sweden)

Carmel Blank

2016-06-01

Full Text Available Classroom disciplinary climate and its correlation to students’ performance is a widely debated issue. Policy reports tend to assume that classroom disruptions interfere with the learning experience. Empirical evidence for this assumption, however, which carefully distinguishes classroom climate from the school climate in general, is still wanting. This study examines the relation between student reports regarding disciplinary infractions to student achievement, with a special focus on classroom disruptions. Multilevel regressions were used to estimate the contribution of classroom and school disciplinary infractions on eighth-grade students’ test scores. Reports of disruptive behavior proved to correlate negatively with test scores, whereas the effect of other school and classroom characteristics, including teachers’ attitudes and school disciplinary policy, were insignificant (controlling for students’ prior achievements. We conclude that a disruptive classroom climate can hinder the learning process and lower the achievement of the entire class, regardless of the conduct of any particular student. Therefore, a special focus on disruptions in the classroom, in contradistinction with school disciplinary climate in general—which is lacking in most studies—emerges as instrumental to the understanding of how school climate relates to student achievement.

Pharmacy Student Facilitation of Reporting of Adverse Drug Reactions in a Hospital.

Science.gov (United States)

Wentzell, Jason; Nguyen, Tiffany; Bui, Stephanie; MacDonald, Erika

2017-01-01

Health Canada relies on health professionals to voluntarily report adverse reactions to the Canada Vigilance Program. Current rates of reporting adverse drug reactions (ADRs) are inadequate to detect important safety issues. To assess the impact of pharmacy student facilitation of ADR reporting by pharmacists at a tertiary care teaching hospital in Canada. The intervention of interest, implemented at one campus of the hospital, was facilitation of ADR reporting by pharmacy students. The students received training on how to submit ADR reports and presented information sessions on the topic to hospital pharmacists; the pharmacists were then encouraged to report ADRs to a designated student for formal reporting. Frequency of reporting by pharmacists at the intervention campus was compared with reporting at a control campus of the same hospital. Data were collected prospectively over a 6-month pilot period, starting in April 2015. During the pilot period, 27 ADR reports were submitted at the intervention campus, and 3 reports at the control campus. All student participants strongly agreed that they would recommend that responsibility for submitting ADR reports to the Canada Vigilance Program remain with pharmacy students during future rotations. Availability of a pharmacy student to facilitate reporting of ADRs may increase the frequency of ADR reporting and could alleviate pharmacist workload; this activity is also a potentially valuable learning experience for students.

Self-reported sleep duration and weight-control strategies among U.S. high school students.

Science.gov (United States)

Wheaton, Anne G; Perry, Geraldine S; Chapman, Daniel P; Croft, Janet B

2013-08-01

To determine if self-reported sleep duration was associated with weight-control behaviors among US high school students. National Youth Risk Behavior Survey. United States, 2007. US high school students (N = 12,087). Students were asked if they had engaged in several weight-control behaviors during the 30 days before the survey to lose or maintain weight. Self-reported sleep duration categories included very short (≤ 5 h), short (6 or 7 h), referent moderate (8 or 9 h), and long (≥ 10 h). Sex-specific logistic regression analyses with race/ethnicity, grade, and body mass index category as covariates were conducted using SUDAAN to account for complex study design. Approximately half the students reported short sleep duration (51.8% of males and 54.3% of females), whereas very short sleep durations were reported by another 14.8% of males and 16.9% of females. Among males, very short sleepers were significantly (P sleep duration was associated with dieting and three unhealthy weight-control behaviors in this population. If our findings are confirmed, intervention studies should be conducted to examine the effect of educational interventions.

Cross-cultural differences of self-reported oral health behaviour in Japanese and Finnish dental students.

Science.gov (United States)

Kawamura, M; Honkala, E; Widström, E; Komabayashi, T

2000-02-01

To determine whether any differences existed in dental health behaviour between Japanese and Finnish dental students. Hiroshima University School of Dentistry and the University of Helsinki. Comparison of cross-cultural differences of self-reported oral health behaviour. Dental students, 337 in Japan and 113 in Finland. Subjects were surveyed using the Japanese and Finnish versions of a 20-item questionnaire entitled Hiroshima University--Dental Behavioural Inventory (HU-DBI). Only 2 per cent of Finnish students reported that they put off going to the dentist until they had toothache, compared to 56 per cent of Japanese students. Similarly, significantly more Japanese students thought that their teeth were getting worse despite their daily brushing, compared to their Finnish peers. The mean HU-DBI score of Year 1 Finnish students was higher than that of their Japanese peers, which suggested a higher level of dental health awareness in Finnish students upon entry into dental school. The mean scores of the Japanese students were lower than those of their Finnish peers until Year 3. The mean scores of Year 5 and Year 6 Japanese students were higher than that of Year 1 students, indicating raised self-care levels influenced by the course in preventive dentistry. The gender difference of the HU-DBI score was not a major feature in either country. Self-reported oral health behaviours seemed to be very different between the two countries, which reflected different culture and/or health education systems of the students.

The Significance of Student Organizations to Leadership Development.

Science.gov (United States)

Rosch, David M; Collins, Jasmine D

2017-09-01

Student organizations have existed for almost as long as educational institutions have. This chapter examines the historical role of student organizations in developing leadership capacity in students, as well as their current roles on high school and collegiate campuses in creating transformational environments for student leadership learning and growth. © 2017 Wiley Periodicals, Inc., A Wiley Company.

[Report from the Student Press Law Center.

Science.gov (United States)

Student Press Law Center, Washington, DC.

The Student Press Law Center serves as a national clearinghouse to collect, analyze, and distribute information on the First Amendment rights of student journalists and journalism teachers and on violations of these rights in high schools and colleges. This report details information concerning current censorship incidents: the investigation by…

Modeling Associations between Principals' Reported Indoor Environmental Quality and Students' Self-Reported Respiratory Health Outcomes Using GLMM and ZIP Models.

Science.gov (United States)

Toyinbo, Oluyemi; Matilainen, Markus; Turunen, Mari; Putus, Tuula; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla

2016-03-30

The aim of this paper was to examine associations between school building characteristics, indoor environmental quality (IEQ), and health responses using questionnaire data from both school principals and students. From 334 randomly sampled schools, 4248 sixth grade students from 297 schools participated in a questionnaire. From these schools, 134 principals returned questionnaires concerning 51 IEQ related questions of their school. Generalized linear mixed models (GLMM) were used to study the associations between IEQ indicators and existence of self-reported upper respiratory symptoms, while hierarchical Zero Inflated Poisson (ZIP)-models were used to model the number of symptoms. Significant associations were established between existence of upper respiratory symptoms and unsatisfactory classroom temperature during the heating season (ORs 1.45 for too hot and cold, and 1.27 for too cold as compared to satisfactory temperature) and dampness or moisture damage during the year 2006-2007 (OR: 1.80 as compared to no moisture damage), respectively. The number of upper respiratory symptoms was significantly associated with inadequate ventilation and dampness or moisture damage. A higher number of missed school days due to respiratory infections were reported in schools with inadequate ventilation (RR: 1.16). The school level IEQ indicator variables described in this paper could explain a relatively large part of the school level variation observed in the self-reported upper respiratory symptoms and missed school days due to respiratory infections among students.

Graduation Policies for Students with Significant Cognitive Disabilities Who Participate in States' AA-AAS. Synthesis Report 97

Science.gov (United States)

Thurlow, Martha L.; Albus, Debra A.; Lazarus, Sheryl S.; Vang, Miong

2014-01-01

Graduation rates and requirements for earning a regular diploma are topics of increasing interest as states focus on ensuring that their students are college and career ready when they leave school with a diploma. To ensure that states are gauging the rates at which students are graduating in a consistent way, the Elementary and Secondary…

KPI Student Satisfaction Survey, 2001. Executive Summary Report.

Science.gov (United States)

Sheridan Coll. (Ontario).

The KPI (Key Performance Indicators) Student Satisfaction Survey is a paper-based survey distributed to all students in Ontario's Colleges of Applied Arts and Technology. The results of the Sheridan College survey for 2001 are presented in this report. The student population at Sheridan for the winter 2001 survey was 9,134. A total of 6,566…

Student Debt and the Class of 2015. 11th Annual Report

Science.gov (United States)

Cochrane, Debbie; Cheng, Diane

2016-01-01

Student Debt and the Class of 2015 is the eleventh annual report on the student loan debt of recent graduates from four-year colleges, documenting the rise in student loan debt and variation among states as well as colleges. This report includes policy recommendations to address rising student debt and reduce debt burdens, including collecting…

Reporting Misconduct of a Coworker to Protect a Patient: A Comparison between Experienced Nurses and Nursing Students

Directory of Open Access Journals (Sweden)

Abraham Mansbach

2014-01-01

Full Text Available Purpose. Whistleblowing is the reporting of illegal, immoral, or illegitimate practices to persons or organizations that may affect the action. The current study compares experienced nurses to nursing students regarding their willingness to blow the whistle to protect a patient’s interests. Methods. 165 participants were divided into two groups: 82 undergraduate nursing students and 83 experienced nurses. Participants responded to two vignettes that described a colleague’s and a manager’s misconduct at work. Results. The nursing students perceived the severity of the misconduct significantly lower compared to the experienced nurses. The nursing students also ranked the internal and external whistleblowing indices higher than the nurses, but the differences did not reach statistical significance. For each of the examined internal and external indices, professional experience was found to be significant in multivariate regression analyses. Conclusions. Even though nursing students perceived the severity of the misconduct significantly lower than the experienced nurses, the students demonstrated a greater readiness to blow the whistle, both internally and externally. Recommendations for handling comparable situations are offered.

Rural origin plus a rural clinical school placement is a significant predictor of medical students' intentions to practice rurally: a multi-university study.

Science.gov (United States)

Walker, Judith H; Dewitt, Dawn E; Pallant, Julie F; Cunningham, Christine E

2012-01-01

Health workforce shortages are a major problem in rural areas. Australian medical schools have implemented a number of rural education and training interventions aimed at increasing medical graduates' willingness to work in rural areas. These initiatives include recruiting students from rural backgrounds, delivering training in rural areas, and providing all students with some rural exposure during their medical training. However there is little evidence regarding the impact of rural exposure versus rural origin on workforce outcomes. The aim of this study is to identify and assess factors affecting preference for future rural practice among medical students participating in the Australian Rural Clinical Schools (RCS) Program. Questionnaires were distributed to 166 medical students who had completed their RCS term in 2006; 125 (75%) responded. Medical students were asked about their preferred location and specialty for future practice, their beliefs about rural work and life, and the impact of the RCS experience on their future rural training and practice preferences. Almost half the students (47%; n=58) self-reported a 'rural background'. Significantly, students from rural backgrounds were 10 times more likely to prefer to work in rural areas when compared with other students (ppreferring general practice, 80% (n=24) wished to do so rurally. Eighty-five per cent (n=105) of students agreed that their RCS experience increased their interest in rural training and practice with 62% (n=75) of students indicating a preference for rural internship/basic training after their RCS experience. A substantial percentage (86%; n=108) agreed they would consider rural practice after their RCS experience. This baseline study provides significant evidence to support rural medical recruitment and retention through education and training, with important insights into the factors affecting preference for future rural practice. By far the most significant predictor of rural practice

Perception of BDS students and fresh graduates about significance of professional ethics in dentistry

International Nuclear Information System (INIS)

Zain, S.A.A.; Sadhan, S.A.R.A.; Ahmedani, M.S.

2014-01-01

Objective: To assess the awareness level of undergraduate dentistry students as well as fresh graduates about the significance of professional ethics. Methods: The cross sectional study was conducted among the 3rd, 4th and final year male and female BDS students as well as fresh graduate Interns from the College of Dentistry, King Saud University from January to June 2011. The students were asked to give their opinion about need for applications of professional ethics in dental practice on a five point Likert Scale varying from strongly agree to strongly disagree. Minitab statistical software was used for data analysis. Results: Students at all levels considered professional ethics a very important prerequisite for dental practice with overall mean value of 4.42+-0.36. However, the responses from the senior academic levels were significantly on the higher side compared to those from the junior grades. Generally the religious teachings and spirituality was considered as one of the top most motives for practicing professional ethics in dentistry followed by reputation, financial benefits, fear of punishment and self projection, with overall mean values of 3.93+-0.58, 3.81+-0.49, 3.25+-0.94, 3.21+-1.07 and 3.16+-1.04, respectively. Conclusion: The present findings revealed that Professional Ethics is appreciated by the students as a highly significant factor for their success in dental practice as well as acquiring a good name and position in the society. (author)

Bullying and Victimization Trends in Undergraduate Medical Students - A Self-Reported Cross-Sectional Observational Survey.

Science.gov (United States)

Kapoor, Shrea; Ajinkya, Shaunak; Jadhav, Pradeep R

2016-02-01

Bullying is a form of behaviour that can negatively impact a person. It can lead to several deleterious consequences like low self-confidence, drop in academic performance and depression. Studies have shown that bullying behaviour exists amongst medical students also. In the medical field, it is known to negatively impact dispensing of health care and attitudes of medical students towards becoming doctors. It is very difficult for medical students to cope with such a menace as they are already burdened with a vast curriculum and rigorous schedules. There exists paucity of studies regarding bullying amongst undergraduate medical students in Indian context. To study prevalence of peer-based bullying and victimization along with their associated factors in undergraduate medical students. Four hundred randomly chosen undergraduate medical students were included in the study. Socio-demographic and personal details including history of substance use were recorded in a self-designed case record form. Illinois Bullying Scale was used to assess bullying behaviours. Out of total 400 students, 383 completed the survey and this data was analysed. In this study, 98.69% participants self-reported to having indulged in bullying while 88.77% reported feeling victimized. Physical (pbullying was found to be of significantly greater severity in males as compared to females. Students of the third year of medical school indulged in significantly (p=0.034) greater severity of physical bullying than those of other years. Alcohol consumption (p=0.001) and cigarette smoking (pbullying. Peer-based bullying and victimization was found to be highly prevalent amongst undergraduate medical students. There is an urgent need for more detailed studies on bullying in medical students so that remedial measures can be initiated and steps to limit such behaviours can be looked at seriously.

[Study on relationship between outdoor activities and self-reported myopia among middle school students].

Science.gov (United States)

Zhai, L L; Wu, X Y; Xu, S J; Wan, Y H; Zhang, S C; Xu, L; Liu, W; Ma, S S; Zhang, H; Tao, F B

2017-09-06

Objective: To examine the relationship between the prevalence of self-reported myopia and outdoor activities among middle school students and to explore the influence factors of the self-reported myopia. Methods: A total of 12 979 participants were recruited from junior and senior middle school students in in Shenzhen, Nanchang, Zhengzhou and Shenyang by random cluster sampling method between December 2015 and March 2016. All participants completed an anonymous questionnaire to collect the information of demographic characteristics, self-reported myopia, outdoor activities, etc. 12 603 out of 12 979 copies of questionnaire were valid. The prevalence of self-reported myopia was compared among middle school students with different characteristics. Logistic regression models were used to analyze the relationship between myopia and outdoor activities. Results: The prevalence of self-reported myopia among middle school students was 69.6% (8 766/12 603); which was separately 52.1% (1 216/2 335) in seventh grader, 61.6% (1 459/2 369) in eighth grader, 69.0%(1 470/2 129) in ninth grader, 80.0% (1 812/2 265) in freshmen, 79.4% (1 622/2 042) in sophomore, and 81.1%(1 187/1 463) in junior. The prevalence of self-reported myopia showed an increasing trend with the increase of grade (χ(2)=639.67, Pmiddle school students ( OR= 1.58, 95 %CI: 1.36-1.82). The risk of self-reported myopia were significantly decreased by always physical exercise and recreational activities after school among middle school students: the ORs were separately 0.67 (95 %CI: 0.57-0.78) for physical exercise and 0.77 (95 %CI: 0.64-0.92) for recreational activities. After stratified analysis by the parents' myopia status, in non-myopic parents group, exercise and recreational activities after school among middle school students decreased the risk of myopia: the ORs were separately 0.68 (95 %CI: 0.55-0.82) for physical exercise and 0.76 (95 %CI: 0.61-0.95) for recreational activities; in either myopic parent

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

Science.gov (United States)

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

2015-05-01

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

Significant increment in the prevalence of overweight and obesity documented between 1994 and 2008 in Mexican college students

Directory of Open Access Journals (Sweden)

Cuevas-Ramos D

2010-04-01

Full Text Available H García-Alcala1, D Cuevas-Ramos2, Ch Genestier-Tamborero1, O Hirales-Tamez1, P Almeda-Valdés2, R Mehta2, CA Aguilar-Salinas21Universidad Popular Autónoma del Estado de Puebla, Puebla, Mexico; 2Department of Endocrinology, Instituto Nacional de Ciencias Medicas y Nutricion “Salvador Zubiran” (INC MNSZ, Mexico City, MexicoAbstract: We describe the changes in the prevalence of overweight and obesity in 4606 students that applied to a Mexican University during 1994 to 2008. The mean (± standard deviation [SD] age was 17.7 ± 1.2 years-old. Progressive and significant increments of bodyweight (female [F] = 2.6, P = 0.03, body mass index (BMI (F = 4.4, P = 0.001, and waist circumference (F = 30.08, P < 0.0001 in women, and bodyweight (male [M] = 8.9, P < 0.001, BMI (M = 10.4, P < 0.001, and waist circumference (M = 13.01, P < 0.001 in men were observed. A significant increment (P < 0.05 in the prevalence of overweight since 1994 (n = 87, 12.1% throughout 1997 (n = 102, 14.1%, 1998 (n = 133, 18.4%, 1999 (n = 1993, 26.8%, and 2008 (n = 206, 19.9% was documented. Similarly, the prevalence of obesity had a significant increment in all students evaluated (P < 0.0001 since 1994 (n = 29, 13.2% through 1997 (n = 11, 5.0%, 1998 (n = 45, 20.5%, 1999 (n = 53, 24.1%, and 2008 (n = 82, 37.3%. The increment was significant in both women (P = 0.02 and men (P < 0.001. In summary, we report a significant increment in the prevalence of overweight and obesity in Mexican students living in an urban setting over a time period of 14 years.Keywords: body mass index, adolescents, weight problems, obese

Self-reported attitudes and behaviours of medical students in Pakistan regarding academic misconduct: a cross-sectional study.

Science.gov (United States)

Ghias, Kulsoom; Lakho, Ghulam Rehmani; Asim, Hamna; Azam, Iqbal Syed; Saeed, Sheikh Abdul

2014-05-29

Honesty and integrity are key attributes of an ethically competent physician. However, academic misconduct, which includes but is not limited to plagiarism, cheating, and falsifying documentation, is common in medical colleges across the world. The purpose of this study is to describe differences in the self-reported attitudes and behaviours of medical students regarding academic misconduct depending on gender, year of study and type of medical institution in Pakistan. A cross sectional study was conducted with medical students from one private and one public sector medical college. A pre-coded questionnaire about attitudes and behaviours regarding plagiarism, lying, cheating and falsifying documentation was completed anonymously by the students. A total of 465 medical students filled the questionnaire. 53% of private medical college students reported that they recognize copying an assignment verbatim and listing sources as references as wrong compared to 35% of public medical college students. 26% of private medical college students self-report this behaviour as compared to 42% of public medical college students. 22% of private versus 15% of public medical college students and 21% of students in clinical years compared to 17% in basic science years admit to submitting a fake medical certificate to justify an absence. 87% of students at a private medical college believe that cheating in an examination is wrong as compared to 66% of public medical college students and 24% self-report this behaviour in the former group as compared to 41% in the latter. 63% of clinical year students identify cheating as wrong compared to 89% of their junior colleagues. 71% of male versus 84% of female respondents believe that cheating is wrong and 42% of males compared to 23% of females admit to cheating. There are significant differences in medical students' attitudes and behaviours towards plagiarism, lying, cheating and stealing by gender, seniority status and type of institution

Peer Assessment of Student-Produced Mechanics Lab Report Videos

Science.gov (United States)

Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

2017-01-01

We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings…

Peer victimization and subjective health among students reporting disability or chronic illness in 11 Western countries.

Science.gov (United States)

Sentenac, Mariane; Gavin, Aoife; Gabhainn, Saoirse Nic; Molcho, Michal; Due, Pernille; Ravens-Sieberer, Ulrike; Matos, Margarida Gaspar de; Malkowska-Szkutnik, Agnieszka; Gobina, Inese; Vollebergh, Wilma; Arnaud, Catherine; Godeau, Emmanuelle

2013-06-01

To compare the strength of the association between peer victimization at school and subjective health according to the disability or chronic illness (D/CI) status of students across countries. This study used data from 55 030 students aged 11, 13 and 15 years from 11 countries participating in the 2005-06 Health Behaviour in School-aged Children survey. Self-completed questionnaires were administered in classrooms. Multivariate models of logistic regression (controlled for confounding factors and countries) were used to investigate differences in the association between peer victimization and poor subjective health according to the D/CI status. Overall, 13.5% of the students reported having been bullied at least two or three times a month. The percentage of victims was significantly higher among those reporting D/CI than among others in all countries studied. Victims of bullying were more likely to report poor self-rated health, low life satisfaction and multiple health complaints. However, there were no differences in the associations between peer victimization and subjective health indicators according to the D/CI status. In all countries studied, students reporting D/CI were more likely to report being victims of bullying. Victims of bullying reported more negative subjective health outcomes regardless of their D/CI status. Although inclusive education is currently a major topic of educational policies in most countries, additional efforts should be made to improve the quality of the integration of students with D/CI.

A Grounded Theory of Counseling Students Who Report Problematic Peers

Science.gov (United States)

Parker, Lindy K.; Chang, Catherine Y.; Corthell, Kimere K.; Walsh, Maggie E.; Brack, Greg; Grubbs, Natalie K.

2014-01-01

All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions…

Thriving or just surviving? Exploring student strategies for a smoother transition to university. A Practice Report

Directory of Open Access Journals (Sweden)

Amanda Richardson

2012-08-01

Full Text Available The first year of university study is one of the greatest transition periods in a student’s life. It is a time where they have to learn new academic skills as well as new social and independent living skills.  For many students, the struggle to balance the competing demands of study, work and personal commitments feels overwhelming and they report significant declines in their overall health and well-being.  However, some students appear to thrive in this new learning environment.  This presentation reports on the findings of a research project investigating the health and well-being of first year students in Australia.  It compares the experiences and coping strategies of “thriving” students with those who describe themselves as “just surviving.”  Forming close social relationships with peers, having good time management and organisational skills, together with effective coping strategies enable students to transition more successfully into university life.

Student laboratory reports: an approach to improving feedback and quality

Science.gov (United States)

Ellingsen, Pål Gunnar; Støvneng, Jon Andreas

2018-05-01

We present an ongoing effort in improving the quality of laboratory reports written by first and second year physics students. The effort involves a new approach where students are given the opportunity to submit reports at intermediate deadlines, receive feedback, and then resubmit for the final deadline. In combination with a differential grading system, instead of pass/fail, the improved feedback results in higher quality reports. Improvement in the quality of the reports is visible through the grade statistics.

Self-Reported Reasons for Why College Students Drink.

Science.gov (United States)

Klein, Hugh

1992-01-01

Surveyed 526 on-campus college students about their reasons for drinking alcoholic beverages. Results indicated that students reported drinking because they liked the taste of alcohol and because drinking helped them celebrate special occasions. Negative or disintegrative reasons were endorsed rarely, and then usually by males, Greek organization…

Exploring whether student nurses report poor practice they have witnessed on placements.

Science.gov (United States)

Bellefontaine, Nerys

While literature suggests that nurses report incidents or potentially unsafe care delivery, there is little evidence on student nurses' practice in this area. To explore the factors that influence student in reporting concerns about practice. A qualitative study was carried out using a phenomenological approach, based on semi-structured interviews with six student nurses. Student nurses said they do not always report potentially unsafe practice they have witnessed. Four main themes were identified: the student-mentor relationship in clinical placement; actual or potential support provided by both the practice area and university; students' own personal confidence and professional knowledge base; and fear of failing clinical placements. The nursing profession needs to take stock of current organisational culture and practice, and address issues around reporting in practice. Recommendations are made to improve mentorship, nurse training and for further research.

2012 SARA Students Technical Report

International Nuclear Information System (INIS)

Briccetti, Angelo; Lorei, Nathan; Yonkings, David; Lorio, David; Goorley, John T.; Sood, Avneet

2012-01-01

The Service Academy Research Associates (SARA) program provides an opportunity for Midshipmen and Cadets from US Service Academies to participate in research at Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratory for several weeks during the summer as part of their summer training assignments. During the summer of 2012, three Midshipmen were assigned to work with the XCP Division at LANL for approximately 5-6 weeks. As one of the nation's top national security science laboratories, LANL stretches across 36 square miles, has over 2,100 facilities, and employs over 9,000 individuals including a significant number of students and postdocs. LANL's mission is to 'apply science and technology to: ensure the safety, security, and reliability of the US nuclear deterrent, reduce global threats, and solve other emerging national security challenges.' While LANL officially operates under the US Department of Energy (DoE), fulfilling this mission requires mutual cooperation with the US Department of Defense (DoD) as well. LANL's high concentration of knowledge and experience provides interns a chance to perform research in many disciplines, and its connection with the DoD in both operation and personnel gives SARA students insight to career possibilities both during and after military service. SARA students have plenty of opportunity to enjoy hiking, camping, the Los Alamos YMCA, and many other outdoor activities in New Mexico while staying at the Buffalo Thunder Resort, located 20 miles east of the lab. XCP Division is the Computational Physics division of LANL's Weapons Department. Working with XCP Division requires individuals to be Q cleared by the DoE. This means it is significantly more convenient for SARA students to be assigned to XCP Division than their civilian counterparts as the DoD CNWDI clearance held by SARA students is easily transferred to the lab prior to the students arriving at the start of

2012 SARA Students Technical Report

Energy Technology Data Exchange (ETDEWEB)

Briccetti, Angelo [Los Alamos National Laboratory; Lorei, Nathan [Los Alamos National Laboratory; Yonkings, David [Los Alamos National Laboratory; Lorio, David [Los Alamos National Laboratory; Goorley, John T. [Los Alamos National Laboratory; Sood, Avneet [Los Alamos National Laboratory

2012-07-30

The Service Academy Research Associates (SARA) program provides an opportunity for Midshipmen and Cadets from US Service Academies to participate in research at Los Alamos National Laboratory (LANL), Lawrence Livermore National Laboratory (LLNL), and Sandia National Laboratory for several weeks during the summer as part of their summer training assignments. During the summer of 2012, three Midshipmen were assigned to work with the XCP Division at LANL for approximately 5-6 weeks. As one of the nation's top national security science laboratories, LANL stretches across 36 square miles, has over 2,100 facilities, and employs over 9,000 individuals including a significant number of students and postdocs. LANL's mission is to 'apply science and technology to: ensure the safety, security, and reliability of the US nuclear deterrent, reduce global threats, and solve other emerging national security challenges.' While LANL officially operates under the US Department of Energy (DoE), fulfilling this mission requires mutual cooperation with the US Department of Defense (DoD) as well. LANL's high concentration of knowledge and experience provides interns a chance to perform research in many disciplines, and its connection with the DoD in both operation and personnel gives SARA students insight to career possibilities both during and after military service. SARA students have plenty of opportunity to enjoy hiking, camping, the Los Alamos YMCA, and many other outdoor activities in New Mexico while staying at the Buffalo Thunder Resort, located 20 miles east of the lab. XCP Division is the Computational Physics division of LANL's Weapons Department. Working with XCP Division requires individuals to be Q cleared by the DoE. This means it is significantly more convenient for SARA students to be assigned to XCP Division than their civilian counterparts as the DoD CNWDI clearance held by SARA students is easily transferred to the lab prior to the

An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives.

Science.gov (United States)

Lauder, William; Watson, Roger; Topping, Keith; Holland, Karen; Johnson, Martin; Porter, Mary; Roxburgh, Michelle; Behr, Aga

2008-07-01

This element of the larger Scottish evaluation aimed to explore differences between access routes, cohorts and higher education institutes (HEI) (universities and colleges) in levels of self-efficacy, student support and self-reported competence in a nationally representative sample of student nurses and midwives. This paper reports findings from the National Review of Pre-Registration Nursing and Midwifery Programmes in Scotland. Fitness for practice curricula have been the heart of many recent developments in nurse and midwifery education. Fitness for practice set out to map out the future direction of preregistration nursing and midwifery education with the aim of ensuring fitness for practice based on healthcare need. There have been no national evaluations of the effectiveness of this strategic objective. Previous major evaluations in the 1990s suggested that students may not have had the skills needed to be fit for practice. The study design was a cross-sectional survey of a stratified random sample of student nurses and midwives (n = 777). Data collected included demographic information, generalised perceived self-efficacy, student support and self-reported competency. Students reported high levels of self-reported competency. There were no significant differences between two cohorts or between students with different access routes. Students rated support from family and friends highest and support from HEI lowest. There was a significant difference in support levels between HEI. Self-efficacy scores were similar to other population means and showed small-moderate correlations with self-report competence. Similarly, self-reported competency appears to be at the higher end of the spectrum, although older students may have a more realistic perception of their competence. However, support from HEI was seen as less satisfactory and varied from one institution to another. This study portrays a relatively positive picture of preregistration fitness for practice

The concept of adverse drug reaction reporting: awareness among pharmacy students in a Nigerian university

Directory of Open Access Journals (Sweden)

Johnson Segun Showande

2013-01-01

personally experienced in detail, however, they did not know the channel of reporting it. Only 3% reported incidences of personal experience of ADR to the physician while another 3% reported cases of such to the pharmacist. There was a significant difference comparing students’ year of study in the pharmacy program with their opinion scores on the National Pharmacovigilance Centre (NPC guidelines on ADR reporting (p <0.05. The lack of pharmacovigilance and adverse drug reaction reporting courses in the pharmacy school curriculum result in the poor knowledge of the students on the concept of adverse drug reaction reporting, nonetheless the view and knowledge they had garnered from different sources helped the students in identifying and describing ADR but this is not enough in properly documenting cases of ADRs. Thus, the poor knowledge on ADR reporting among the students requires speedy implementation of new curriculum incorporating pharmacovigilance to enhance the involvement of pharmacists in ADR reporting in Nigeria.

Identifying Students Struggling in Courses by Analyzing Exam Grades, Self-reported Measures and Study Activities

DEFF Research Database (Denmark)

Christensen, Bianca Clavio; Bemman, Brian; Knoche, Hendrik

2018-01-01

. In this paper, we present a set of instrument`s designed to identify at-risk undergraduate students in a Problem-based Learning (PBL) university, using an introductory programming course between two campus locations as a case study. Collectively, these instruments form the basis of a proposed learning ecosystem...... in the prediction model. Results of a multiple linear regression model found several significant assessment predictors related to how often students attempted self-guided course assignments and their self-reported programming experience, among others.......Technical educations often experience poor student performance and consequently high rates of attrition. Providing students with early feedback on their learning progress can assist students in self-study activities or in their decision-making process regarding a change in educational direction...

The Adult ADHD Self-Report Scale (ASRS: utility in college students with attention-deficit/hyperactivity disorder

Directory of Open Access Journals (Sweden)

Sarah Gray

2014-03-01

Full Text Available Background. The number of students with Attention Deficit/Hyperactivity Disorder (ADHD enrolled in colleges and universities has increased markedly over the past few decades, giving rise to questions about how best to document symptoms and impairment in the post-secondary setting. The aim of the present study was to investigate the utility and psychometric properties of a widely-used rating scale for adults with ADHD, the Adult ADHD Self-Report Scale (ASRS-V1.1, in a sample of post-secondary students with ADHD.Methods. A total of 135 college students (mean age = 24, 42% males with ADHD were recruited from Student Disability Services in post-secondary institutions. We compared informant responses on the ASRS administered via different modalities. First, students’ self-report was ascertained using the ASRS Screener administered via telephone interview, in which they were asked to provide real-life examples of behavior for each of the six items. Next, students self-reported symptoms on the 18-item paper version of the ASRS Symptom Checklist administered about 1–2 weeks later, and a collateral report using an online version of the 18-item ASRS Symptom Checklist. Students also completed self-report measures of everyday cognitive failure (CFQ and executive functioning (BDEFS.Results. Results revealed moderate to good congruency between the 18-item ASRS-Self and ASRS-Collateral reports (correlation = .47, and between student self-report on the 6-item telephone-based and paper versions of the ASRS, with the paper version administered two weeks later (correlation = .66. The full ASRS self-report was related to impairment, such as in executive functioning (correlation = .63 and everyday cognitive failure (correlation = .74. Executive functioning was the only significant predictor of ASRS total scores.Discussion. Current findings suggest that the ASRS provides an easy-to-use, reliable, and cost-effective approach for gathering information about current

Surveillane of Middle and High School Mental Health Risk by Student Self-Report Screener

Directory of Open Access Journals (Sweden)

Bridget V Dever

2013-08-01

Full Text Available Introduction: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery. To date, however, there are few practical assessments available or practices in place that measure individual child risk, or risk aggregated at the school or community level. This study examined the utility of a 30-item paper and pencil student self-report screener of behavioral and emotional risk (BER for surveying community risk among 7 schools. Methods: In 2010, 2,222 students in 3 middle and 4 high schools in a medium-sized school district in Georgia were administered the Behavioral and Emotional Screening System Self-Report Child/Adolescent form (BESS Student. The BESS is designed to measure 4 sub-syndromal BER factors for developing mental health disorders: inattention/hyperactivity, internalizing, school problems, and personal adjustment. Analysis of Variance and Chi Square analyses were used to assess the association between adolescent self-reported BER as an indicator of school BER, grade level, child ethnic identification and gender, socioeconomic status, and special education placement status.Results: BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups. One high school, known by the school administration to have numerous incidents of student behavior problems, had the most deviant 4 BER domain scores of all 7 schools. Girls rated themselves as having a higher prevalence of BER (14% than boys (12%; middle school students reported fewer difficulties than high school students.Conclusion: Middle and high school students were capable of identifying significant differences in their own BER across schools, suggesting that universal mental health risk screening viastudent self-report is potentially useful for identifying aggregated community

Peer assessment of student-produced mechanics lab report videos

Science.gov (United States)

Douglas, Scott S.; Aiken, John M.; Lin, Shih-Yin; Greco, Edwin F.; Alicea-Muñoz, Emily; Schatz, Michael F.

2017-12-01

We examine changes in students' rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers' physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings to lab reports than do experts, that peers begin the semester by giving high ratings most frequently and end the semester with frequent middle ratings, and that peers go through the semester without much change in the frequency of low ratings. We then use student interviews to develop a model for student engagement with peer assessment. This model is based on two competing influences which appear to shape peer evaluation behavior: a strong disinclination to give poor ratings with a complementary preference to give high ratings when in doubt, and an attempt to develop an expertlike criticality when assessing peers' work.

Relationship quality and student engagement

Science.gov (United States)

Culver, Jennifer

The purpose of this study was to examine the qualities of support, relatedness, and negative interaction within parent-child and teacher-student relationships and their association with cognitive, psychological, and behavioral engagement. Additionally, this study explored the contributions of cognitive and psychological engagement on behavioral engagement. The role of gender, grade, and ethnicity on relationship quality and engagement was also considered. Participants (n=311) were students in grades three through five from a suburban school district in southeastern Michigan. Perceptions of teacher-student relationship quality varied by grade level. In general, younger students reported greater teacher support and relatedness in comparison to older students. Conversely, older students perceived greater conflict within the teacher-student relationship. Student engagement also varied by grade level, with younger students reporting greater engagement than older students. Ethnicity also contributed to variance in student engagement, with African American students reporting significantly more engagement than Caucasian or Multiracial students. Teacher-student relationship quality was a significant predictor of student engagement, even after controlling for student characteristics and parent-child relationship variables. Results of path analysis revealed that cognitive and psychological engagement contributed significantly to behavioral engagement.

Self-Reported Perceptions of Sleep Quality and Resilience Among Dance Students.

Science.gov (United States)

Arbinaga, F

2018-04-01

This study examined relationships between self-perceived sleep quality and resilience among 116 dance students (Mean age = 21.6 years; SD = 4.348). who self-reported sleep quality with the Pittsburgh Sleep Quality Index (PSQI) and personal resilience with the Resilience Scale (RS). Most participants (59.5%) reported poor sleep quality on the PSQI, with 62.9% of the women and 42.1% of the men ( p = .092) scoring higher than five points on this instrument. On the RS, a large majority of the participants (75%) obtained scores less than 147, indicating low resilience, with no significant gender differences observed. Those reporting poor sleep quality (PSQI scores > 5) obtained lower resilience scores (RS resilience (Odds Ratio = 3.273) relative to those with good sleep quality ( p = .006). Those with shorter duration sleep (claiming they slept resilience (Odds Ratio = 3.266), relative to those with longer duration sleep (>7 hours/night). These findings can help students and dance professionals improve their performance and face pressures inherent in dance practice. Follow-up research should verify these findings in varied populations with objective sleep measures and observational data from multiple respondents.

Student financial support. An inventory in 24 European countries. Background report for the project on portability of student financial support

OpenAIRE

Vossensteyn, Johan J.

2004-01-01

This report provides a description of the current national systems of student financial support in 24 European countries. It provides information on tuition fees, grants, scholarships, student loans, and indirect student support through students families (family allowances and tax benefits) and support in kind in the form of subsidies for travel, accommodation, student restaurants etc. It forms a background report for the study on the extent to which student financial support can be used for ...

How Students Rate the Quality Service Climate on Campus. National Research Report, 2012

Science.gov (United States)

Noel-Levitz, Inc, 2012

2012-01-01

How satisfied are students with the service they receive--and how important is it to them? This report documents significant strides that colleges and universities have made in recent years to improve service quality and their overall campus climate, yet also finds that campuses still have room for improvement. A few highlights: (1) While progress…

How Students Rate the Quality Service Climate on Campus. National Research Report, 2011

Science.gov (United States)

Noel-Levitz, Inc, 2011

2011-01-01

How satisfied are students with the service they receive--and how important is it to them? This report documents significant strides that colleges and universities have made in recent years to improve service quality and their overall campus climate, yet also finds that campuses still have room for improvement. A few highlights: (1) While progress…

Professional Bandwagons and Local Discursive Effects: Reporting the Literate Student.

Science.gov (United States)

Comber, Barbara

Despite the considerable attention given to literacy assessment, there has been very little examination of one of the most common assessment and reporting practices; namely, the teacher written report card. What kinds of literate subjects are constructed in teachers' written assessments of students and what are the effects for different students?…

Dual cusped protostylid: Case report and clinical significance

Directory of Open Access Journals (Sweden)

Preeti Bhattacharya

2016-01-01

Full Text Available Protostylids are superstructures on maxillary or mandibular molars, which have rarely been reported in literature, and the significance of their presence has also been underestimated. The dental practitioners may easily misdiagnose a tooth, with such conical tubercles as malformed tooth. Interestingly, this is neither a malformation nor an anomaly but rather an important morphological trait of an individual. Once in a while, one may come across such a distinct morphological trait without being able to diagnose. To the authors' best knowledge, only one similar case has been reported previously, and the second such case internationally. Bearing all such facts in mind, the authors attempt to educate the readers towards the existence of such a trait so that it can be identified and studied in larger numbers. Hence, it is the authors' endeavor to report an unusual case of dual cusped maxillary protostylid along with its clinical significance.

[How valid are student self-reports of bullying in schools?].

Science.gov (United States)

Morbitzer, Petra; Spröber, Nina; Hautzinger, Martin

2009-01-01

In this study we examine the reliability and validity of students' self-reports about bullying and victimization in schools. 208 5th class students of four "middle schools" in Southern Germany filled in the Bully-Victim-Questionnaire (Olweus, 1989, adapted by Lösel, Bliesener, Averbeck, 1997) and the School Climate Survey (Brockenborough, 2001) to assess the prevalence of bullying/victimization, and to evaluate attitudes towards aggression and support for victims. By using reliability and validity criteria, one third (31%) of the questionnaires was classified as "unreliable/invalid". Mean comparisons of the "unreliable/invalid" group and the "valid" group of the subscales concerning bullying/victimization found significant differences. The "unreliable/invalid" group stated higher values of bullying and victimization. Based on the "unreliable/invalid" questionnaires more students could be identified as bullies/victims or bully-victims. The prevalence of bullying/victimization in the whole sample was reduced if "unreliable/invalid" questionnaires were excluded. The results are discussed in the framework of theories about the presentation of the self ("impression management', "social desirability") and systematic response patterns ("extreme response bias").

From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report

Science.gov (United States)

Fernandez, Chris

2015-01-01

Legally mandated student loan exit counseling attempts to prepare borrowers of federal student loans for the repayment process; yet, researchers hypothesized that the online modules most borrowers use for this purpose have significant shortcomings. This report (the second in a series of five from TG Research) describes a study in which researchers…

Living place significance for Kaunas first year university student habits

OpenAIRE

Pajarskaitė, Dovilė

2014-01-01

Aim of the study: Investigate students eating habits and availability for healthy nutrition. Objectives: Compare students nutritional habits by comparing their place of living; Find out students nutritional habits that are living in student flats. also eat nearby catering places; Evaluate students that live in Kaunas city of students flats possibility to prepare meals. Methods. Data from 2010 Kohortinis European students living habits was used for Nutritional habits comparison by livi...

Filipino students' reported parental socialization of academic achievement by socioeconomic group.

Science.gov (United States)

Bernardo, Allan B I

2009-10-01

Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

High school students in a health career promotion program report fewer acts of aggression and violence.

Science.gov (United States)

Oscós-Sánchez, Manuel Ángel; Lesser, Janna; Oscós-Flores, L Dolores

2013-01-01

This study examined the effects of two school-based programs on the perpetration of nonphysical aggression, physical violence, and intimate partner violence among high-risk secondary school students in an economically disadvantaged and predominantly Latino school district. The intervention program was El Joven Noble, and the control program was the Teen Medical Academy. The study used a repeated-measures quasi-experimental intervention/control design. The participants self-reported the previous 30 days' acts of nonphysical aggression, physical violence, and intimate partner violence at baseline and at 3 and 9 months after enrollment. Program- and grade-level effects at 3 and 9 months were examined using three-factor analyses of covariance models with one factor for repeated measures. The covariate in each of the models was the baseline measure of the dependent outcomes. No significant baseline differences were found between the participants in the intervention (n = 96) and control (n = 127) programs. At 9 months after enrollment in the study, high school students who participated in the Teen Medical Academy reported fewer acts of nonphysical aggression (p violence (p = .002) than high school students who participated in El Joven Noble. Students who participated in the Teen Medical Academy also reported fewer acts of intimate partner violence (p = .02) than students who participated in El Joven Noble. High school students who participated in a health career promotion program reported fewer acts of aggression and violence as compared with high school students who participated in a culturally tailored character development program. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

Science.gov (United States)

Mehra, Devika; Kyagaba, Emmanuel; Östergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors. PMID:24999121

Association between self-reported academic performance and risky sexual behavior among Ugandan university students- a cross sectional study.

Science.gov (United States)

Mehra, Devika; Kyagaba, Emmanuel; Ostergren, Per-Olof; Agardh, Anette

2014-04-16

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academic performance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academic performance on inconsistent condom use. Females, who were poor academic performers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academic performers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors.

Factors related to self-reported social anxiety symptoms among incoming university students.

Science.gov (United States)

Cheng, Shu Hui; Sun, Zih-Jie; Lee, I Hui; Lee, Chih-Ting; Chen, Kao Chin; Tsai, Chung Hung; Yang, Yen Kuang; Yang, Yi Ching

2017-08-01

The aim of this study was to explore the lifestyle/social, personality trait and mental factors among incoming university students with higher self-reported social anxiety symptoms (SAS). A total of 5126 incoming university students were recruited. The test battery included a self-administered questionnaire that examined personal lifestyle, the Measurement of Support Functions, the Chinese Internet Addiction Scale-Revision, the Organizational Citizenship Behaviour Scale, the Social Phobia Inventory, the suicide ideation from the Brief Symptoms Rating Scale and the Pittsburgh Sleep Questionnaire. SAS (23.7%) were prevalent. Using logistic regression analysis, we found that the significant predictors of higher levels of SAS were being an undergraduate student and a non-smoker, having lower Measurement of Support Functions score (poorer social support), having higher Chinese Internet Addiction Scale-Revision score (Internet addiction), having lower Organizational Citizenship Behaviour Scale score (less altruistic behaviour), having suicide ideation and having higher Pittsburgh Sleep Questionnaire score (poorer sleeper). Given the high prevalence of SAS among university students, it is necessary to build a better strategy to detect students with potential social anxiety-related problems/disorders or other mental problems early on. © 2015 Wiley Publishing Asia Pty Ltd.

Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports.

Science.gov (United States)

Cornell, Dewey; Huang, Francis

2016-11-01

Many adolescents engage in risk behaviors such as substance use and aggression that jeopardize their healthy development. This study tested the hypothesis that an authoritative school climate characterized by strict but fair discipline and supportive teacher-student relationships is conducive to lower risk behavior for high school students. Multilevel logistic regression models were used to analyze cross-sectional, student-report survey data from a statewide sample of 47,888 students (50.6 % female) in 319 high schools. The students included ninth (26.6 %), tenth (25.5 %), eleventh (24.1 %) and twelfth (23.8 %) grade with a racial/ethnic breakdown of 52.2 % White, 18.0 % Black, 13.1 % Hispanic, 5.9 % Asian, and 10.8 % reporting another or two or more race/ethnicities. Schools with an authoritative school climate had lower levels of student-reported alcohol and marijuana use; bullying, fighting, and weapon carrying at school; interest in gang membership; and suicidal thoughts and behavior. These results controlled for demographic variables of student gender, race, grade, and parent education level as well as school size, percentage of minority students, and percentage of low income students. Overall, these findings add new evidence that an authoritative school climate is associated with positive student outcomes.

mba.com Prospective Students Survey. 2015 Survey Report

Science.gov (United States)

Schoenfeld, Gregg

2015-01-01

This 2015 "mba.com Prospective Students Survey Report" explores the motivations, career goals, preferred program types, financial choices, decision time lines, and intended study destinations of individuals interested in pursuing a graduate management education. Findings analyzed in the report represent responses from nearly 12,000…

Peer assessment of student-produced mechanics lab report videos

Directory of Open Access Journals (Sweden)

Scott S. Douglas

2017-11-01

Full Text Available We examine changes in students’ rating behavior during a semester-long sequence of peer evaluation laboratory exercises in an introductory mechanics course. We perform a quantitative analysis of the ratings given by students to peers’ physics lab reports, and conduct interviews with students. We find that peers persistently assign higher ratings to lab reports than do experts, that peers begin the semester by giving high ratings most frequently and end the semester with frequent middle ratings, and that peers go through the semester without much change in the frequency of low ratings. We then use student interviews to develop a model for student engagement with peer assessment. This model is based on two competing influences which appear to shape peer evaluation behavior: a strong disinclination to give poor ratings with a complementary preference to give high ratings when in doubt, and an attempt to develop an expertlike criticality when assessing peers’ work.

A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report

Science.gov (United States)

Fernandez, Chris

2015-01-01

Legally mandated student loan entrance counseling attempts to prepare first-time borrowers of federal student loans for this challenge; yet, researchers hypothesized that the online modules most borrowers use for this purpose have significant shortcomings. This report (the third in a series of five from TG Research) describes a study in which…

Self-Reports of Student Cheating: Does a Definition of Cheating Matter?

Science.gov (United States)

Burrus, Robert T.; McGoldrick, KimMarie; Schuhmann, Peter W.

2007-01-01

The authors examine student cheating based on implicit and explicit definitions of cheating. Prior to being provided a definition of cheating, students reported whether they had cheated. Students were then provided a definition of cheating and asked to rereport their cheating behaviors. Results indicate that students do not understand what…

Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

Directory of Open Access Journals (Sweden)

Rodrigo Polanco-Bueno

2013-02-01

Full Text Available This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios that served as content mastery evidences, as well as learning products produced by their students. DOI: 10.18870/hlrc.v3i1.72

Reporting effect sizes as a supplement to statistical significance ...

African Journals Online (AJOL)

The purpose of the article is to review the statistical significance reporting practices in reading instruction studies and to provide guidelines for when to calculate and report effect sizes in educational research. A review of six readily accessible (online) and accredited journals publishing research on reading instruction ...

Self-reported suicide attempts and associated risk and protective factors among secondary school students in New Zealand.

Science.gov (United States)

Fleming, Theresa M; Merry, Sally N; Robinson, Elizabeth M; Denny, Simon J; Watson, Peter D

2007-03-01

To examine associations between individual, family, school and community characteristics and rates of suicide attempts in a national population sample of New Zealand secondary school students. A total of 9570 randomly selected 9- to 13-year-old students from 114 schools were surveyed, using the New Zealand Adolescent Health Survey. This is a 523-item anonymous self-report comprehensive questionnaire delivered by Multi-Media Computer-Assisted Self-Interviewing. Multivariate analyses were used to examine correlates of self-reported suicide attempts within the last 12 months. In total, 739 participants (4.7% of males and 10.5% of females) reported having made a suicide attempt within the last 12 months. Depressive symptoms, alcohol abuse, -having a friend or family member attempt suicide, family violence and non-heterosexual attractions were independently associated with increased rates of suicide attempts while parents caring, other family members caring, teachers being fair and feeling safe at school were independently associated with decreased rates of suicide attempts. Caring friendships, attending worship frequently, possible sexual abuse and anxiety symptoms were not independently associated with suicide attempts. Risk and protective factors operated in the same way for male and female students and for those with and without other suicide predictors. New Zealand secondary school students, particularly female students, report high rates of suicide attempts. Risk of suicide attempts is lower in students reporting caring home and fair, safe school environments and this effect remains once depression is taken into account. This study confirms the importance of depression, substance use, problem behaviour, negative life events, exposure to suicide behaviour by others and the significance of sexual orientation in suicidal behaviour among school students and provides evidence of the importance of the family and school environments in reducing risk among this group.

The role of psychosocial and belief factors in self-reported cigarette smoking among university students in Malaysia

Directory of Open Access Journals (Sweden)

Sami Al-Dubai

2014-01-01

Full Text Available This study aimed to explore factors associated, specifically belief factors, with self-reported tobacco smoking status. A sample of 300 students was recruited from a private university in Malaysia. Data was collected using a pre-tested self-administrated questionnaire that investigated various factors including socio-demographics, socio-economic status, smoking behavior and beliefs on tobacco smoking. The main tobacco use in this study sample was cigarettes and the estimated prevalence of self-reported cigarette smoking was 10.3%. In bivariate analysis, self-reported cigarette smoking was significantly associated with socio-demographic, behavioral factors and faculty of study (P<0.05. In multivariate modeling, being male and a non-medical student, did not exercise, having a smoker father and brother or sister, suffering from financial difficulties and having the belief that smokers had more friends, all had statistically significant associations (P<0.05 with self-reported cigarette smoking. Social and interpersonal factors were associated with self-reported cigarette smoking status. A comprehensive health model focusing on changing the social norms of parent and sibling tobacco smoking and students’ beliefs, alongside nurturing skills of dealing with stressful situations, warrant implementation.

Participation of Student Authors in Reports on Sustainability

Science.gov (United States)

Schoeps, Andreas; Hemmer, Ingrid

2018-01-01

Purpose: Since 2012, the University of Eichstaett-Ingolstadt has been publishing an annual report on sustainability as part of its whole institution approach (WIA). This study aims to examine the participation in writing this report as it is experienced by the student stakeholders involved. The overall goal is to gain expertise concerning further…

The utility of collateral student drinking reports: Evidence from a biomarker study.

Science.gov (United States)

Fendrich, Michael; Fuhrmann, Daniel; Berger, Lisa; Plate, Charles; Lewis, Douglas; Jones, Joseph

2015-11-01

Researchers have increasingly used collateral informants to validate the reports provided by primary research subjects. We assessed the utility of collateral informants for college students in a study that incorporates biomarkers to validate student reports of recent drinking behavior. Students from a Midwestern university were randomly selected for a study in which they provided 90-day Timeline Followback data, hair and fingernail specimens for ethylglucuronide (EtG) testing, and information about collateral (friends or peers) informants who were familiar with their drinking behavior. We compared summary measures of recent drinking to collateral informant reports for the subset of 72 students who were selected to participate in the collateral validation process who had complete measures. Kappa, weighted kappa, and McNemar tests were performed to evaluate levels of agreement. We compared levels of use indicated by each informant within the context of EtG findings. We also compared respondent and collateral reports with respect to heavy drinking directly to EtG test results. There was considerable overlap between the reports provided by the student participants and their collateral informants. Within the context of EtG-informed analyses, collaterals rarely provided new information about heavy use beyond that provided by the study subjects. Collateral informants have limited utility in non-clinical studies of heavy drinking in randomly selected college students. Copyright © 2015. Published by Elsevier Ltd.

Seroepidemiology of Varicella and value of self-reported history of Varicella infection in Iranian medical students.

Science.gov (United States)

Allami, Abbas; Mohammadi, Navid; Najar, Azade

2014-04-01

We conducted this study to assess the seroprevalence of Varicella zoster virus (VZV) antibodies in a group of Iranian medical sciences students that were at risk of Varicella and the value of self-reported history as a predictor of immunity. 255 medical, nursing and obstetrics students who had not entered as a student or worked in a hospital from 3 different schools were enrolled in the study in 2012 (Qazvin province, Iran). Demographics and other information as well as the history of Varicella were obtained through a self-administered questionnaire. Blood samples were collected to determine the Varicella IgG levels via an enzyme-linked immunosorbent assay. A statistical analysis was performed by calculating prevalences and their 95% confidence intervals. Sensitivity, specificity, positive and negative predictive values, Cohen's kappa and positive and negative likelihood ratios of recalled history were determined. p history with immunity against the virus were statistically significant. The overall rate of reported history was 57%. The positive and negative predictive values of self-reported history of Varicella were 91% and 47.3%, respectively. Immunization of students of Iranian medical sciences seems logical in the near future. Also, they should be tested for Varicella immunity regardless of the history of previous infection.

Influence of Significant Others on High School Students' Expectancies of Success and Task Value in Physical Education

Science.gov (United States)

Williams, Skip M.; Weiss, Windee

2018-01-01

This study examined the perceived influence of significant others' beliefs on students' expectancies of success and task value in physical education (PE). PE students (N = 231) between Grades 9 and 12 participated. Multiple regressions examined the influence of perceived parents', teachers', and classmates' beliefs on students' ability…

The Role of Psychosocial and Belief Factors in Self-Reported Cigarette Smoking Among University Students in Malaysia.

Science.gov (United States)

Al-Dubai, Sami; Ganasegeran, Kurubaran; Alshagga, Mustafa; Hawash, Aamenah; Wajih, Wahid; Kassim, Saba

2014-01-13

This study aimed to explore factors associated, specifically belief factors, with self-reported tobacco smoking status. A sample of 300 students was recruited from a private university in Malaysia. Data was collected using a pre-tested self-administrated questionnaire that investigated various factors including socio-demographics, socio-economic status, smoking behavior and beliefs on tobacco smoking. The main tobacco use in this study sample was cigarettes and the estimated prevalence of self-reported cigarette smoking was 10.3%. In bivariate analysis, self-reported cigarette smoking was significantly associated with socio-demographic, behavioral factors and faculty of study (Pcigarette smoking. Social and interpersonal factors were associated with self-reported cigarette smoking status. A comprehensive health model focusing on changing the social norms of parent and sibling tobacco smoking and students' beliefs, alongside nurturing skills of dealing with stressful situations, warrant implementation.

Black American College Students Report Higher Memory of Love for Mothers in Childhood Than White Students.

Science.gov (United States)

Patihis, Lawrence; Jackson, Corai E; Diaz, Jonathan C; Stepanova, Elena V; Herrera, Mario E

2018-01-01

Cultural differences between Black and White individuals in the South are connected to the inequitable history of the United States. We wondered if these cultural differences would translate to a particularly precious aspect of life: memories of love felt in childhood toward one's parents. Some past studies have shown that Whites score higher on parental attachment measures to parents than Blacks, while other studies show no significant differences. However, no previous study has ever measured memory of feelings of love in relation to differences between ethnicities. In this study, Black ( n = 124) and White ( n = 125) undergraduates self-reported the strength and frequency of their past feelings of love toward their mother and father in first, sixth, and ninth grade as well as their current feelings of love. Results suggested that Black students reported feeling more love for their mothers in first, sixth, and ninth grades compared to White students. These findings were not explained when we statistically adjusted for age, gender, socioeconomic status, education levels, income, number of years spent living with mother or father, stress, or personality. Therefore, this relationship may be explained by unmeasured or unmeasurable cultural differences. The direction of this effect was in the opposite direction from what we expected based on past attachment research. Given the inequities in U.S. history and the current discussions around ethnicity and race in the United States, the finding that Blacks reported higher remembered feelings of love for their mothers in childhood is intriguing and worthy of dissemination and discussion.

Student financial support. An inventory in 24 European countries. Background report for the project on portability of student financial support

NARCIS (Netherlands)

Vossensteyn, Johan J.

2004-01-01

This report provides a description of the current national systems of student financial support in 24 European countries. It provides information on tuition fees, grants, scholarships, student loans, and indirect student support through students families (family allowances and tax benefits) and

Association Between Self-Reported Bruxism and Malocclusion in University Students: A Cross-Sectional Study.

Science.gov (United States)

Kataoka, Kota; Ekuni, Daisuke; Mizutani, Shinsuke; Tomofuji, Takaaki; Azuma, Tetsuji; Yamane, Mayu; Kawabata, Yuya; Iwasaki, Yoshiaki; Morita, Manabu

2015-01-01

Bruxism can result in temporomandibular disorders, oral pain, and tooth wear. However, it is unclear whether bruxism affects malocclusion. The aim of this study was to examine the association between self-reported bruxism and malocclusion in university students. Students (n = 1503; 896 men and 607 women) aged 18 and 19 years were examined. Malocclusion was defined using a modified version of the Index of Orthodontic Treatment Need. The presence of buccal mucosa ridging, tooth wear, dental impression on the tongue, palatal/mandibular torus, and the number of teeth present were recorded, as well as body mass index (BMI). Additional information regarding gender, awareness of bruxism, orthodontic treatment, and oral habits was collected via questionnaire. The proportion of students with malocclusion was 32% (n = 481). The awareness of clenching in males with malocclusion was significantly higher than in those with normal occlusion (chi square test, P < 0.01). According to logistic regression analysis, the probability of malocclusion was significantly associated with awareness of clenching (odds ratio [OR] 2.19; 95% confidence interval [CI], 1.22-3.93) and underweight (BMI <18.5 kg/m(2)) (OR 1.89; 95% CI, 1.31-2.71) in males but not in females. In subgroup analyses, the probability of crowding was also significantly associated with awareness of clenching and underweight (P < 0.01) in males. Awareness of clenching and underweight were related to malocclusion (crowding) in university male students.

Web based view of SBA beamline status (summer student report)

CERN Document Server

AUTHOR|(CDS)2156364

2016-01-01

Summer student project report by Branislav Jenco. The document starts with some general opinions on the summer student program as well as the lectures, continues with a detailed work log and finally finishes with several appendices of technical documentation which make up the bulk of the material.

State Student Financial Aid. Report and Recommendations.

Science.gov (United States)

Florida State Postsecondary Education Planning Commission, Tallahassee.

This report presents the results of a review of all state student financial aid programs in Florida and presents recommendations concerning program consolidation. The review was designed to address a variety of aid-related issues, including unexpended financial aid resources, program consolidation, budget request and aid distribution procedures,…

Association between Self-Reported Bruxism and Sleeping Patterns among Dental Students in Saudi Arabia: A Cross-Sectional Study.

Science.gov (United States)

Shokry, Shereen M; El Wakeel, Eman E; Al-Maflehi, Nassr; RasRas, Zaheera; Fataftah, Nida; Abdul Kareem, Enam

2016-01-01

Objectives. The aim of this cross-sectional study was to identify sleeping patterns among dental students and their association with self-reported bruxism in Riyadh Colleges of Dentistry and Pharmacy (RCsDP). Methods. A cross-sectional study was performed including 549 students (67 men and 482 women). A structured questionnaire was adopted from The PSQI (The Pittsburgh Sleep Questionnaire Index) used for data collection. It included questions which are categorized into sleeping habits, sleep-related symptoms, and additional questions concerning bruxism. This questionnaire was randomly distributed among all college preclinical and postclinical students. Sleep bruxism diagnosis was based on self-reported data. The data were analyzed using Chi-square tests through SPSS software for Windows. Results. Statistical analyses revealed significant correlations between self-reported bruxism and sleeping habits including sleep initiation (χ (2) = 22.6, p = 0.000), continuous sleep until morning (χ (2) = 19.2, p = 0.001), nighttime sleep duration (χ (2) = 20.2, p = 0.000), and length of daytime naps (χ (2) = 28.35, p = 0.000). There was an association between self-reported bruxism and sleeping-related symptoms including awakening early in the morning before the usual time without a cause (χ (2) = 16.52, p = 0.000) and increased nightmares (χ (2) = 13.7, p = 0.001). Conclusions. Poor sleeping pattern was an important factor among dental students, who reported sleep bruxism.

Association between Self-Reported Bruxism and Sleeping Patterns among Dental Students in Saudi Arabia: A Cross-Sectional Study

Directory of Open Access Journals (Sweden)

Shereen M. Shokry

2016-01-01

Full Text Available Objectives. The aim of this cross-sectional study was to identify sleeping patterns among dental students and their association with self-reported bruxism in Riyadh Colleges of Dentistry and Pharmacy (RCsDP. Methods. A cross-sectional study was performed including 549 students (67 men and 482 women. A structured questionnaire was adopted from The PSQI (The Pittsburgh Sleep Questionnaire Index used for data collection. It included questions which are categorized into sleeping habits, sleep-related symptoms, and additional questions concerning bruxism. This questionnaire was randomly distributed among all college preclinical and postclinical students. Sleep bruxism diagnosis was based on self-reported data. The data were analyzed using Chi-square tests through SPSS software for Windows. Results. Statistical analyses revealed significant correlations between self-reported bruxism and sleeping habits including sleep initiation (χ2=22.6, p=0.000, continuous sleep until morning (χ2=19.2, p=0.001, nighttime sleep duration (χ2=20.2, p=0.000, and length of daytime naps (χ2=28.35, p=0.000. There was an association between self-reported bruxism and sleeping-related symptoms including awakening early in the morning before the usual time without a cause (χ2=16.52, p=0.000 and increased nightmares (χ2=13.7, p=0.001. Conclusions. Poor sleeping pattern was an important factor among dental students, who reported sleep bruxism.

Figures and First Years: An Analysis of Calculus Students' Use of Figures in Technical Reports

Directory of Open Access Journals (Sweden)

Nathan J. Antonacci

2017-07-01

Full Text Available This three-year study focused on first-year Calculus I students and their abilities to incorporate figures in technical reports. In each year, these calculus students wrote a technical report as part of the Polar Bear Module, an educational unit developed for use in partner courses in biology, computer science, mathematics, and physics as part of the Multidisciplinary Sustainability Education (MSE project at Ithaca College. In the first year of the project, students received basic technical report guidelines. In year two, the report guidelines changed to include explicit language on how to incorporate figures. In year three, a grading rubric was added to the materials provided to one of the two classes. In all three years, the students performed below expectations in their use of graphs in their reports. Reviews of the figures in the 78 technical reports written by the 106 students showed repeated deficiencies in the figures and how the students used them in the discussion sections and in evidence-based arguments. In year three the student’s quantitative literacy (QL skills were assessed using an extract from a QL assessment instrument published in Numeracy. The results indicated that the students could both read and interpret figures, suggesting that issues with QL were not the main contributor to student difficulty with written discussion about graphs. The study underscores the need that explicit instructional attention be given to developing student knowhow in the use of figures in technical reports.

Significance of experts' overall ratings for medical student competence in relation to history-taking

Directory of Open Access Journals (Sweden)

Luiz Ernesto de Almeida Troncon

Full Text Available CONTEXT AND OBJECTIVE: Overall ratings (ORs of competence, given by expert physicians, are increasingly used in clinical skills assessments. Nevertheless, the influence of specific components of competence on ORs is incompletely understood. The aim here was to investigate whether ORs for medical student history-taking competence are influenced by performance relating to communication skills, completeness of questioning and asking contentdriven key questions. DESIGN AND SETTING: Descriptive, quantitative study at Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. METHODS: Thirty-six medical students were examined in a 15-station high-stake objective structured clinical examination (OSCE. At four stations devoted to history-taking, examiners filled out checklists covering the components investigated and independently rated students’ overall performance using a five-point scale from 1 (poor to 5 (excellent. Physician ratings were aggregated for each student. Nonparametric correlations were made between ORs. RESULTS: ORs presented significant correlations with checklist scores (Spearman’s rs = 0.38; p = 0.02 and OSCE general results (rs = 0.52; p < 0.001. Scores for "communication skills" tended to correlate with ORs (rs = 0.31, but without reaching significance (p = 0.06. Neither the scores for "completeness" (rs = 0.26; p = 0.11 nor those for "asking key questions" (rs = 0.07; p = 0.60 correlated with ORs. CONCLUSIONS: Experts’ overall ratings for medical student competence regarding history-taking is likely to encompass a particular dimension, since ratings were only weakly influenced by specific components of performance.

Visual presentation of a medical physiology seminar modifies dental students' perception of its clinical significance.

Science.gov (United States)

Vuletic, L; Spalj, S; Peros, K

2016-02-01

The primary objective of this study was to assess whether exposing dental students to visual stimuli related to dental profession during the medical physiology seminar could affect their perception of the clinical relevance of the topic. A self-administered questionnaire on attitudes towards medical physiology was conducted amongst 105 students of the School of Dental Medicine in Zagreb, Croatia, aged 19-24 years (80% females) following a seminar on respiratory system physiology. Power-point presentation accompanying the seminar for a total of 52 students (study group) was enriched with pictures related to dental practice in order to assess whether these pictures could make the topic appear more clinically relevant for a future dentist. The results of the survey indicated that dental students in the study group perceived the topic of the seminar as more important for them as future dentists when compared to the perception of the control group (P = 0.025). The results of this survey encourage physiology lecturers to present medical physiology as clinically relevant for dental students whenever possible as this could increase students' interest in the subject and their motivation for learning. Such an approach could be particularly beneficial if there is a significant time gap between basic courses and involvement of students into clinical training for it could promote meaningful learning. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Medical students' perceptions of a novel institutional incident reporting system : A thematic analysis.

Science.gov (United States)

Gordon, Morris; Parakh, Dillan

2017-10-01

Errors in healthcare are a major patient safety issue, with incident reporting a key solution. The incident reporting system has been integrated within a new medical curriculum, encouraging medical students to take part in this key safety process. The aim of this study was to describe the system and assess how students perceived the reporting system with regards to its role in enhancing safety. Employing a thematic analysis, this study used interviews with medical students at the end of the first year. Thematic indices were developed according to the information emerging from the data. Through open, axial and then selective stages of coding, an understanding of how the system was perceived was established. Analysis of the interview specified five core themes: (1) Aims of the incident reporting system; (2) internalized cognition of the system; (3) the impact of the reporting system; (4) threshold for reporting; (5) feedback on the systems operation. Selective analysis revealed three overriding findings: lack of error awareness and error wisdom as underpinned by key theoretical constructs, student support of the principle of safety, and perceptions of a blame culture. Students did not interpret reporting as a manner to support institutional learning and safety, rather many perceived it as a tool for a blame culture. The impact reporting had on students was unexpected and may give insight into how other undergraduates and early graduates interpret such a system. Future studies should aim to produce interventions that can support a reporting culture.

Canadian dental students' perceptions of stress.

Science.gov (United States)

Muirhead, Vanessa; Locker, David

2007-05-01

In this paper, we report the results of a survey on dental student stress carried out in April 2005. A questionnaire was used to collect data from 171 students (62% response rate). Identified stressors were academic, clinic-related, social and financial. "Examination and grades" produced the most academic stress, and inconsistent feedback from instructors created the most clinic-related stress. Students found that having a dual role--wife or husband and dental student--was the most burdensome social stressor. Approximately 60% of students reported marital problems and stress associated with "relations with members of the opposite sex." Survey results showed that students who expected a high graduating debt had higher total and academic stress scores. Total stress was not related to age, gender or marital status. Students living with parents during term time had significantly higher total stress scores than students living in other arrangements. Students residing with parents also had significantly higher debts on entry to dental school. Students with more predental education had (non-significantly) lower stress scores but also had higher student debts. Undergraduate subject major (biological science or non-science) had no bearing on reported stress. This study highlights the negative effects of student debt, the necessity for staff training and the need for further studies exploring relations among stress, psychological well-being and academic performance.

Use of Portfolios by Medical Students: Significance of Critical Thinking

Directory of Open Access Journals (Sweden)

Samy A. Azer

2008-07-01

Full Text Available Portfolios have been used in the medical curriculum to evaluate difficult-to-assess areas such as students' attitudes, professionalism and teamwork. However, their use early in a problem-based learning (PBL course to foster deep learning and enhance students' self-directed learning has not been adequately studied. The aims of this paper are to: (1 understand the uses of portfolios and the rationale for using reflection in the early years of a PBL curriculum; (2 discuss how to introduce portfolios and encourage students' critical thinking skills, not just reflection; and (3 provide students with tips that could enhance their skills in constructing good portfolios.

A report on student abuse during medical training.

Science.gov (United States)

Maida, Ana Margarita; Vásquez, Alicia; Herskovic, Viviana; Calderón, José Luis; Jacard, Marcela; Pereira, Ana; Widdel, Lars

2003-09-01

The purpose of this study was to determine the incidence, and the consequences, of abusive situations as perceived by students during the course of their medical training. A descriptive study was carried out surveying the entire 2000 fifth-year class of 181 in the Medical School of the University of Chile. The questionnaire was answered by 144 students. Results showed that 91.7% of the students who responded had suffered at least one episode of abuse while enrolled in medical school. The main offenders were teachers and peers. Verbal abuse was the most common (85.4%), followed by psychological (79.9%), sexual(26.4%) and physical (23.6%) abuse. Students reported that abuse had effects on their mental health, social life and the image they had of physicians; 17% considered dropping out of school as a consequence of this experience. Efforts should be addressed to prompt educators to reflect on their role.

Reporting instructions significantly impact false positive rates when reading chest radiographs

Energy Technology Data Exchange (ETDEWEB)

Robinson, John W.; Brennan, Patrick C.; Mello-Thoms, Claudia; Lewis, Sarah J. [The University of Sydney, Medical Image Optimisation and Perception Group, Discipline of Medical Radiation Sciences, Faculty of Health Sciences, Lidcombe, NSW (Australia)

2016-10-15

To determine the impact of specific reporting tasks on the performance of radiologists when reading chest radiographs. Ten experienced radiologists read a set of 40 postero-anterior (PA) chest radiographs: 21 nodule free and 19 with a proven solitary nodule. There were two reporting conditions: an unframed task (UFT) to report any abnormality and a framed task (FT) reporting only lung nodule/s. Jackknife free-response operating characteristic (JAFROC) figure of merit (FOM), specificity, location sensitivity and number of true positive (TP), false positive (FP), true negative (TN) and false negative (FN) decisions were used for analysis. JAFROC FOM for tasks showed a significant reduction in performance for framed tasks (P = 0.006) and an associated decrease in specificity (P = 0.011) but no alteration to the location sensitivity score. There was a significant increase in number of FP decisions made during framed versus unframed tasks for nodule-containing (P = 0.005) and nodule-free (P = 0.011) chest radiographs. No significant differences in TP were recorded. Radiologists report more FP decisions when given specific reporting instructions to search for nodules on chest radiographs. The relevance of clinical history supplied to radiologists is called into question and may induce a negative effect. (orig.)

Reporting instructions significantly impact false positive rates when reading chest radiographs

International Nuclear Information System (INIS)

Robinson, John W.; Brennan, Patrick C.; Mello-Thoms, Claudia; Lewis, Sarah J.

2016-01-01

To determine the impact of specific reporting tasks on the performance of radiologists when reading chest radiographs. Ten experienced radiologists read a set of 40 postero-anterior (PA) chest radiographs: 21 nodule free and 19 with a proven solitary nodule. There were two reporting conditions: an unframed task (UFT) to report any abnormality and a framed task (FT) reporting only lung nodule/s. Jackknife free-response operating characteristic (JAFROC) figure of merit (FOM), specificity, location sensitivity and number of true positive (TP), false positive (FP), true negative (TN) and false negative (FN) decisions were used for analysis. JAFROC FOM for tasks showed a significant reduction in performance for framed tasks (P = 0.006) and an associated decrease in specificity (P = 0.011) but no alteration to the location sensitivity score. There was a significant increase in number of FP decisions made during framed versus unframed tasks for nodule-containing (P = 0.005) and nodule-free (P = 0.011) chest radiographs. No significant differences in TP were recorded. Radiologists report more FP decisions when given specific reporting instructions to search for nodules on chest radiographs. The relevance of clinical history supplied to radiologists is called into question and may induce a negative effect. (orig.)

Cognitive and Stylistic Features of Reporting and Classificatory Writing by Senior High School Students.

Science.gov (United States)

Fox, Barry

Differences between reporting and classificatory functions in writing were examined in the responses of grade 10 and grade 12 students: 60 who were successful English students, and 60 on the borderline of passing in each of the grades. The reporting tasks required students to write compositions describing their first day in a high school or some…

The Influence of Tablet PCs on Students' Use of Multiple Representations in Lab Reports

Science.gov (United States)

Guelman, Clarisa Bercovich; De Leone, Charles; Price, Edward

2009-11-01

This study examined how different tools influenced students' use of representations in the Physics laboratory. In one section of a lab course, every student had a Tablet PC that served as a digital-ink based lab notebook. Students could seamlessly create hand-drawn graphics and equations, and write lab reports on the same computer used for data acquisition, simulation, and analysis. In another lab section, students used traditional printed lab guides, kept paper notebooks, and then wrote lab reports on regular laptops. Analysis of the lab reports showed differences between the sections' use of multiple representations, including an increased use of diagrams and equations by the Tablet users.

Student phase 1 - A report on work in progress

International Nuclear Information System (INIS)

Gale, W.A.

1986-01-01

Student is designed to expand on REX by providing a means of programming more acceptable to statisticians. The statisticians work examples and answer questions, and do not need to learn a new programming language. The key issues in a program by example system are to acquire the first example, to acquire an additional consistent example, and to acquire an inconsistent example declaring some previous example incorrect. This chapter reports how Student acquires its first example

Online Radiology Reporting with Peer Review as a Learning and Feedback Tool in Radiology; Implementation, Validity, and Student Impressions

DEFF Research Database (Denmark)

McEvoy, Fintan; Shen, Nicholas W; Nielsen, Dorte Hald

2017-01-01

for student-generated radiological reports were compared to scores obtained in the summative multiple choice (MCQ) examination for the course. Student satisfaction was measured using a bespoke questionnaire. There was a weak positive correlation (Pearson correlation coefficient = 0.32, p ... scores awarded by the students and the scores they obtained in the MCQ examination (Pearson correlation coefficient = 0.17, p = 0.14). In conclusion, we have created a realistic radiology imaging exercise with readily available software. The peer review scores are valid in that to a limited degree...... review scores students received and the student scores obtained in the MCQ examination. The difference in peer review scores received by students grouped according to their level of course performance (high vs. low) was statistically significant (p correlation was found between peer review...

Osteopathic manipulative treatment for self-reported fatigue, stress, and depression in first-year osteopathic medical students.

Science.gov (United States)

Wiegand, Sarah; Bianchi, William; Quinn, Thomas A; Best, Mark; Fotopoulos, Thomas

2015-02-01

During medical education, many students experience psychological distress, including symptoms such as fatigue, stress, and depression. To evaluate the effect of osteopathic manipulative treatment (OMT) on self-perceived fatigue, stress, and depression in first-year osteopathic medical students. This randomized controlled pilot study with repeated measures was conducted at the Lake Erie College of Osteopathic Medicine-Bradenton in Florida during the fall 2012 semester. First-year osteopathic medical students voluntarily enrolled in the study and were randomly assigned to directed OMT (D-OMT), nondirected OMT (ND-OMT), or control groups. The D-OMT and ND-OMT groups received treatment by osteopathic physicians weekly for 4 weeks. The control group received no treatment. All groups completed the Epworth Sleepiness Scale (ESS), the Self-Perceived Stress Scale (SPSS), and the Primary Care Evaluation of Mental Disorders Patient Health Questionnaire 9 (PHQ-9) depression scale before treatment (pretest), after 2 treatments (midtest), and after 4 treatments (posttest). All participants self-reported as white and single, with both sexes equally represented, and had an mean age of 24 years. Analysis of ESS scores revealed a statistically significant decrease in the D-OMT group from pretest and posttest scores and a statistically significant increase in the ND-OMT group from pretest to midtest but not from pretest to posttest scores. No statistically significant differences were noted in the control group scores on this measure. No statistically significant differences were seen in the SPSS or PHQ-9 scores from pretest to midtest or pretest to posttest in any of the 3 groups. The D-OMT regimen used in the current study produced a statistically significant decrease in self-perceived fatigue in first-year osteopathic medical students. Osteopathic manipulative treatment represents a potential modality to reduce self-perceived distress in medical students. Further research is

Self-reported extracurricular activity, academic success, and quality of life in UK medical students.

Science.gov (United States)

Lumley, Sophie; Ward, Peter; Roberts, Lesley; Mann, Jake P

2015-09-19

To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students' work-life balance. A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p students attain higher decile scores despite similar self-reported duration of study.

Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process

Directory of Open Access Journals (Sweden)

Jennifer R. Brigati

2015-02-01

Full Text Available Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading. T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading. While the grading process described here does not lead to statistically significant gains (or reductions in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.

Facilitating improvements in laboratory report writing skills with less grading: a laboratory report peer-review process.

Science.gov (United States)

Brigati, Jennifer R; Swann, Jerilyn M

2015-05-01

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.

Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process†

Science.gov (United States)

Brigati, Jennifer R.; Swann, Jerilyn M.

2015-01-01

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings. PMID:25949758

Standardized Test Results: KEEP and Control Students. 1975-1976, Technical Report #69.

Science.gov (United States)

Antill, Ellen; Speidel, Gisela E.

This report presents the results of various standardized measures administered to Kamehameha Early Education Program (KEEP) students and control students in the school year 1975-1976. In contrast to previous comparisons, KEEP employed more rigorous procedures for the selection of the control students and for the conditions of test administration.…

College Students' Interpretation of Research Reports on Group Differences: The Tall-Tale Effect

Science.gov (United States)

Hogan, Thomas P.; Zaboski, Brian A.; Perry, Tiffany R.

2015-01-01

How does the student untrained in advanced statistics interpret results of research that reports a group difference? In two studies, statistically untrained college students were presented with abstracts or professional associations' reports and asked for estimates of scores obtained by the original participants in the studies. These estimates…

Quality of Life as reported by children and parents: a comparison between students and child psychiatric outpatients.

Science.gov (United States)

Jozefiak, Thomas; Larsson, Bo; Wichstrøm, Lars; Wallander, Jan; Mattejat, Fritz

2010-11-22

During the recent decade, a number of studies have begun to address Quality of Life (QoL) in children and adolescents with mental health problems in general population and clinical samples. Only about half of the studies utilized both self and parent proxy report of child QoL. Generally children with mental health problems have reported lower QoL compared to healthy children. The question whether QoL assessment by both self and parent proxy report can identify psychiatric health services needs not detected by an established instrument for assessing mental health problems, i.e. the Child Behavior Checklist (CBCL), has never been examined and was the purpose of the present study. No study exists that compares child QoL as rated by both child and parent, in a sample of referred child psychiatric outpatients with a representative sample of students attending public school in the same catchment area while controlling for mental health problems in the child. In the current study patients and students, aged 8-15.5 years, were matched with respect to age, gender and levels of the CBCL Total Problems scores. QoL was assessed by the self- and parent proxy-reports on the Inventory of Life Quality in Children and Adolescents (ILC). QoL scores were analyzed by non-parametric tests, using Wilcoxon paired rank comparisons. Both outpatients and their parents reported significantly lower child QoL on the ILC than did students and their parents, when children were matched on sex and age. Given equal levels of emotional and behavioural problems, as reported by the parents on the CBCL, in the two contrasting samples, the outpatients and their parents still reported lower QoL levels than did the students and their parents. Child QoL reported both by child and parent was reduced in outpatients compared to students with equal levels of mental health problems as reported by their parents on the CBCL. This suggests that it should be helpful to add assessment of QoL to achieve a fuller

Students' Reports of Severe Violence in School as a Tool for Early Detection and Prevention

Science.gov (United States)

Yablon, Yaacov B.

2017-01-01

Early detection of severe violence is a significant challenge for many schools. Three studies were conducted on samples of 6th, 8th, and 10th graders (12-16 years old). The first study, based on paired reports of teachers and students (n = 130), showed that a high percentage of both victims and perpetrators of severe violence are not identified by…

The answer is questions: accelerated-nursing students report practice questions are fundamental to first-time NCLEX-RN success.

Science.gov (United States)

Blozen, Barbara B

2014-01-01

There are a number of anecdotal reports on demographic characteristics and academic success of accelerated-nursing students; yet few empirical studies have examined accelerated-nursing students NCLEX-RN success. Applying Knowles' adult learning theory as a guiding framework, the purpose of this qualitative study was to explore, from the accelerated-nursing students' perspective, the factors reported as contributing to their success on the NCLEX-RN. The research questions aimed to elicit participants' descriptions of their experiences and factors contributing to their success via individual interviews. The most significant finding the participants identified as the factor that contributed to their success was the practicing of NCLEX-RN questions. The findings of this study have several implications for educational policy and practice for universities and schools of nursing as the information gained from this study applies to recruitment and retention as well as curriculum and educational strategies in an accelerated-nursing program.

A Preliminary Exploration of Uppercase Letter-Name Knowledge among Students with Significant Cognitive Disabilities

Science.gov (United States)

Greer, Claire W.; Erickson, Karen A.

2018-01-01

There are several factors known to impact the alphabet knowledge of young children without disabilities. The impact of these factors on the alphabet knowledge of students with significant cognitive disabilities is unknown. The purpose of this preliminary investigation was to explore the impact of three factors that might influence uppercase…

A Bystander Bullying Psychoeducation Program with Middle School Students: A Preliminary Report

Science.gov (United States)

Midgett, Aida; Doumas, Diana; Sears, Dara; Lundquist, Amanda; Hausheer, Robin

2015-01-01

This study evaluated the effectiveness of a brief, stand-alone bystander bullying psychoeducation program for middle school students. The purpose of the program was to train students to take action as peer advocates. Pre- and post-tests indicated that after completing the 90-minute psychoeducation program, students reported an increase in their…

Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

Science.gov (United States)

Mokshein, Siti Eshah

The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that

Self-reported eHealth literacy among undergraduate nursing students in South Korea: a pilot study.

Science.gov (United States)

Park, Hyejin; Lee, Eunjoo

2015-02-01

With the Internet being the preferred primary source for information seekers, 9 out of 10 Internet users report that they have looked online for health information in South Korea. Nurses as well as nursing students need to be knowledgeable about online health information resources and able to evaluate relevant information online in order to assist patients and patients' families' access. The purpose of the study was to assess eHealth literacy among undergraduate nursing students in South Korea. The specific aims were to: 1) identify the self-reported eHealth literacy levels, and 2) determine differences in levels of eHealth literacy between pre-nursing and nursing students. This study used a descriptive comparison design. One hundred and seventy-six undergraduate nursing students in South Korea participated. Participants were asked to complete the eHealth Literacy Scale. Collected data were analyzed using a descriptive statistical method and t-tests. Participants responded that the Internet is a useful or very useful tool in helping them make health-related decisions. Furthermore, participants felt that it is important to be able to access health resources on the Internet. The majority of the participants either agreed or strongly agreed that they felt comfortable using the Internet with awareness of what information is available and of their skill to find information. Only a few respondents agreed or strongly agreed that they had the ability to differentiate between a high quality and a low quality health resource on the Internet. Students enrolled in nursing scored higher means in all eHealth literacy items than students enrolled in pre-nursing. Six out of ten eHealth literacy items showed significant differences between two groups. Findings from this study provide fundamental data for education administrators and educators to begin supporting students with appropriate education programs to enhance their eHealth literacy. Copyright © 2014 Elsevier Ltd. All

Motivation in medical students: a PhD thesis report.

Science.gov (United States)

Kusurkar, Rashmi

2012-08-01

The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender, educational background; intrinsic motivation is enhanced by providing students with autonomy, feedback and emotional support. 4. Strength of motivation for medical school can be reliably measured by Strength of Motivation for Medical School questionnaire. The conclusion of this thesis was that it is important to give consideration to motivation in medical education because intrinsic motivation leads to better learning and performance and it can be enhanced through giving students autonomy in learning, feedback about competence and emotional support.

Senior physiotherapy students as standardised patients for junior students enhances self-efficacy and satisfaction in both junior and senior students.

Science.gov (United States)

Mandrusiak, Allison M; Isles, Rosemary; Chang, Angela T; Choy, Nancy L Low; Toppenberg, Rowena; McCook, Donna; Smith, Michelle D; O'Leary, Karina; Brauer, Sandra G

2014-05-23

Standardised patients are used in medical education to expose students to clinical contexts and facilitate transition to clinical practice, and this approach is gaining momentum in physiotherapy programs. Expense and availability of trained standardised patients are factors limiting widespread adoption, and accessing clinical visits with real patients can be challenging. This study addressed these issues by engaging senior students as standardised patients for junior students. It evaluated how this approach impacted self-reported constructs of both the junior and senior students. Learning activities for undergraduate physiotherapy students were developed in five courses (Neurology, Cardiorespiratory and three Musculoskeletal courses) so that junior students (Year 2 and 3) could develop skills and confidence in patient interview, physical examination and patient management through their interaction with standardised patients played by senior students (Year 4). Surveys were administered before and after the interactions to record junior students' self-reported confidence, communication, preparedness for clinic, and insight into their abilities; and senior students' confidence and insight into what it is like to be a patient. Satisfaction regarding this learning approach was surveyed in both the junior and senior students. A total of 253 students completed the surveys (mean 92.5% response rate). Across all courses, junior students reported a significant (all P Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P senior students as standardised patients resulted in positive experiences for both junior and senior students across a variety of physiotherapy areas, activities, and stages within a physiotherapy program. These findings support the engagement of senior students as standardised patients to enhance learning within physiotherapy programs, and may have application across other

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

Science.gov (United States)

MacCann, C; Roberts, R D

2013-01-01

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

Italian Credit Mobility Students Significantly Increase Their Alcohol Intake, Risky Drinking and Related Consequences During the Study Abroad Experience.

Science.gov (United States)

Aresi, Giovanni; Moore, Simon; Marta, Elena

2016-11-01

To examine changes in alcohol intake and consequences in Italian students studying abroad. Italian exchange students planning to study abroad were invited to report on their drinking and alcohol-related negative consequences before and after their time abroad. After excluding those who abstained throughout, data on 121 students were analysed and showed that they tended to consume more alcohol and experience more alcohol-related negative consequences compared to their pre-departure levels. The added alcohol risk of study abroad for Italian students merits consideration of possible opportunities for intervention. © The Author 2016. Medical Council on Alcohol and Oxford University Press. All rights reserved.

Identification of the students' critical thinking skills through biochemistry laboratory work report

Science.gov (United States)

Anwar, Yunita Arian Sani; Senam, Laksono, Endang W.

2017-08-01

This work aims to (1) identify the critical thinking skills of student based on their ability to set up laboratory work reports, and (2) analyze the implementation of biochemistry laboratory work. The method of quantitative content analysis was employed. Quantitative data were in the form of critical thinking skills through the assessment of students' laboratory work reports and questionnaire data. Hoyo rubric was used to measure critical thinking skills with 10 indicators, namely clarity, accuracy, precision, consistency, relevance, evidence, reason, depth, breadth, and fairness. The research sample consisted of 105 students (35 male, 70 female) of Mataram University who took a Biochemistry course and 2 lecturers of Biochemistry course. The results showed students' critical thinking skills through laboratory work reports were still weak. Analysis of the questionnaire showed that three indicators become the biggest problems during the laboratory work implementation, namely, lecturers' involved in laboratory work implementation, the integration of laboratory work implementation of learning in the classroom has not been done optimally and laboratory work implementation as an effort to train critical thinking skills is not optimal yet.

Self-Reported Bruxism and Symptoms of Temporomandibular Disorders in Finnish University Students.

Science.gov (United States)

Huhtela, Outi S; Näpänkangas, Ritva; Joensuu, Tiina; Raustia, Aune; Kunttu, Kristina; Sipilä, Kirsi

2016-01-01

To evaluate the prevalence of self-reported bruxism and symptoms of temporomandibular disorders (TMD) and to investigate their association in academic and applied science university students in Finland. The data were gathered from 4,403 Finnish students included in the Finnish Student Health Survey 2012. The comprehensive questionnaire included five questions concerning bruxism and TMD symptoms. Bivariate associations between self-reported bruxism and TMD symptoms were evaluated using chi-square tests, and logistic regression model was used with age and gender as factors. Sleep bruxism was reported by 21.0% of women and by 12.5% of men, awake bruxism by 2.0% of women and by 2.8% of men, and both sleep and awake bruxism by 7.2% of women and by 3.2% of men. TMD pain was reported by 25.9% of women and by 11.4% of men and temporomandibular joint (TMJ) pain on jaw movement by 9.6% of women and by 4.2% of men. Report of sleep bruxism increased the risk for all TMD symptoms in both genders. Among women, report of awake bruxism increased the risk for TMD pain and TMJ pain on jaw movement. Reporting stress as a perpetuating factor for TMD pain increased the risk for both sleep and awake bruxism in both genders. The logistic regression analysis (including age and gender) showed that report of sleep bruxism and/or awake bruxism was associated with TMD pain (Odds Ratio [OR] = 5.71; 95% confidence interval [CI] = 4.86-6.70), TMJ pain on jaw movement (OR = 4.49; 95% CI = 3.54-5.69), and TMJ locking (OR = 2.98; 95% CI = 2.17-4.10). Bruxism and TMD symptoms are frequent in Finnish university students. Self-reported bruxism is associated with TMD symptoms, confirming earlier findings.

The Effects of Portfolio Use in Teaching Report Writing: EFL Students' Perspective

OpenAIRE

Hussein Taha Assaggaf; Yousef Salem Bamahra

2016-01-01

Portfolio has widely been used in various areas including second language writing. The purpose of this study is to investigate the views of students in using portfolio in teaching technical report-writing. The participants are computer science students enrolled in a report writing course at a university in Yemen. For data collection, the study used three techniques; namely, group discussions, written reflections and a short questionnaire. The findings showed participants' positive views towar...

Study on Related Courses to Help Undergraduate Students Write Research Reports: A Curriculum Evaluation

Directory of Open Access Journals (Sweden)

Eny Winarti

2014-02-01

Full Text Available From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as syllabi and lesson plans.  The researcher also interviewed teachers and students to clarify the relevance of the syllabi and the classroom learning.  The results of the study indicated that logic, academic writing, statistics, research methodology, and classroom action research had the potential of helping the students write their research report.  The researcher also indicated that the content of the courses should have been more helpful.  The fact, however, was that the students still had challenges understanding the materials after taking the courses.  Further study about this fact is then recommended.

On being dyslexic: Student radiographers' perspectives

International Nuclear Information System (INIS)

Murphy, Fred

2011-01-01

The purpose of this paper was to provide an insight into life as a dyslexic student radiographer, identify barriers and risks in clinical training, and develop recommendations for the support of students with dyslexia. The paucity of research into dyslexia within the radiography profession is worrying, with attention focused only on the support provided by Higher Education Institutions (HEI) or inferences drawn from the experiences of other healthcare students. The impact and significance of dyslexia for student radiographers in clinical practice has never been investigated. Results: On a self-reporting scale of clinical tasks there was little or no difference between dyslexic students and non-dyslexics. Some minor traits commonly associated with dyslexics were also reported by students with no learning disabilities and an inclusion support plan for all students was advocated. In-depth interviews of 10 student radiographers revealed six distinct themes of visualising the disability, self-protection, strengths and talents, time, the badge of disability and adjustments and support. Like other healthcare students, some radiography students reported significant difficulties and prejudices and very little structured support in the clinical environment. Despite the Special Educational Needs and Disability Act being in place for several years, the support in clinical departments fell significantly short of that provided in the universities. The dyslexic students took extra responsibility for their own learning and some had developed complex coping strategies to overcome any difficulties. Conclusion: Several inclusive recommendations were developed as a result of this study that could be used to support all students on clinical placement.

Characteristics of pornography film actors: self-report versus perceptions of college students.

Science.gov (United States)

Griffith, James D; Hayworth, Michelle; Adams, Lea T; Mitchell, Sharon; Hart, Christian

2013-05-01

The assumed characteristics of individuals in the adult entertainment industry have been used to advocate positions for and against pornography. Although prior studies have investigated perceptions of porn actors, no data on the actual characteristics of this group exist. The present study compared the self-reports of 105 male and 177 female porn actors to the perceptions of 399 college students on childhood sexual abuse (CSA), self-esteem, work and non-work sexual behaviors, and safe sex issues. College students were asked to identify the characteristics associated with either a male or female porn star. College students provided underestimates for both female and male porn actors on self-esteem, age of first intercourse, lifetime number of partners outside of work, ideal experience in a romantic partner, concerns regarding sexually transmitted diseases (STDs), enjoyment of sex, and condom use during a first time sexual encounter, but overestimated earnings. Additional differences among male porn stars included an underestimate of the number of partners at work. For female porn stars, college students underestimated their enjoyment of work, the probability of catching an STD, and having unprotected sex. Although there were no significant differences on perceived rates of childhood abuse of porn actors, the incidence of CSA among the porn actor participants were within the ranges of the general population. The majority of college student stereotypes were not supported regarding the perceptions of porn actors. These findings were discussed within the context of attributing unfounded characteristics of individuals to an entire industry.

Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments.

Science.gov (United States)

Quail, Michelle; Brundage, Shelley B; Spitalnick, Josh; Allen, Peter J; Beilby, Janet

2016-02-27

Advanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainable in a climate of constrained budgets, limited placement availability and increasing student numbers. Consequently, many educators are considering the potentials of alternative training methods, such as simulation. Simulations provide safe, repeatable and standardised learning environments in which students can practice a variety of clinical skills. This study investigated students' self-rated communication skill, knowledge, confidence and empathy across simulated and traditional learning environments. Undergraduate speech pathology students were randomly allocated to one of three communication partners with whom they engaged conversationally for up to 30 min: a patient in a nursing home (n = 21); an elderly trained patient actor (n = 22); or a virtual patient (n = 19). One week prior to, and again following the conversational interaction, participants completed measures of self-reported communication skill, knowledge and confidence (developed by the authors based on the Four Habit Coding Scheme), as well as the Jefferson Scale of Empathy - Health Professionals (student version). All three groups reported significantly higher communication knowledge, skills and confidence post-placement (Median d = .58), while the degree of change did not vary as a function of group membership (Median η (2)  communication skill, knowledge and confidence, though not empathy, following a brief placement in a virtual, standardised or traditional learning environment. The self-reported increases were consistent across the three placement types. It is proposed that the findings from this study provide support for the integration of more sustainable, standardised, virtual patient-based placement models into allied health training programs for the training of

The napping behaviour of Australian university students.

Directory of Open Access Journals (Sweden)

Nicole Lovato

Full Text Available The purpose of this study was to evaluate the self-reported sleep and napping behaviour of Australian university students and the relationship between napping and daytime functioning. A sample of 280 university first-year psychology students (median age  = 19.00 years completed a 6-item napping behaviour questionnaire, a 12-item Daytime Feelings and Functioning Scale, the Pittsburg Sleep Quality Index and the Epworth Sleepiness Scale. Results indicated that 53.6% of students reported napping with 34% napping at least 1-2 times per week, and 17% napping three or more occasions per week. Long naps, those over 30 minutes, were taken by 77% of the napping students. Sixty-one percent of students reported they took long naps during the post-lunch dip period, from 2-4 pm. Students who nap at least once per week reported significantly more problems organizing their thoughts, gaining motivation, concentrating, and finishing tasks than students who did not nap. Students who napped also felt significantly more sleepy and depressed when compared to students who did not nap. The results also indicated that nap frequency increased with daytime sleepiness. The majority of students (51% reported sleeping 6-7 hours per night or less. Overall, the results from this study suggest that among this population of Australian first-year university students habitual napping is common and may be used in an attempt to compensate for the detrimental effects of excessive sleepiness.

The napping behaviour of Australian university students.

Science.gov (United States)

Lovato, Nicole; Lack, Leon; Wright, Helen

2014-01-01

The purpose of this study was to evaluate the self-reported sleep and napping behaviour of Australian university students and the relationship between napping and daytime functioning. A sample of 280 university first-year psychology students (median age  = 19.00 years) completed a 6-item napping behaviour questionnaire, a 12-item Daytime Feelings and Functioning Scale, the Pittsburg Sleep Quality Index and the Epworth Sleepiness Scale. Results indicated that 53.6% of students reported napping with 34% napping at least 1-2 times per week, and 17% napping three or more occasions per week. Long naps, those over 30 minutes, were taken by 77% of the napping students. Sixty-one percent of students reported they took long naps during the post-lunch dip period, from 2-4 pm. Students who nap at least once per week reported significantly more problems organizing their thoughts, gaining motivation, concentrating, and finishing tasks than students who did not nap. Students who napped also felt significantly more sleepy and depressed when compared to students who did not nap. The results also indicated that nap frequency increased with daytime sleepiness. The majority of students (51%) reported sleeping 6-7 hours per night or less. Overall, the results from this study suggest that among this population of Australian first-year university students habitual napping is common and may be used in an attempt to compensate for the detrimental effects of excessive sleepiness.

Implementing radiographic CT head reporting: The experiences of students and managers

International Nuclear Information System (INIS)

Clarke, Ruth; Allen, David; Arnold, Paul; Snaith, Beverley

2014-01-01

Introduction: In the face of growing demand in radiology, skill mix initiatives have sought to improve and expand service provision. Within the UK radiographer reporting is now widespread, although the growth in computerised tomography (CT) head reporting has not been as rapid as anticipated. The literature in this area is limited, but case studies have highlighted the successful implementation of this training through new radiographer roles in practice. Method: A cross-sectional survey was developed to elicit information from radiographers and managers on their experiences before, during and after post-graduate training in CT head reporting. Results: Seventy one responses were received comprising 48 past students (n = 48/111; 43.2%) and 23 service managers (n = 23/67; 34.3%). Key factors for the development were personal continual professional development for students and departmental need for managers. Challenges during training included a lack of study time due to staff shortages and access to radiologist mentors. Only 48.8% of students responding have gone on to use the new skills in practice cited reasons include staff shortages, resistance from radiologists and increase in radiological staffing. Conclusions: This qualitative study has demonstrated that those trusts who have implemented CT head reporting have evidenced perceptible benefits for both the department and individuals. Those radiographers who are successfully reporting have shown themselves to be highly motivated and persistent in their development

Senior Student Affairs Officers' Reports of Joint Intra-Institutional Efforts to Support College Students with Mental Illness

Science.gov (United States)

Scheidel, Sarah

2016-01-01

The purpose of this sequential mixed-methods study was to explore senior student affairs officers' reports of joint intra-institutional efforts within the past three years to achieve the common goal of supporting the academic and personal success of college students with mental illness. The 20 factors identified by Mattessich, Murray-Close, and…

Student science enrichment training program: Progress report, June 1, 1988--May 31, 1989

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1989-04-21

This is a status report on a Student Science Enrichment Training Program held at the campus of Claflin College, Orangeburg, SC. The topics of the report include the objectives of the project, participation experienced, financial incentives and support for the program, curriculum description, and estimated success of the program in stimulating an occupational interest in science and research fields by the students.

Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.

Science.gov (United States)

Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita

1998-01-01

Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…

High School Students' Self-Reported Use of School Clinics and Nurses

Science.gov (United States)

Harper, Christopher R.; Liddon, Nicole; Dunville, Richard; Habel, Melissa A.

2016-01-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who…

Dental students' beliefs about culture in patient care: self-reported knowledge and importance.

Science.gov (United States)

Wagner, Julie A; Redford-Badwal, Deborah

2008-05-01

In order to decrease the well-documented disparities in oral health and oral health care, the next generation of dentists must be prepared to serve a diverse patient population. This article describes dental students' self-reported knowledge of culture and importance of using culturally sensitive dental practices. Three consecutive graduating classes (n=111) were surveyed anonymously in their sophomore years. Students indicated their self-rated knowledge of oral health and oral health care for their own culture and the cultures of patients they are likely to see in dental practice. Students also rated their perceived importance of culturally sensitive dental practice. Overall, students reported low knowledge of the cultures of the patients they will see in practice. Few students could identify any cultural group that they knew well. However, students as a group indicated that using culturally sensitive practices in dentistry is important. Students who could identify at least one cultural group they knew well perceived cultural sensitivity in dental practice as more important than students who could not. These results suggest that students need cross-cultural training and believe that such training is important. The results also suggest that a specific curriculum that increases knowledge of other cultures may have the potential to ultimately increase the use of culturally sensitive practices.

Study on Related Courses to Help Undergraduate Students Write Research Reports: a Curriculum Evaluation

OpenAIRE

Winarti, Eny

2014-01-01

From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as ...

Gender Differences in Self-Reported Symptomatology and Working Memory in College Students with ADHD

Science.gov (United States)

Kercood, Suneeta; Lineweaver, Tara T.; Kugler, Jennifer

2015-01-01

The purpose of this study was to examine gender differences in self-reported symptomatology and working memory (visuospatial and auditory) in college students with Attention Deficit Hyperactivity Disorder (ADHD). Forty-seven college students with ADHD and 44 non-affected control participants completed two self-report questionnaires and six tests…

Report of an innovative research program for baccalaureate nursing students.

Science.gov (United States)

Sheil, E P; Crain, H

1992-10-01

In summary, an innovative low-cost way to teach undergraduate students about research and to socialize students into attending research conferences has been developed. It is not perfect yet, but with time, critical students, and responsive research-productive faculty, each program should improve. It is not surprising that sophomore students do not achieve the objectives at the same level as older students. As students move closer to the "real" world of nursing practice and develop increasing sophistication about nursing in general and research in particular, they are, hopefully, more knowledgeable consumers of nursing research. What is particularly satisfying to the planners of those Research Days is that through the experience of attending Undergraduate Research Day at various points in their educational progress, students are socialized into discussing research. Additionally, they seemed to develop some degree of comfort with this aspect of their future nursing role. The RN and former student panel participants normalized research involvement for the student attendees. Panel member stories about their mistakes and successes made students realize that nursing investigations need not be the sole property of those with doctoral degrees. A serendipitous outcome of these programs was an increased awareness by students of the specific research project in which their teachers were engaged. Students informally reported a feeling of pride and reflected accomplishment. The importance of timing in offering such programs should not have been a surprise at this urban commuter university. Unwittingly, in scheduling the Friday afternoon program the planners ignored the initial consideration that the program not impose financial hardship on students.(ABSTRACT TRUNCATED AT 250 WORDS)

Does Library Use Affect Student Attainment? A Preliminary Report on the Library Impact Data Project

Directory of Open Access Journals (Sweden)

Graham Stone

2011-10-01

Full Text Available The current economic climate is placing pressure on UK Universities to maximise use of their resources and ensure value for money. In parallel, there is a continuing focus on the student experience and a desire that all students should achieve their full potential whilst studying at University. Internal investigation at the University of Huddersfield suggests a strong correlation between library usage and degree results, and also significant under-usage of expensive library resources at both school and course level. Data from over 700 courses using three indicators of library usage; access to e-resources; book loans and access to the library were matched against the student record system and anonymised. Initial findings highlighted that the correlation between library usage and grade had not yet been significance tested. In January 2011, the University of Huddersfield, together with partners at the Universities of Bradford; De Montfort; Exeter; Lincoln; Liverpool John Moores; Salford and Teesside were awarded JISC funding to prove the hypothesis that there is a statistically significant correlation across a number of universities between library activity data and student attainment. Academic librarians at Huddersfield are also working closely with tutors on a selected sample of courses to explore the reasons for unexpectedly low use of library resources. By identifying subject areas or courses which exhibit low usage of library resources, service improvements can be targeted such as: course profiling, to determine the particular attributes of each course and its students, which may affect library use; targeted promotion of resources at the point of need; raising tutor awareness of resources, particularly e-resources and current awareness services; review of the induction process; target information resources allocation, to ensure value for money; target staffing resources, to ensure that support for students is available at key times of the year

Summer Student Report Paula Aschenbrenner VITO

CERN Document Server

Aschenbrenner, Paula

2016-01-01

The L’APOLLINE (LAser POLarized LINE) is set up at VITO (Versatile Ion-polarized Techniques Online) beam line at ISOLDE. It will provide laser-induced spin-polarized beams of atoms or ions to an end station. In this report the L’APOLLINE setup is explained and the current status is stated. Furthermore the summer student work and the most important results are summarized. The project was mainly connected to the generation of the magnetic field in the drift tube for optical polarization. The field is created by a set of Helmholtz Coils.

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

Science.gov (United States)

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

2016-03-16

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

CERN Summer Student Programme Report by Misael CALOZ

CERN Document Server

Caloz, Misael

2014-01-01

The aim of this report is to give an overview of my work during the summer student programme at CERN. My project was a work of 8 weeks (16/06 to 8/08 2014) in the Radiation Protection group of the Occupational Health & Safety and Environmental Protection Unit and was supervised by M. Robert Froeschl.

Educating future physicians to track health care quality: feasibility and perceived impact of a health care quality report card for medical students.

Science.gov (United States)

O'Neill, Sean M; Henschen, Bruce L; Unger, Erin D; Jansson, Paul S; Unti, Kristen; Bortoletto, Pietro; Gleason, Kristine M; Woods, Donna M; Evans, Daniel B

2013-10-01

Quality improvement (QI) requires measurement, but medical schools rarely provide opportunities for students to measure their patient outcomes. The authors tested the feasibility and perceived impact of a quality metric report card as part of an Education-Centered Medical Home longitudinal curriculum. Student teams were embedded into faculty practices and assigned a panel of patients to follow longitudinally. Students performed retrospective chart reviews and reported deidentified data on 30 nationally endorsed QI metrics for their assigned patients. Scorecards were created for each clinic team. Students completed pre/post surveys on self-perceived QI skills. A total of 405 of their patients' charts were abstracted by 149 students (76% response rate; mean 2.7 charts/student). Median abstraction time was 21.8 (range: 13.1-37.1) minutes. Abstracted data confirmed that the students had successfully recruited a "high-risk" patient panel. Initial performance on abstracted quality measures ranged from 100% adherence on the use of beta-blockers in postmyocardial infarction patients to 24% on documentation of dilated diabetic eye exams. After the chart abstraction assignment, grand rounds, and background readings, student self-assessment of their perceived QI skills significantly increased for all metrics, though it remained low. Creation of an actionable health care quality report card as part of an ambulatory longitudinal experience is feasible, and it improves student perception of QI skills. Future research will aim to use statistical process control methods to track health care quality prospectively as our students use their scorecards to drive clinic-level improvement efforts.

Go Figure: Calculus Students' Use of Figures and Graphs in Technical Report Writing

Directory of Open Access Journals (Sweden)

Thomas J. Pfaff

2011-01-01

Full Text Available Understanding how to read and use graphs to communicate scientific and mathematical information is critical for STEM majors, as well as an important part of quantitative literacy. Our study suggests that first-semester calculus students do not know how to use graphs in a technical report without explicit instruction. Although not a surprising result, it leaves us wondering about when such skills are developed, and if calculus I is a place to start. Our work is now exploring the potential benefit on students' use of graphs by having them formally evaluate other students' reports.

Behaviour and burnout in medical students.

Science.gov (United States)

Cecil, Jo; McHale, Calum; Hart, Jo; Laidlaw, Anita

2014-01-01

Burnout is prevalent in doctors and can impact on job dissatisfaction and patient care. In medical students, burnout is associated with poorer self-rated health; however, it is unclear what factors influence its development. This study investigated whether health behaviours predict burnout in medical students. Medical students (n=356) at the Universities of St Andrews and Manchester completed an online questionnaire assessing: emotional exhaustion (EE), depersonalisation (DP), personal accomplishment (PA), alcohol use, physical activity, diet, and smoking. Approximately 55% (54.8%) of students reported high levels of EE, 34% reported high levels of DP, and 46.6% reported low levels of PA. Linear regression analysis revealed that year of study, physical activity, and smoking status significantly predicted EE whilst gender, year of study, and institution significantly predicted DP. PA was significantly predicted by alcohol binge score, year of study, gender, and physical activity. Burnout is present in undergraduate medical students in the United Kingdom, and health behaviours, particularly physical activity, predict components of burnout. Gender, year of study, and institution also appear to influence the prevalence of burnout. Encouraging medical students to make healthier lifestyle choices early in their medical training may reduce the likelihood of the development of burnout.

Relationships between School Climate and Adolescent Students' Self-Reports of Ethnic and Moral Identity

Science.gov (United States)

Aldridge, Jill M.; Ala'i, Kate G.; Fraser, Barry J.

2016-01-01

This article reports research into associations between students' perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students' perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become…

Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students

Directory of Open Access Journals (Sweden)

Carl Wozniak

2013-02-01

Full Text Available Post-secondary experiences for students still in high school have been promoted as a means to increase academic rigor and create a better-trained workforce. Yet little is known regarding supports needed to significantly increase such options. This study obtained input from 411 stakeholders in one Midwestern state, including 201 district superintendents, 181 high school principals, and 23 college dual enrollment officers regarding their use of these options, their perceptions of barriers to program expansion, and their ranking of possible solutions to overcome the barriers. Findings demonstrate that all parties find postsecondary options of value, with traditional dual enrollment the most used option. Although all groups identified funding as a primary barrier, other systemic barriers were of great concern. Participants suggest that expansion of Advanced Placement and early and middle college programs, financial assistance for dually enrolled students, and increased program availability for career and technical options would be beneficial.Wozniak, Carl, (2012. Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students. 8(2. Retrieved from www.ijepl.org .

The Incidence of Needlestick Injuries During Perineorrhaphy and Attitudes Toward Occurrence Reports Among Medical Students

Directory of Open Access Journals (Sweden)

Nalinee Panichyawat

2016-07-01

Full Text Available Background: Medical students are at risk of needlestick injuries (NSIs while performing obstetrical procedures especially perineorrhaphy, because of their less experience. This study aims to determine the incidence and causes of NSIs during perineorrhaphy and medical students’ attitudes toward occurrence reports. Methods: A cross-sectional study was conducted. After completion of Obstetrics & Gynaecology rotation, the data from final year medical students were collected using a self-administered questionnaire. Results: Of 390 medical students, 290 (74.4% returned questionnaires with complete data. The annual NSIs incidence during perineorrhaphy was 26.9%. The most common site of injury was the index finger of the non- dominant hand (66.2%. Common causes of NSIs were time pressure (52.1% and lack of surgical skills (50.7%. Nearly half of students (41% did not report their occurrence, and 81.3% of injured students believed that NSIs were harmless. Conclusion: The incidence of NSIs during perineorrhaphy and the non-reporting occurrence were quite high among medical students. Structural clinical supervision by medical staffs, HBV vaccination for all medical students, and instruction on standard pre-exposure precaution should be applied. We advocate a strategy plan for increasing students’ awareness and having a simple occurrence reporting system for NSIs, with clear guidelines on post-exposure protocols in all medical schools and teaching hospitals.

40 CFR 725.910 - Persons excluded from reporting significant new uses.

Science.gov (United States)

2010-07-01

... 40 Protection of Environment 30 2010-07-01 2010-07-01 false Persons excluded from reporting significant new uses. 725.910 Section 725.910 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY... designated significant new uses, or (2) That the recipient has knowledge of the specific section in subpart M...

The negative consequences of other students' drinking: inventory development and assessment of differences by student characteristics and risk behaviors.

Science.gov (United States)

Rhodes, Scott D; McCoy, Thomas P; Omli, Morrow R; Cohen, Gail M; Wagoner, Kimberly G; Durant, Robert H; Vissman, Aaron T; Wolfson, Mark

2009-01-01

College students continue to report being disrupted by other students' alcohol use. This study was designed to develop measures to document the consequences resulting from other students' drinking and identify differences in experiencing these consequences by student characteristics and drinking behaviors. A stratified random sample of undergraduate students (N = 3,908) from ten universities in North Carolina, USA, completed a web-based assessment. Exploratory factor analysis (EFA) was performed on the random first split-half sample (n = 1,954) to identify factor structure. Confirmatory factor analysis (CFA) was performed on the remaining half sample (n = 1,954) using structural equation modeling. EFA revealed two inventories: interpersonal and community consequences of others' drinking inventories. CFA on the second split-half sample identified model fits for the two factor structure suggested by EFA. Of 3,908 participants, 78% reported experiencing one or more consequences due to others' drinking during the past 30 days. Multivariable generalized linear mixed modeling further validated the inventories and resulted in several associations. Male students who reported getting drunk experienced significantly more interpersonal consequences from others' drinking (p students, students who lived on campus and students who reported getting drunk experienced significantly more community consequences from others' drinking (p college students experience consequences from others' drinking, and consequences vary for different subgroups of students. Although these inventories should be tested further, these findings propose standardized measures that may be useful to assess the consequences of others' drinking among college students.

On being dyslexic: Student radiographers' perspectives

Energy Technology Data Exchange (ETDEWEB)

Murphy, Fred, E-mail: f.j.murphy@salford.ac.u [Directorate of Radiography, School of Health Sport and Rehabilitation Sciences, University of Salford, Greater Manchester, M6 6PU (United Kingdom)

2011-05-15

The purpose of this paper was to provide an insight into life as a dyslexic student radiographer, identify barriers and risks in clinical training, and develop recommendations for the support of students with dyslexia. The paucity of research into dyslexia within the radiography profession is worrying, with attention focused only on the support provided by Higher Education Institutions (HEI) or inferences drawn from the experiences of other healthcare students. The impact and significance of dyslexia for student radiographers in clinical practice has never been investigated. Results: On a self-reporting scale of clinical tasks there was little or no difference between dyslexic students and non-dyslexics. Some minor traits commonly associated with dyslexics were also reported by students with no learning disabilities and an inclusion support plan for all students was advocated. In-depth interviews of 10 student radiographers revealed six distinct themes of visualising the disability, self-protection, strengths and talents, time, the badge of disability and adjustments and support. Like other healthcare students, some radiography students reported significant difficulties and prejudices and very little structured support in the clinical environment. Despite the Special Educational Needs and Disability Act being in place for several years, the support in clinical departments fell significantly short of that provided in the universities. The dyslexic students took extra responsibility for their own learning and some had developed complex coping strategies to overcome any difficulties. Conclusion: Several inclusive recommendations were developed as a result of this study that could be used to support all students on clinical placement.

Are studies reporting significant results more likely to be published?

Science.gov (United States)

Koletsi, Despina; Karagianni, Anthi; Pandis, Nikolaos; Makou, Margarita; Polychronopoulou, Argy; Eliades, Theodore

2009-11-01

Our objective was to assess the hypothesis that there are variations of the proportion of articles reporting a significant effect, with a higher percentage of those articles published in journals with impact factors. The contents of 5 orthodontic journals (American Journal of Orthodontics and Dentofacial Orthopedics, Angle Orthodontist, European Journal of Orthodontics, Journal of Orthodontics, and Orthodontics and Craniofacial Research), published between 2004 and 2008, were hand-searched. Articles with statistical analysis of data were included in the study and classified into 4 categories: behavior and psychology, biomaterials and biomechanics, diagnostic procedures and treatment, and craniofacial growth, morphology, and genetics. In total, 2622 articles were examined, with 1785 included in the analysis. Univariate and multivariate logistic regression analyses were applied with statistical significance as the dependent variable, and whether the journal had an impact factor, the subject, and the year were the independent predictors. A higher percentage of articles showed significant results relative to those without significant associations (on average, 88% vs 12%) for those journals. Overall, these journals published significantly more studies with significant results, ranging from 75% to 90% (P = 0.02). Multivariate modeling showed that journals with impact factors had a 100% increased probability of publishing a statistically significant result compared with journals with no impact factor (odds ratio [OR], 1.99; 95% CI, 1.19-3.31). Compared with articles on biomaterials and biomechanics, all other subject categories showed lower probabilities of significant results. Nonsignificant findings in behavior and psychology and diagnosis and treatment were 1.8 (OR, 1.75; 95% CI, 1.51-2.67) and 3.5 (OR, 3.50; 95% CI, 2.27-5.37) times more likely to be published, respectively. Journals seem to prefer reporting significant results; this might be because of authors

Using Mini-Reports to Teach Scientific Writing to Biology Students

Science.gov (United States)

Simmons, Alexandria D.; Larios-Sanz, Maia; Amin, Shivas; Rosell, Rosemarie C.

2014-01-01

Anyone who has taught an introductory biology lab has sat at their desk in front of a towering stack of lengthy lab reports and wondered if there was a better way to teach scientific writing. We propose the use of a one-page format that we have called a "mini-report," which we believe better allows students to understand the structure…

Sleep debt and depression in female college students.

Science.gov (United States)

Regestein, Quentin; Natarajan, Viji; Pavlova, Milena; Kawasaki, Susan; Gleason, Ray; Koff, Elissa

2010-03-30

The objective of the study was to evaluate relationships between sleep habits and depressive symptoms. Pilot study data were collected about sleep schedules, related factors and depression in female college students to find whether their sleep schedules correlate with affective symptoms. In the subsequent main study, similar information was collected under more controlled conditions. Depression was measured using the CES-D (Center for Epidemiologic Studies Depression Scale) and HAM-D-3 (modified Hamilton Depression Rating Scale). Response rates were 31.3% of eligible students for the pilot survey and 71.6% for the main study. Both studies showed that about 20% of students reported weekday sleep debts of greater than 2 h and about 28% reported significantly greater sleep debt and had significantly higher depression scores (Pstudents. Melancholic symptoms indicated by high CES-D scores (>24), were observed in 24% of students. Sleep problems explained 13% of the variance for both the CESD scale and the HAM-D-3 scale. Among female college students, those who report a sleep debt of at least 2 h or significant daytime sleepiness have a higher risk of reporting melancholic symptoms than others. Copyright 2008 Elsevier Ltd. All rights reserved.

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Directory of Open Access Journals (Sweden)

Jef C. Verhoeven

2015-12-01

Full Text Available Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories of socialization and technology acceptance we report how we constructed a structural equation model (SEM to explore the variance in the basic ICT skill levels of science students. We also present the results of a test of this model with university bachelor’s science students. Basic ICT skills were measured using a new, elaborate instrument allowing students to rate their skills in detail. Our results show that science students score high on basic ICT skills and that our SEM explains a large part of the variation in the ICT skill levels of these students. The most explanatory power is coming from four variables: the perceived ease of use and the perceived usefulness of a personal computer, the anxiety for using a personal computer, and students’ belief that ICT is necessary for scientific research.

Self-reported drug use among secondary school students in two rapidly developing Nigerian towns.

Science.gov (United States)

Nevadomsky, J

1982-01-01

A 32-item standardized multiple-choice and open-ended questionnaire was completed by nearly 500 male and female secondary school students in two rapidly developing Nigerian towns. About two thirds of the students reported some exposure to alcohol, and about one quarter reported some experience with tobacco. There was much less use of caffeine, methaqualone in combination with diphenhydramine, 2-ethylamino-3-phenylorcamphane in combination with vitamins, chlordiazepoxide, diazepam, cannabis and dexamphetamine. Many students fell into the "past use" category. Parents were extremely disapproving of the use of almost any drug. Many students supported stronger penalties for the use of cannabis. Non-users claimed that drugs were dangerous to health. In addition, religious beliefs were associated with abstinence from drugs.

Sleep and dream habits in a sample of French college students who report no sleep disorders.

Science.gov (United States)

Vallat, Raphael; Eskinazi, Mickael; Nicolas, Alain; Ruby, Perrine

2018-02-06

There is a lack of up-to-date data on sleep and dream habits of college students. To fill in this gap, we used an online questionnaire sent to the student mailing lists of two major universities of Lyon (Lyon 1 and Lyon 2) for the recruitment of an functional magnetic resonance imaging study with sleep disorders as exclusion criteria. In the sample (1,137 French college students, 411 males, mean age = 22.2 ± 2.4 years, body mass index = 22.0 ± 3.2 kg m -2 ), on average, the participants reported spending about 8 hr in bed during weekdays, 9 hr during the weekends, and 90.9% of them reported no difficulty falling asleep. Less than 0.4% of students reported to have sleep-walking episodes regularly, but nearly 7% reported regular sleep-talking episodes. The average dream recall frequency was about 3 mornings per week with a dream in mind. Dream recall frequency was positively correlated with the clarity of dream content and the frequency of lucid dreaming, and was negatively correlated with age. Fourteen percent of the students reported frequent lucid dreams, and 6% reported frequent recurrent dreams. We found a gender effect for several sleep and dream parameters, including dream recall frequency and time in bed, both of which were higher in women than in men. We have also observed differences between academic disciplines, namely humanities students (Lyon 2) reported spending more time in bed than sciences students (Lyon 1). These results confirm a gender difference for several sleep and dream parameters, and suggest a link between academic disciplines and sleep duration. © 2018 European Sleep Research Society.

A Comparative Study of Obsessionality in Medical Students, Law Students, and Controls.

Science.gov (United States)

Harries, Michael D; Kim, Suck Won; Grant, Jon E

2017-09-01

Understanding obsessive-compulsive behavior in medical students and law students is necessary for administrators and educators to properly work with students struggling with obsessionality. We aim to compare the differences in obsessive symptoms between medical students, law students and a control population. A total of 100 third-year medical students, 102 third-year law students and 103 control subjects drawn from the general population completed the Leyton Obsessional Inventory (LOI). Subjects were examined on all three sections (symptoms/traits, resistance and interference) of the LOI. Obsessional symptom scores for medical students (14.29 ± 7.33) and law students (13.65 ± 6.61) were significantly greater than for the control group (11.58 ± 7.45). Medical and law students were both more likely to report checking, order, routine and attention to detail as obsessive symptoms. Medical students were more likely than law students to possess the obsessive symptoms of cleanliness and conscientiousness, while law students were more likely than medical students to possess obsessive symptoms related to difficulty in making up their mind and doubting themselves. While medical students and law students are more obsessional than the control population, each group is more likely to report different obsessive symptoms.

Strategies Reported Used by Instructors to Address Student Alternate Conceptions in Chemical Equilibrium

Science.gov (United States)

Piquette, Jeff S.; Heikkinen, Henry W.

2005-01-01

This study explores general-chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature-based conceptual change methods. Fifty-two…

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 26: The technical communication practices of aerospace engineering students: Results of the phase 3 AIAA National Student Survey

Science.gov (United States)

Pinelli, Thomas E.; Hecht, Laura M.; Barclay, Rebecca O.; Kennedy, John M.

1994-01-01

This report describes similarities and differences between undergraduate and graduate engineering students in the context of two general aspects of the educational experience. First, we explore the extent to which students differ regarding the factors that lead to the choice of becoming an engineer, current satisfaction with that choice, and career-related goals and objectives. Second, we look at the technical communication practices, habits, and training of aerospace engineering students. The reported data were obtained from a survey of student members of the American Institute of Aeronautics and Astronautics (AIAA). The survey was undertaken as a phase 3 activity of the NASA/DoD Aerospace Knowledge Diffusion Research Project. Data are reported for the following categories: student demographics; skill importance, skill training, and skill helpfulness; collaborative writing; computer and information technology use and importance; use of electronic networks; use and importance of libraries and library services; use and importance of information sources and products; use of foreign language technical reports; and foreign language (reading and speaking) skills.

Explaining the significance of participationist approaches for understanding students' knowledge acquisition

DEFF Research Database (Denmark)

Dohn, Nina Bonderup

2016-01-01

an appraisal in the article's second part of a claim inherent to participationist views: It is necessary to adopt a system's view on learning opportunities presented to students in class because of the way positioning, recognition, and identity negotiation influence students' engagement with curricular content...

Are Students' Learning Styles Discipline Specific?

Science.gov (United States)

Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider

2003-01-01

This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…

Sleep hygiene among veterinary medical students.

Science.gov (United States)

Royal, Kenneth D; Hunt, Suzanne A; Borst, Luke B; Gerard, Mathew

2018-01-01

The objective of this study was to better understand veterinary medical students' sleep hygiene and identify the extent to which sleep hygiene behaviors may result in consequences (either positive or negative) for students. A total of 187 doctor of veterinary medicine (DVM) program students at a large College of Veterinary Medicine in the United States. The Epworth Sleep Scale and Daytime Sleepiness Scale were administered to 393 students enrolled in the DVM program. About 55.1% of students reported sleep per night, 28.9% reported having trouble sleeping, and 50.3% reported feeling sleepy all day. With respect to sleep quality, 5.3% described it as excellent, 52.4% as good, 34.2% as fair, and 8.0% as poor. A significant percentage of veterinary medical students exhibit poor sleep hygiene habits that may be detrimental to both their health and academic endeavors.

Promoting integrity of shift report by applying ISBAR principles among nursing students in clinical placement

Directory of Open Access Journals (Sweden)

Pang Weng Ian

2017-01-01

Full Text Available Shift report is an essential method for nursing staff to carry out health care communication. The most important purpose of the shift report is to ensure the safety of patients and to provide continuous care. Nursing students are inadequate of clinical experience and rational organization during patient care. They may not be able to handle the critically ill patients and pass the messages to the following nursing staff. ISBAR (Identify, Situation, Background, Assessment and Recommendation tool is increasingly being utilized as a format for structured shift report communication. In this study, a scale of ISBAR principles is designed to provide students with self-assessment and teachers with evaluation, in a way to improve nursing students’ self-awareness of shift report. Hopefully, with the use of the scale of ISBAR, nursing students are able to complete shift report in systemic integrity and orderliness during clinical placement.

The significance of reporting to the thousandths place: Figuring out the laboratory limitations

Directory of Open Access Journals (Sweden)

Joely A. Straseski

2017-04-01

Full Text Available Objectives: A request to report laboratory values to a specific number of decimal places represents a delicate balance between clinical interpretation of a true analytical change versus laboratory understanding of analytical imprecision and significant figures. Prostate specific antigen (PSA was used as an example to determine if an immunoassay routinely reported to the hundredths decimal place based on significant figure assessment in our laboratory was capable of providing analytically meaningful results when reported to the thousandths places when requested by clinicians. Design and methods: Results of imprecision studies of a representative PSA assay (Roche MODULAR E170 employing two methods of statistical analysis are reported. Sample pools were generated with target values of 0.01 and 0.20 μg/L PSA as determined by the E170. Intra-assay imprecision studies were conducted and the resultant data were analyzed using two independent statistical methods to evaluate reporting limits. Results: These statistical methods indicated reporting results to the thousandths place at the two assessed concentrations was an appropriate reflection of the measurement imprecision for the representative assay. This approach used two independent statistical tests to determine the ability of an analytical system to support a desired reporting level. Importantly, data were generated during a routine intra-assay imprecision study, thus this approach does not require extra data collection by the laboratory. Conclusions: Independent statistical analysis must be used to determine appropriate significant figure limitations for clinically relevant analytes. Establishing these limits is the responsibility of the laboratory and should be determined prior to providing clinical results. Keywords: Significant figures, Imprecision, Prostate cancer, Prostate specific antigen, PSA

Cause-effect analysis on Fukushima accident reports. What did McMaster undergraduate students learn?

International Nuclear Information System (INIS)

Nagasaki, Shinya

2016-01-01

In the ENG PHYS 4ES3 Course “Special Topics in Energy Systems (2014-2015)” in McMaster University, sixteen 4th-year undergraduate students studied the Fukushima accident, discussed the causes of accident and its impacts on the energy systems from the sustainability point of view, made the oral presentation and submitted the reports. In this paper, a cause-effect and causal-loop analysis was applied to the discussion in the reports, the diagram of cause-effect relationship was drawn, and the important problems were extracted from the diagram. It was found that the important problems and the diagram of cause-effect relationship McMaster undergraduate students considered were similar to the essential problems and the diagram Horii pointed out, although Interim Report of the Investigation Committee on the Accident at Fukushima Nuclear Stations of Tokyo Electric Power Company which Horii used was not adopted in the reports submitted by students. (author)

Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia.

Science.gov (United States)

Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh

2015-01-01

This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and academic performance was explained by the studied variables. Hence, efficacious mechanisms should be designed to combat the intervenable determinants of self-reported academic performance, like substance use and a low medical school entrance examination result. Further studies should also be undertaken to gain a better understanding of other unstudied determinants, like personality, learning style, cognitive ability, and the system used for academic evaluation.

Predictors of self-reported academic performance among undergraduate medical students of Hawassa University, Ethiopia

Directory of Open Access Journals (Sweden)

Gedefaw A

2015-04-01

Full Text Available Abel Gedefaw,1 Birkneh Tilahun,2 Anteneh Asefa3 1Department of Gynecology and Obstetrics, 2Department of Pediatrics and Child Health, 3School of Public and Environmental Health, College of Medicine and Health Sciences, Hawassa University, Hawassa, Ethiopia Background: This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. Methods: An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. Results: The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47 and clinical I (mean GPA 2.71 years, respectively. One hundred and fifty-eight (26.7% of the participants had ever been delayed, 37 (6.2% had ever re-sat for examination, and two (0.3% had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95

Forms of Bullying Reported by Middle-School Students in Latin America and the Caribbean

Science.gov (United States)

McClanahan, Molly; McCoy, Stephanie M.; Jacobsen, Kathryn H.

2015-01-01

Nationally representative data from more than 25,000 middle-school students in 15 countries in Latin America and the Caribbean who participated in the Global School-based Student Health Survey (GSHS) between 2004 and 2009 were analyzed. The proportion of students by country who reported being the victim of a bully in the past month ranged from 17%…

Exploring High School Students Beginning Reasoning about Significance Tests with Technology

Science.gov (United States)

García, Víctor N.; Sánchez, Ernesto

2017-01-01

In the present study we analyze how students reason about or make inferences given a particular hypothesis testing problem (without having studied formal methods of statistical inference) when using Fathom. They use Fathom to create an empirical sampling distribution through computer simulation. It is found that most student´s reasoning rely on…

Cross-sectional study of self-reported ADHD symptoms and psychological comorbidity among college students in Chandigarh, India.

Science.gov (United States)

Jhambh, Ishani; Arun, Priti; Garg, Jasmin

2014-01-01

Existence of attention deficit hyperactivity disorder (ADHD) in adults is scantily researched in India. There is dearth of information on prevalence of ADHD in college students worldwide. Further, fewer studies in the past have evaluated the impact of ADHD on the psychological well-being of college students. To study the prevalence of ADHD among college students and psychological problems related to ADHD. Cross-sectional study. A total of 237 students were recruited from various medical, engineering, and commerce and arts colleges of Chandigarh, India. They were administered the Adult ADHD Self Report Scale v1.1(ASRS) and the Wender Utah Rating Scale (WURS) to diagnose adult ADHD. To assess comorbidities; General Health Questionnaire-12 (GHQ); Zung Depression Rating Scale (ZDRS); Rosenberg's Self-Esteem Scale (RSES);and questions on emotional stability, social problems, and substance use (alcohol, tobacco, and cannabis) were administered on all participants. A total of 13 students (5.48%) fulfilled the criteria for adult ADHD. These students experienced significantly higher emotional instability and low self-esteem than those without ADHD (N = 224). The occurrence of psychological problems, depression, social problems, and substance abuse was comparable in students with and without ADHD. ADHD is prevalent among the college students studying in the most competitive institutes as well. Students with ADHD experience higher emotional instability and poor self-esteem than others. It has little effect on their psychological well-being and social adjustment. Prompt detection and management of ADHD in college students may help them deal with these problems effectively.

Cross-sectional study of self-reported ADHD symptoms and psychological comorbidity among college students in Chandigarh, India

Directory of Open Access Journals (Sweden)

Ishani Jhambh

2014-01-01

Full Text Available Background: Existence of attention deficit hyperactivity disorder (ADHD in adults is scantily researched in India. There is dearth of information on prevalence of ADHD in college students worldwide. Further, fewer studies in the past have evaluated the impact of ADHD on the psychological well-being of college students. Aims: To study the prevalence of ADHD among college students and psychological problems related to ADHD. Design: Cross-sectional study. Subjects and Methods: A total of 237 students were recruited from various medical, engineering, and commerce and arts colleges of Chandigarh, India. They were administered the Adult ADHD Self Report Scale v1.1(ASRS and the Wender Utah Rating Scale (WURS to diagnose adult ADHD. To assess comorbidities; General Health Questionnaire-12 (GHQ; Zung Depression Rating Scale (ZDRS; Rosenberg′s Self-Esteem Scale (RSES;and questions on emotional stability, social problems, and substance use (alcohol, tobacco, and cannabis were administered on all participants. Results: A total of 13 students (5.48% fulfilled the criteria for adult ADHD. These students experienced significantly higher emotional instability and low self-esteem than those without ADHD (N = 224. The occurrence of psychological problems, depression, social problems, and substance abuse was comparable in students with and without ADHD. Conclusions: ADHD is prevalent among the college students studying in the most competitive institutes as well. Students with ADHD experience higher emotional instability and poor self-esteem than others. It has little effect on their psychological well-being and social adjustment. Prompt detection and management of ADHD in college students may help them deal with these problems effectively.

[The analysis of the bipolarity features in students of arts and the students of technology].

Science.gov (United States)

Siwek, Marcin; Dudek, Dominika; Arciszewska, Aleksandra; Filar, Dorota; Rybicka, Monika; Cieciora, Anna; Pilecki, Maciej Wojciech

2013-01-01

The aim of the research was to assess the prevalence of the bipolar spectrum features among students of a variety of faculties, by dividing them arbitrarily into 'art' or 'technology' cohorts. 120 subjects were examined, including 57 students of arts, and 63 students of technology. The tools used included a basic socio-demographic questionnaire and the Hirschfeld Mood Disorder Questionnaire (MDQ). The bipolar spectrum features (as identified by the MDQ responses) were significantly more prevalent among the students of arts, as compared to the students of technology (28.2% vs. 4.8%, p students of technology, the students of arts were more likely to: 1) report mood patterns of intermittent 'highs' and 'lows' (49.1% vs. 15.9%, p students of arts indicate a significant association between artistic talents and creativity, and the bipolar spectrum disorders.

How to Write (Even) Better Academic Student Reports and Papers

DEFF Research Database (Denmark)

Prætorius, Thim

2017-01-01

and Content of an Academic Report/Paper covers the seven required parts that make up an academic piece of work. That is, introduction (e.g., setting the hook), theory and/or literature review (e.g., which literature to you draw on and contribute to), methods (how did you study the research question), findings......Writing good academic papers or reports that demonstrate academic rigour is not necessarily easy for university students (or academics for that matter). Common problems include lacking academic rigour when studying the research problem and difficulties in identifying literature and using theo-ry...... students write methods before theory but doing so means you need to operationalize theory before you have introduced it. The second theme, Gen-eral Tips and Tricks, provide rules of thumb (e.g., that you should kill your darlings), writing style and argumentation hints (e.g., use direct voice) and layout...

Suicidal Behavior and Help Seeking among Diverse College Students

Science.gov (United States)

Brownson, Chris; Becker, Martin Swanbrow; Shadick, Richard; Jaggars, Shanna S.; Nitkin-Kaner, Yael

2014-01-01

Suicidal and help-seeking behaviors of students of color remain a significant problem on college campuses. Self-reported suicidal experiences and help-seeking behavior of diverse students are examined on the basis of results from a national survey of college student mental health. The results suggest significant differences in the expression of…

Do self-report measures of social anxiety reflect cultural bias or real difficulties for Asian American college students?

Science.gov (United States)

Ho, Lorinda Y; Lau, Anna S

2011-01-01

Construal of the self as independent or interdependent in relation to others has been found to correlate significantly with social anxiety symptom ratings, raising concerns about possible cultural bias in these measures for Asian Americans. To investigate the validity of self-reported social anxiety symptoms, we examined the role of ethnicity in the associations among social anxiety, self-construal, and adaptive social functioning in a sample of 229 Asian- and European American college students. Results revealed that ethnicity moderated the relationship between self-construal and social anxiety such that interdependent self-construal was associated with higher social anxiety only for first generation Asian Americans. However, there were no significant ethnic differences in the associations between social anxiety self-reports and several measures of social functioning.

The significance test controversy revisited the fiducial Bayesian alternative

CERN Document Server

Lecoutre, Bruno

2014-01-01

The purpose of this book is not only to revisit the “significance test controversy,”but also to provide a conceptually sounder alternative. As such, it presents a Bayesian framework for a new approach to analyzing and interpreting experimental data. It also prepares students and researchers for reporting on experimental results. Normative aspects: The main views of statistical tests are revisited and the philosophies of Fisher, Neyman-Pearson and Jeffrey are discussed in detail. Descriptive aspects: The misuses of Null Hypothesis Significance Tests are reconsidered in light of Jeffreys’ Bayesian conceptions concerning the role of statistical inference in experimental investigations. Prescriptive aspects: The current effect size and confidence interval reporting practices are presented and seriously questioned. Methodological aspects are carefully discussed and fiducial Bayesian methods are proposed as a more suitable alternative for reporting on experimental results. In closing, basic routine procedures...

Insecure attachment and anxiety in student athletes.

Science.gov (United States)

Han, D H; Kim, S M; Zaichkowsky, L

2013-06-01

The main purpose of our research was to examine attachment type and competition anxiety in high school student athletes and general high school students. We recruited 465 student athletes and 543 general students to participate in our study. The Revised Korean version of the Experiences in Close Relationships Scale (K-ECRS) and the Competitive State Anxiety Inventory-2 (CSAI-2) were given to all students. In χ2 tests, athletes showed attachment types in the following order of prevalence: fearful, dismissive, and preoccupied, compared to the fearful, preoccupied, and dismissive order observed in general students. In parametric, independent t-tests, athletes reported significantly higher cognitive anxiety scores, relative to general students. Further, athletes with insecure attachment compared to those with secure attachment reported higher cognitive anxiety scores and self-confidence scores. In both the athletes with insecure attachment and general students with insecure attachment groups, the K-ECRS anxiety subscale was significantly correlated with CSAI-2 total score. In post hoc analysis in the athletes with insecure attachment group, the K-ECRS anxiety subscale was also significantly correlated with the CSAI-2 cognitive anxiety subscale. These results suggest that anxious athletes with an insecure attachment style tend to exaggerate threats from both external and internal sources, which negatively affect their performances.

Creating Significant Learning Experiences across Disciplines

Science.gov (United States)

Levine, Laura E.; Fallahi, Carolyn R.; Nicoll-Senft, Joan M.; Tessier, Jack T.; Watson, Cheryl L.; Wood, Rebecca M.

2008-01-01

The purpose of this study was to use Fink's (2003) taxonomy of significant learning to redesign courses and assess student learning. Significant improvements were found across the semester for students in the six courses, but there were differences in which taxa showed improvement in each course. The meta-analysis showed significant, positive…

Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology.

Science.gov (United States)

Cooper, Katelyn M; Krieg, Anna; Brownell, Sara E

2018-06-01

Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students' academic self-concept; however, this has been unexplored in the context of undergraduate biology. In this study, we explored whether student characteristics can affect academic self-concept in the context of an active learning college physiology course. Using a survey, students self-reported how smart they perceived themselves to be in the context of physiology relative to the whole class and relative to their groupmate, the student with whom they worked most closely in class. Using linear regression, we found that men and native English speakers had significantly higher academic self-concept relative to the whole class compared with women and nonnative English speakers. Using logistic regression, we found that men had significantly higher academic self-concept relative to their groupmate compared with women. Using constant comparison methods, we identified nine factors that students reported influenced how they determined whether they were more or less smart than their groupmate. Finally, we found that students were more likely to report participating more than their groupmate if they had a higher academic self-concept. These findings suggest that student characteristics can influence students' academic self-concept, which in turn may influence their participation in small-group discussion and their academic achievement in active learning classes.

Revising the IDEA Student Ratings of Instruction System 2002-2011 Data. IDEA Technical Report No. 18

Science.gov (United States)

Benton, Stephen L.; Li, Dan; Brown, Ron; Guo, Meixi; Sullivan, Patricia

2015-01-01

This report describes the processes undertaken to revise the IDEA Student Ratings of Instruction (SRI) system. The previous revision occurred in 1999, as described in IDEA Technical Report No. 11, "Revising the IDEA System for Obtaining Student Ratings of Instructors and Courses" (Hoyt, Chen, Pallett, & Gross, 1999). The procedures…

Academic procrastination in college students: the role of self-reported executive function.

Science.gov (United States)

Rabin, Laura A; Fogel, Joshua; Nutter-Upham, Katherine E

2011-03-01

Procrastination, or the intentional delay of due tasks, is a widespread phenomenon in college settings. Because procrastination can negatively impact learning, achievement, academic self-efficacy, and quality of life, research has sought to understand the factors that produce and maintain this troublesome behavior. Procrastination is increasingly viewed as involving failures in self-regulation and volition, processes commonly regarded as executive functions. The present study was the first to investigate subcomponents of self-reported executive functioning associated with academic procrastination in a demographically diverse sample of college students aged 30 years and below (n = 212). We included each of nine aspects of executive functioning in multiple regression models that also included various demographic and medical/psychiatric characteristics, estimated IQ, depression, anxiety, neuroticism, and conscientiousness. The executive function domains of initiation, plan/organize, inhibit, self-monitor, working memory, task monitor, and organization of materials were significant predictors of academic procrastination in addition to increased age and lower conscientiousness. Results enhance understanding of the neuropsychological correlates of procrastination and may lead to practical suggestions or interventions to reduce its harmful effects on students' academic performance and well-being.

A Study of the Significant Factors That Affect the Job Placement Rates of Students Who Have Completed a HERO Program.

Science.gov (United States)

Instructional Development and Evaluation Associates, Inc., Berkeley, MI.

A three-year study examined the significant factors that affect the job placement rates of students completing a Home Economics Related Occupations (HERO) program. Other purposes of the study were to develop and pilot test a model that could be used to determine factors related to student placement in a variety of vocational education programs and…

Sexual Harassment in Academia: Individual Differences in Student Reporting Behaviors.

Science.gov (United States)

Rubin, Linda J.; And Others

1996-01-01

College students (n=182) answered a questionnaire about personal and educational information, and completed the Feminist Attitudes Scale and Rosenberg Self-Esteem Scale. In response to a standardized sexual harassment scenario, participants answered a series of questions about reporting the incident. Discusses findings and offers recommendations.…

A Cross-Cultural Study of Self-Report Depressive Symptoms among College Students.

Science.gov (United States)

Crittenden, Kathleen S.; And Others

1992-01-01

A study of self-report depressive symptoms measured by the Zung Self-Rating Depression Scale was conducted in Korea, the Philippines, Taiwan, and the United States with 953 college students. There are marked differences among countries in symptoms reported. Research designs and measurement strategies for cross-cultural research are discussed. (SLD)

The Healthy College Student

Directory of Open Access Journals (Sweden)

Virginia Adams O’Connell PhD

2014-08-01

Full Text Available Studies on the impact of health behaviors on morbidity often focus on the limited impact of a single behavior or a limited group of behaviors. In this study, we examine college student behaviors and investigate the link of these behaviors with a 2-week illness profile. Through self-reported surveys, we measure acute illness and a general illness burden, a cumulative measure of major and minor ailments. We explore how daily routines correlate with these illness measures. Eighty-four students from a random sample of 90 students attending a small liberal arts school completed the survey for a response rate of 93%. Living arrangements, exercise, sleep patterns, eating preferences and habits, and “social” behaviors were all significantly associated with illness burden. Students living in “singles” and those who got regular exercise and an average of 7 hr of sleep per night reported less illness. Most interesting is the effect of social behaviors. Students who greet others with a handshake reported higher illness rates, as did students who share food and/or drinks. While we can conceptualize why these behaviors would lead to a greater illness burden, students who engaged more frequently in these behaviors also reported being “happier.” In trying to reduce illness among college students, we might suggest less handshaking and food and beverage sharing, but these actions are ways in which college students express and maintain friendships. College administrators are challenged to discover ways to reduce illness while maintaining the positive aspects of local student culture. This study begins to explore some ways to balance health and camaraderie.

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

Science.gov (United States)

Britt, Alexander P.

2015-01-01

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

Educational Research Report: Changes in Students' Levels of Empathy during the Didactic Portion of a Veterinary Program.

Science.gov (United States)

Schoenfeld-Tacher, Regina M; Kogan, Lori R; Meyer-Parsons, Beatrice; Royal, Kenneth D; Shaw, Jane R

2015-01-01

Empathy can be defined as the ability to understand and connect with the emotional state and frame of mind of another. Establishing connections with others is a crucial skill for veterinarians who must earn the trust and compliance of their clients to provide quality care for their patients. This is a longitudinal study using the Davis Interpersonal Reactivity Index (IRI) to assess changes in veterinary students' self-reported empathy as they progressed through the didactic portion of the DVM program at Colorado State University. The IRI consists of four subscales that measure cognitive and affective components of empathy: Perspective Taking, Fantasy, Emphatic Concern, and Personal Distress. Data were collected at three time points, corresponding to the start of the first year, the fourth semester (second year), and the fifth semester (third year). Results showed an overall decline in Perspective Taking scores, with a significant decrease between first and second year. There was an overall increase in students' levels of Personal Distress as they progressed through the program. The significant difference was found between years 1 and 3. This is especially concerning because the enhanced unease in interpersonal interactions coincides with students entering clinical rotations in the third year-the very time when these traits are necessary for quality client and patient care. Veterinary educators are urged to use this information as a basis for investigating novel curricular and programmatic interventions to counteract these changes in student empathy.

The effects of interprofessional education - Self-reported professional competence among prehospital emergency care nursing students on the point of graduation - A cross-sectional study.

Science.gov (United States)

Castrèn, M; Mäkinen, M; Nilsson, J; Lindström, V

2017-05-01

The aim of the study was to investigate whether interprofessional education (IPE) and interprofessional collaboration (IPC) during the educational program had an impact on prehospital emergency care nurses' (PECN) self-reported competence towards the end of the study program. A cross-sectional study using the Nurse Professional Competence (NPC) Scale was conducted. A comparison was made between PECN students from Finland who experienced IPE and IPC in the clinical setting, and PECN students from Sweden with no IPE and a low level of IPC. Forty-one students participated (Finnish n=19, Swedish n=22). The self-reported competence was higher among the Swedish students. A statistically significant difference was found in one competence area; legislation in nursing and safety planning (pprofessional competence was relatively low according to the NPC Scale. Increasing IPC and IPE in combination with offering a higher academic degree may be an option when developing the ambulance service and the study program for PECNs. Copyright © 2017 Elsevier Ltd. All rights reserved.

The repercussions of reporting bullying: some experiences of students at an independent secondary school

OpenAIRE

O'Brien, Niamh; Munn-Giddings, Carol; Moules, Tina

2018-01-01

This article reports on the complex web experienced by young people when making decisions to report bullying in school. The study was conducted in the secondary school of an independent day and boarding school in the East of England. A Participatory Action Research approach was used with student voice and perspective at its core. This study involved five students as co-researchers with the first author to explore the concept of ‘snitching’ about bullying. Data were collected from the wider st...

Relationship between Achievement Goals and Students' Self-Reported Personal and Social Responsibility Behaviors.

Science.gov (United States)

Agbuga, Bulent; Xiang, Ping; McBride, Ron E

2015-04-21

This study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p social responsibility (r = .38, p responsibility behaviors, and b = .41, t(216) = 5.23, p social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

Significant Learning Experiences for English Foreign Language Students (Experiencias significativas para estudiantes de inglés como lengua extranjera)

Science.gov (United States)

Becerra, Luz María; McNulty, Maria

2010-01-01

This action research examines experiences that students in a grade 10 EFL class had with redesigning a grammar-unit into a topic-based unit. Strategies were formulating significant learning goals and objectives, and implementing and reflecting on activities with three dimensions of Dee Fink's (2003) taxonomy of significant learning: the human…

Implementation of a module to promote competency in adverse drug reaction reporting in undergraduate medical students.

Science.gov (United States)

Tripathi, Raakhi Kaliprasad; Jalgaonkar, Sharmila Vinayak; Sarkate, Pankaj V; Rege, Nirmala Narayan

2016-10-01

Underreporting and poor quality of adverse drug reaction (ADR) reports pose a challenge for the Pharmacovigilance Program of India. A module to impart knowledge and skills of ADR reporting to MBBS students was developed and evaluated. The module consisted of (a) e-mailing an ADR narrative and online filling of the "suspected ADR reporting form" (SARF) and (b) a week later, practical on ADR reporting was conducted followed by online filling of SARF postpractical at 1 and 6 months. SARF was an 18-item form with a total score of 36. The module was implemented in the year 2012-2013. Feedback from students and faculty was taken using 15-item prevalidated feedback questionnaires. The module was modified based on the feedback and implemented for the subsequent batch in the year 2013-2014. The evaluation consisted of recording the number of students responding and the scores achieved. A total of 171 students in 2012-2013 batch and 179 in 2013-2014 batch participated. In the 2012-2013 batch, the number of students filling the SARF decreased from basal: 171; 1 month: 122; 6 months: 17. The average scores showed improvement from basal 16.2 (45%) to 26.4 (73%) at 1 month and to 27.3 (76%) at 6 months. For the 2013-2014 batch, the number ( n = 179) remained constant throughout and the average score progressively increased from basal 10.5 (30%) to 27.8 (77%) at 1 month and 30.3 (84%) at 6 months. This module improved the accuracy of filling SARF by students and this subsequently will led to better ADR reporting. Hence, this module can be used to inculcate better ADR reporting practices in budding physicians.

A Cross-Sectional Snapshot of Sleep Quality and Quantity Among US Medical Students.

Science.gov (United States)

Ayala, Erin E; Berry, Rani; Winseman, Jeffrey S; Mason, Hyacinth Rc

2017-10-01

Fatigue is a well-known risk factor for mood disturbances, decreased cognitive acuity, and impaired judgment. Sleep research in medical students typically focuses on sleep quantity, but less is known about the quality of a student's sleep. The purpose of this investigation was to examine the subjective sleep quality and quantity of US medical students and to identify differences in sleep characteristics across demographic groups. Medical students (N = 860) representing 49 medical colleges completed the Medical Outcomes Study Sleep Scale and a demographic questionnaire between December 2015 and March 2016. Although participants reported obtaining nearly 7 h of sleep per night, the majority of students reported indicators of poor sleep quality. First and third year students reported higher rates of sleep-related problems compared to second and fourth year students. First and second year students reported the highest levels of sleep somnolence. Ethnic minority students reported significantly lower levels of sleep adequacy and sleep quantity and significantly higher levels of sleep somnolence than Caucasian students. Impaired sleep quality may contribute to fatigue in medical students even when sleep quantity seems adequate. Students appear to begin medical school with disrupted sleep patterns that may not improve until their final year of study. Education regarding proper sleep habits and the significant role of sleep quality in sustaining healthy sleep is especially important in the early stages of medical education. Minority, first year, and third year students may benefit the most from learning new behaviors that promote sufficient sleep quality during periods of sustained stress.

What Drives Students of Vocational Training Program? An Investigation on the Significance of Foreign Language Acquisition

Directory of Open Access Journals (Sweden)

Irina M. Solodkova

2017-12-01

Full Text Available The paper dwells on the distinguishing the motives that drive students of vocational training program in terms of foreign language acquisition being the main component of future employment success. In fast-changing world which is teemed with new challenges and career patterns foreign language acquisition is viewed as a foremost aspects of promotion. The aim of the current study was to identify the main motives that drive students of vocational training program for foreign language acquisition and later equip higher education authorities and teaching staff with the data to improve language education complying with the students’ requirements. To find out internal and external motives of the students enrolled to the program at The Educational Center for Professional Communicative Training of Kazan Federal University a questionnaire survey was organized. The results of the research identify that there are differences in students’ priorities of external and internal motives and there is a prevalence of the internal ones. It is accounted for by the fact that students of the program realize the significance of foreign language acquisition for their personal needs and future professional activity. But practically all of them emphasized the same personal and interpersonal factors of internal motivation. The obtained findings will be exploited as recommendations in designing the syllabus and will be of great help in choosing the appropriate forms and techniques in carrying out the course.

Depressive Symptoms among Fourth Form Students in St. Kitts and Nevis High Schools

Directory of Open Access Journals (Sweden)

Gillian A. Lowe

2009-01-01

Full Text Available There has been limited research on depressive symptoms among high school students in St. Kitts and Nevis. This project examines levels of depressive symptoms among fourth form (grade 10 students attending all high schools in St. Kitts and Nevis. Students enrolled in the fourth form during the 2006/2007 academic year in all high schools were administered the Beck Depression Inventory II (BDI-II. A near census of the students was conducted (n = 744 students; 50.4% females, 47.6% males, and 2% no gender reported; age 13–19 years, mean = 15.5 ± 0.8 years. Six in every ten students (62.1% reported some symptoms of depression, with 14.8% reporting moderate to severe and 9.7% reporting severe symptoms of depression. Females reported significantly higher BDI-II scores (t(727 = 7.11, p < 0.01 with 70% of females reporting some level of depressive symptoms compared with 52% of their male counterparts (X2(1 = 24.6, p < 0.05. Additionally, 34% of females were in the moderate to severe or severe range of depressive symptoms, while 15% of males were in the same range. Students who were older than expected for their grade (i.e., 17 years or older reported significantly higher BDI-II scores (F(2,740 = 2.88, p < 0.05 than students who were younger or at the expected age (i.e., 14–16 years. Students whose mothers had a high school or postsecondary education reported significantly lower levels of depressive symptoms than students whose mothers had less than a high school education (F(3, 637, = 4.23, p < 0.05. Symptoms of depression among fourth form students in St. Kitts and Nevis are a prevalent problem that is influenced by students’ age, gender, and social class as indicated by maternal education.

Violence in public schools and health promotion: reports and dialogues with students and teachers

Directory of Open Access Journals (Sweden)

Kátia Ovídia José de Souza

2012-03-01

Full Text Available Objective: To analyze perceptions about the interaction between health and environment, from the reports and conversations with teenagers and teachers from two public schools in Rio de Janeiro, Brazil, on violence and health promotion. Methods: Descriptive and qualitative study, conducted from February to June 2009, involving 153 students of two public schools in Rio de Janeiro and 17 teachers. Data collection among students was carried out by means of participant observation with notes in a field diary, a semi-structured questionnaire and focus groups. Among teachers, participant observation with notes in a field diary and study groupwere adopted. A thematic analysis was performed, seeking to establish units of meaning. Results: The reports of the students presented discussions on three forms of violence: urban, school and sexual violence within the family. About urban violence, the students highlighted the issue of lack of public safety, especially in their entertainment area. School violence has been characterized as: a violence in school (physical and psychological violenceamong students, bullying and against school property; b violence of the school (through derogatory comments of teachers on students; c violence against the school (devaluation of the teacher and the outcomes of school violence on teacher’s health. Students alsocommented on sexual violence within the family, the teenager as a victim or the perpetrator towards a family member. Conclusions: Violence coping strategies should be established as a health promotion measure for students, teachers and families.

Career development and personal success profile of students - followers and students - potential future leaders: The case of RIT Croatia

Directory of Open Access Journals (Sweden)

Jasminka Samardžija

2017-01-01

Full Text Available This study examines the differences among students in terms of self-reported leadership characteristics. It was conducted among all three programs and four generations of undergraduates at RIT Croatia. The goal of this study is to determine the differences among students who report being more and less leadership prone (Potential Future Leaders and Followers, respectively with regard to demographic characteristics, reported self reliance socialization pattern, college level and program choice, career focus attainment and development, and reported attitudes regarding the importance of specific personality traits in leadership, the importance of specific career development factors and success indicators. Research showed that generation and college program are not related to student reported leadership proneness, suggesting that college education’s impact on leadership traits is not significant. Only one socio-demographic factor considered was significantly different between clusters; namely, the respondents who had moved once were significantly more represented in the Potential Future Leaders cluster, suggesting that study-abroad programs might play a role in leadership development. In terms of ranking career development factors, success indicators, the importance of emotional stability and openness to experience as a specific leadership trait, Potential Future Leaders reported higher scores in comparison with Followers cluster, potentially resulting from their forwardlooking, goal-oriented attitude.

Improving Students' Report Writing Quality in an EAP Context: Group versus Individual

Science.gov (United States)

Ali, Holi Ibrahim Holi

2012-01-01

This paper looks into report writing quality on both individual and group bases in an EAP context. A total of 100 EFL students at post foundation level in a University College in Oman, and 15 EFL teachers were selected randomly. Questionnaires were administered to investigate their perceptions and experiences with report writing quality on…

Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

Science.gov (United States)

Johnson, Kaprea; Hannon, Michael D.

2014-01-01

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…

Self-reported confidence in patient safety knowledge among Australian undergraduate nursing students: A multi-site cross-sectional survey study.

Science.gov (United States)

Usher, Kim; Woods, Cindy; Parmenter, Glenda; Hutchinson, Marie; Mannix, Judy; Power, Tamara; Chaboyer, Wendy; Latimer, Sharon; Mills, Jane; Siegloff, Lesley; Jackson, Debra

2017-06-01

, Understanding that reporting adverse events and close calls can lead to change and can reduce recurrence of events, was rated significantly higher by third year students than first and second year students. In order are to achieve meaningful improvements in patient safety, and create harm free environments for patients, it is crucial that nursing students develop confidence communicating with others to improve patient safety, particularly in the areas of challenging poor practice, and recognising, responding to and disclosing adverse events, including errors and near misses. Copyright © 2017 Elsevier Ltd. All rights reserved.

Self-reported driving under the influence of alcohol and cannabis among Ontario students: Associations with graduated licensing, risk taking, and substance abuse.

Science.gov (United States)

Cook, Steven; Shank, Danielle; Bruno, Tara; Turner, Nigel E; Mann, Robert E

2017-07-04

This article describes the patterns of self-reported driving under the influence of alcohol (DUIA) and driving under the influence of cannabis (DUIC) among licensed Ontario students in 2009 and examines their associations with graduated licensing, risk taking, and substance use problems for understanding DUIA and DUIC behaviors. Ontario's graduated licensing system requires new drivers to hold a G1 license for a minimum of 8 months and a G2 license for a minimum of 12 months before a full and unrestricted G license can be obtained. Among other restrictions, G1 drivers must maintain a 0 blood alcohol content (BAC), have an experienced driver in the passenger seat, not drive on any high-speed expressways, and not drive between the hours of midnight and 5 a.m. A G2 license is more similar to a G license, with fewer restrictions. This study analyzed data from the 2009 Ontario Student Drug Use and Health Survey (OSDUHS). The OSDUHS is a biennial population-based survey of students (grades 7 to 12) in Ontario, Canada. The results showed that 16.3% of licensed students in Ontario reported DUIC and 11.5% reported DUIA during the past year. After controlling for the effect of age, type of license emerged as a robust predictor for both DUIA and DUIC behavior, because students with a G2 and full license were significantly more likely to report DUIA and DUIC than drivers with a G1 license. Multivariate analyses suggested that risk-seeking behaviors were more important for understanding DUIA behavior than for DUIC behavior. Elevated problem indicators for alcohol and for cannabis were associated with DUIA and DUIC, respectively. Though much attention has been paid to drinking and driving among adolescents, this research shows that more Ontario students now report driving after cannabis use than after drinking alcohol. The results identify important correlates of both behaviors that may be useful for prevention purposes.

Users and non-users of web-based health advice service among Finnish university students – chronic conditions and self-reported health status (a cross-sectional study

Directory of Open Access Journals (Sweden)

Castrén Johanna

2008-01-01

Full Text Available Abstract Background The Internet is increasingly used by citizens as source of health information. Young, highly educated adults use the Internet frequently to search for health-related information. Our study explores whether reported chronic conditions or self-reported health status differed among Finnish university students using the Finnish Student Health Services web-based health advice service compared with those not using the service. Methods Cross-sectional study performed by a national postal survey in 2004. Material: A random sample (n = 5 030 of a population of 101 805 undergraduate Finnish university students aged 19–35. The response rate: 63% (n = 3 153. Main outcome measures: Proportion of university students reporting use a of web-based health advice service, diagnosed chronic conditions, and self-reported health status of users and non-users of a web-based health advice service. Statistical methods: Data were presented with frequency distributions and cross-tabulations and the χ2 test was used. Results 12% (n = 370 of Finnish undergraduate students had used the web-based health advice service and were identified as 'users'. The proportion of male students reporting allergic rhinitis or conjunctivitis was greater among users than non-users (24%, n = 22 vs. 15%, n = 154, χ2, P = .03. The proportion of female students reporting chronic mental health problems was greater among users than non-users (12%, n = 34 vs. 8%, n = 140, χ2, P = .03. There was no statistical significance between the group differences of male or female users and non-users in self-reported health status (good or fairly good, average, rather poor or poor. Conclusion Among young, highly educated adults the use of a web-based health advice service is not associated with self-reported health status. However, a web-based health advice service could offer support for managing several specific chronic conditions. More research data is needed to evaluate the role of

DEVELOPMENT OF CRITERIA FOR EVALUATION OF THE FORMATION OF PROFESSIONALLY SIGNIFICANT LEADERSHIP QUALITIES AMONG STUDENTS OF PEDAGOGICAL COLLEGE

Directory of Open Access Journals (Sweden)

N. V. Kubarkova

2016-01-01

Full Text Available The aim of the article is to give a theoretical justification of the criteria, indicators and measuring instruments for diagnostics of professionally significant leadership qualities of a teacher.Methods. Research material is presented from positions of the system and activity approaches. The first one allowed to develop the structure of professionally significant leadership qualities of a teacher, which includes twelve individual abilities and traits. The second one, abilities and individual features, their manifestation and development are considered from the standpoint of systemogenesis of professional activity. From these positions defined criteria basis for the diagnosis of professionally significant leadership qualities of a teacher. Methods of content analysis and content-logical intersections are used while defining the concept of «professionally significant leadership qualities of a teacher» and elaboration of its component composition. The method of concept analysis is used to determine criteria and indicators for diagnostics of professionally significant leadership qualities of a teacher.Results. The criteria and indicators, diagnostic tools for the detection of the formation of professionally significant leadership qualities of students of pedagogical college; the characteristic of used methods are given. Scientific novelty. The article provides a definition of the concept «professionally significant qualities of leadership of the teacher» is defined by the author; essence of such qualities is revealed.Practical significance. Described in this article approaches to definition of criteria and indicators may be of interest to researchers, graduate students, undergraduates. Listed diagnostic tools can be used in the performance appraisal of teachers for evaluating their leadership qualities.

r dr r: Engaging Students with Significant Mathematical Content from The Simpsons

Science.gov (United States)

Greenwald, Sarah J.; Nestler, Andrew

2004-01-01

"The Simpsons" is an ideal source of fun ways to introduce important mathematical concepts, motivate students, and reduce math anxiety. We discuss examples from "The Simpsons" related to calculus, geometry, and number theory that we have incorporated into the classroom. We explore student reactions and educational benefits and difficulties…

Family meal traditions. Comparing reported childhood food habits to current food habits among university students.

Science.gov (United States)

De Backer, Charlotte J S

2013-10-01

The aim of this study is to investigate if reported childhood food habits predict the food habits of students at present. Questions addressed are: does the memory of childhood family meals promote commensality among students? Does the memory of (grand)parents' cooking influence students' cooking? And, is there still a gender difference in passing on everyday cooking skills? Using a cross-sectional survey, 104 students were asked about their current eating and cooking habits, and their eating habits and the cooking behavior of their (grand)parents during their childhood. Results show that frequencies in reported childhood family meals predict frequencies of students' commensality at present. The effects appear for breakfast and dinner, and stay within the same meal: recalled childhood family breakfasts predict current breakfast commensality, recalled childhood family dinners predict current dinner commensality. In terms of recalled cookery of (grand)parents and the use of family recipes a matrilineal dominance can be observed. Mothers are most influential, and maternal grandmothers outscore paternal grandmothers. Yet, fathers' childhood cooking did not pass unnoticed either. They seem to influence male students' cookery. Overall, in a life-stage of transgression students appear to maintain recalled childhood food rituals. Suggestions are discussed to further validate these results. Copyright © 2013 Elsevier Ltd. All rights reserved.

Predictors of students' self-reported adoption of a smartphone application for medical education in general practice.

Science.gov (United States)

Sandholzer, Maximilian; Deutsch, Tobias; Frese, Thomas; Winter, Alfred

2015-05-21

Smartphones and related applications are increasingly gaining relevance in the healthcare domain. We previously assessed the demands and preferences of medical students towards an application accompanying them during a course on general practice. The current study aims to elucidate the factors associated with adoption of such a technology. Therefore we provided students with a prototype of an application specifically related to their studies in general practice. A total estimation among students participating in a general practice examination at the Leipzig Medical School was conducted in May 2014. Students were asked to answer a structured self-designed questionnaire. Univariable comparisons were made to identify significant differences between those students who reported to have used the application frequently and those who did not. Multivariable binary logistic regression was used to reveal independent predictors of frequent application usage. The response rate was 99.3 % (n = 305/307). The majority (59 %, n = 180/305) were female students. The mean age was 24.5 years and 79.9 % (n = 243/304) owned a smartphone or tablet computer. Regarding the usage of the provided application, 2.3 % (n = 7/303) did not use the app while 68.0 % (n = 206/303) replied to have used it more than five times. Frequent users significantly differed from non-frequent users with regard to being female rather than male, higher mobile device ownership, more frequent exchange about obtaining the course certificate, higher personal interest in new technologies, larger enjoyment of the technology, lower intention to not use smartphone applications in the future, better opinion towards smartphone applications for the profession of a doctor, higher perceived importance of medical applications on the job, higher compatibility of smartphone applications with personal work style, higher perceived relevance of university support and personal benefit of use. Multivariable

Stress and symptoms of depression among medical students at the University of Copenhagen

DEFF Research Database (Denmark)

Haldorsen, Hilde; Hasle Bak, Nanna; Dissing, Agnete

2014-01-01

This article aims to assess the levels of stress and symptoms of depression among Danish medical students, as well as explore the effect of social support on psychological distress. The results are based on numbers from the follow-up study 'From Student to Graduate' (j.nr 2006-41-6876). Materials......: 30.5% of the students reported depressive symptoms. Stress frequency measured a mean of 2.26 (SD = 1.35). The mean for stress perception was 2.85 (SD = 1.30). Women reported higher levels of stress and depression compared to male medical students, but the differences were not significant (p > 0.......05). Only the dimensions of stress and coping alone were significantly associated with reporting symptoms of depression (p Students coping alone had a two times higher odds ratio for reporting depressive symptoms. Conclusions: Nearly one third of the participants reported feeling depressed. Stress...

The preparation of reports of a significant event at a uranium processing or uranium handling facility

International Nuclear Information System (INIS)

1988-08-01

Licenses to operate uranium processing or uranium handling facilities require that certain events be reported to the Atomic Energy Control Board (AECB) and to other regulatory authorities. Reports of a significant event describe unusual events which had or could have had a significant impact on the safety of facility operations, the worker, the public or on the environment. The purpose of this guide is to suggest an acceptable method of reporting a significant event to the AECB and to describe the information that should be included. The reports of a significant event are made available to the public in accordance with the provisions of the Access to Information Act and the AECB's policy on public access to licensing information

Summer Student Report - Project Kryolize

CERN Document Server

Drozdowski, Pawel

2016-01-01

The purpose of this document is to describe the work and results obtained by the author during his summer student internship at CERN. The author of this document was attached to the project Kryolize as a software developer, overtaking the job from a recently departed technical student.

Association between Self-Reported Academic Performance and Risky Sexual Behavior among Ugandan University Students- A Cross Sectional Study

OpenAIRE

Mehra, Devika; Kyagaba, Emmanuel; ?stergren, Per-Olof; Agardh, Anette

2014-01-01

Little is known about the association between self-reported academic performance and risky sexual behaviors and if this differs by gender, among university students. Academic performance can create psychological pressure in young students. Poor academic performance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academic performance and risky sexual behaviors, and whether gende...

Yoga & Cancer Interventions: A Review of the Clinical Significance of Patient Reported Outcomes for Cancer Survivors

Directory of Open Access Journals (Sweden)

S. Nicole Culos-Reed

2012-01-01

Full Text Available Limited research suggests yoga may be a viable gentle physical activity option with a variety of health-related quality of life, psychosocial and symptom management benefits. The purpose of this review was to determine the clinical significance of patient-reported outcomes from yoga interventions conducted with cancer survivors. A total of 25 published yoga intervention studies for cancer survivors from 2004–2011 had patient-reported outcomes, including quality of life, psychosocial or symptom measures. Thirteen of these studies met the necessary criteria to assess clinical significance. Clinical significance for each of the outcomes of interest was examined based on 1 standard error of the measurement, 0.5 standard deviation, and relative comparative effect sizes and their respective confidence intervals. This review describes in detail these patient-reported outcomes, how they were obtained, their relative clinical significance and implications for both clinical and research settings. Overall, clinically significant changes in patient-reported outcomes suggest that yoga interventions hold promise for improving cancer survivors' well-being. This research overview provides new directions for examining how clinical significance can provide a unique context for describing changes in patient-reported outcomes from yoga interventions. Researchers are encouraged to employ indices of clinical significance in the interpretation and discussion of results from yoga studies.

Understanding the bullying dynamic among students in special and general education.

Science.gov (United States)

Swearer, Susan M; Wang, Cixin; Maag, John W; Siebecker, Amanda B; Frerichs, Lynae J

2012-08-01

Students in general and special education experience bullying. However, few empirical investigations have examined involvement in bullying along the bully/victim continuum (i.e., as a bully, victim, or bully-victim) among students with disabilities. A total of 816 students, ages 9 to 16, participated in the present study. From this total sample 686 were not receiving special education services (categorized as "no disability"), and 130 were receiving special education services (categorized as "observable disability," "non-observable disability," and "behavioral disability"). Data on students' involvement in bullying, office referrals, and prosocial behavior were collected. Results indicated that students with behavioral disorders and those with observable disabilities reported bullying others more and being victimized more than their general education counterparts. Students with behavioral disorders also had significantly more office referrals than students in general education. Seventh graders in general education reported more bullying behavior than sixth graders and ninth grades in general education. Fifth graders in general education reported more victimization than students in all other grades in general education. However, the grade differences were not significant for students in special education. No gender differences on bullying and victimization were found. Students with disabilities reported less engagement in prosocial behaviors than their general education peers. Implications for bullying prevention and intervention across both general and special education are discussed. Copyright © 2012. Published by Elsevier Ltd.

The Changing Profile of College Students. ERIC/Higher Education Research Report No. 10, 1973.

Science.gov (United States)

Fenske, Robert H.; Scott, Craig S.

This report reviews recent literature concerning enrollment trends in higher education and also presents the results of a recently completed extensive survey of student characteristics. In general, there is a declining rate of enrollment, while at the same time diversity among students is on the increase. This study should be of value to those…

Low-SES Students and College Outcomes: The Role of AP® Fee Reductions. Research Report No. 2011-9

Science.gov (United States)

Wyatt, Jeffrey N.; Mattern, Krista D.

2011-01-01

The College Board offers fee reductions to students based on eligibility for free and reduced-price lunch in an attempt to introduce the benefits of AP® Exam participation to students most at risk in the education system. This report examined college outcomes of low-SES students with a focused investigation comparing students who took an AP Exam…

Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

Science.gov (United States)

Rothman, Terri; Henderson, Mary

2011-01-01

This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

Peer victimization and subjective health among students reporting disability or chronic illness in 11 Western countries

DEFF Research Database (Denmark)

Sentenac, Mariane; Gavin, Aoife; Nic Gabhainn, Saoirse

2013-01-01

BACKGROUND: To compare the strength of the association between peer victimization at school and subjective health according to the disability or chronic illness (D/CI) status of students across countries. METHODS: This study used data from 55 030 students aged 11, 13 and 15 years from 11 countries...... reporting D/CI were more likely to report being victims of bullying. Victims of bullying reported more negative subjective health outcomes regardless of their D/CI status. Although inclusive education is currently a major topic of educational policies in most countries, additional efforts should be made...

Students come to medical schools prepared to cheat: a multi-campus investigation.

Science.gov (United States)

Kukolja Taradi, Sunčana; Taradi, Milan; Knežević, Tin; Đogaš, Zoran

2010-11-01

To investigate high school cheating experiences and attitudes towards academic misconduct of freshmen at all four medical schools in Croatia, as a post-communist country in transition, with intention of raising awareness of academic (dis)honesty. Students were given an anonymous questionnaire containing 22 questions on the atmosphere of integrity at their high school, self-reported educational dishonesty, their evaluation of cheating behaviour, and on their expectations about the atmosphere of integrity at their university. All schools of medicine of Croatian universities (Zagreb, Rijeka, Split and Osijek). Descriptive statistics and differences in students' self-reported educational dishonesty, perception of cheating behaviour, and perception of the high school integrity atmosphere. Of the 761 freshmen attending the four medical schools, 508 (67%) completed the questionnaire: 481 Croatian and 27 international students. Of the Croatian respondents, almost all (>99%) self-reported engaging in at least one behaviour of educational dishonesty, and 78% of respondents admitted to having frequently cheated in at least one form of assessed academic misconduct. Only three students admitted to having reported another student for cheating. For most of the questions, there was no significant difference in the responses among Croatian students. However, significant differences were found in most responses between Croatian students and their international counterparts, who were significantly less likely to engage in dishonest behaviours. No individual factor was found to correlate with the incidence of self-admitted dishonest behaviour. Frequent cheaters evaluated academic dishonesty significantly more leniently than those who did not cheat. Academic dishonesty of university students does not begin in higher education; students come to medical schools ready to cheat.

Nursing Student Teachers' experiences during teaching practice:

African Journals Online (AJOL)

Mary

STUDENTS: A COMPARISON BETWEEN DIRECT ENTRY ... clinical decision making in nursing practice using a mixed research design. ... Quantitative analysis revealed significant (**p<0.001) chi square rejecting the null .... that many students during this exercise report .... face opportunity to give the consent letters. A.

The Pattern of Mobile Phone Use and Prevalence of Self-Reported Symptoms in Elementary and Junior High School Students in Shiraz, Iran

Science.gov (United States)

Mortazavi, Seyed Mohammad Javad; Atefi, Mohammad; Kholghi, Fatemeh

2011-01-01

Background: The use of mobile phone by children is increasing drastically. Children are likely to accumulate many years of exposure during their lives. Furthermore, as nervous systems in children are developing, children may be at a greater risk compared to adults. In this light, some scientists have suggested that the use of mobile phones should be restricted in high-risk groups such as children. This study is an attempt to explore the pattern of mobile phone use and its health effects among students from the city of Shiraz, Iran. Methods: A total of 469 (235 males and 234 females; 250 elementary and 219 junior high school) healthy students participated in this study. The students were randomly selected from three different educational districts of the city. For each student, a questionnaire regarding the possible sources of exposure to electromagnetic fields or microwave radiation, specially the pattern of mobile phone use, medical history and life style was filled out by interviewers. Results: Only 31.42% of the students used to use mobile phones. The average daily time of using mobile phones in talk mode was 7.08±21.42 minutes. Not only the relative frequency of mobile phone ownership in boys was significantly more than the girls, but also the boys used their mobile phones more frequently. Statistically significant associations were found between the time mobile phones were used in talk mode and some symptoms. Furthermore, a statistically significant association was found between the time mobile phones were used in talk mode and the number of headaches per month, number of vertigo per month, or number of sleeping problem per month. Conclusion: Results obtained in this study show that a large proportion of children in the city of Shiraz use mobile phones. A significant increase was found in some self-reported symptoms among users of mobile phones. These findings are in line with what is widely believed regarding the higher vulnerability of children to exhibit

The pattern of mobile phone use and prevalence of self-reported symptoms in elementary and junior high school students in shiraz, iran.

Science.gov (United States)

Mortazavi, Seyed Mohammad Javad; Atefi, Mohammad; Kholghi, Fatemeh

2011-06-01

The use of mobile phone by children is increasing drastically. Children are likely to accumulate many years of exposure during their lives. Furthermore, as nervous systems in children are developing, children may be at a greater risk compared to adults. In this light, some scientists have suggested that the use of mobile phones should be restricted in high-risk groups such as children. This study is an attempt to explore the pattern of mobile phone use and its health effects among students from the city of Shiraz, Iran. A total of 469 (235 males and 234 females; 250 elementary and 219 junior high school) healthy students participated in this study. The students were randomly selected from three different educational districts of the city. For each student, a questionnaire regarding the possible sources of exposure to electromagnetic fields or microwave radiation, specially the pattern of mobile phone use, medical history and life style was filled out by interviewers. Only 31.42% of the students used to use mobile phones. The average daily time of using mobile phones in talk mode was 7.08±21.42 minutes. Not only the relative frequency of mobile phone ownership in boys was significantly more than the girls, but also the boys used their mobile phones more frequently. Statistically significant associations were found between the time mobile phones were used in talk mode and some symptoms. Furthermore, a statistically significant association was found between the time mobile phones were used in talk mode and the number of headaches per month, number of vertigo per month, or number of sleeping problem per month. RESULTS obtained in this study show that a large proportion of children in the city of Shiraz use mobile phones. A significant increase was found in some self-reported symptoms among users of mobile phones. These findings are in line with what is widely believed regarding the higher vulnerability of children to exhibit symptoms from using mobile phones. The

The Pattern of Mobile Phone Use and Prevalence of Self-Reported Symptoms in Elementary and Junior High School Students in Shiraz, Iran

Directory of Open Access Journals (Sweden)

Seyed Mohammad Javad Mortazavi

2011-06-01

Full Text Available Background: The use of mobile phone by children is increasing drastically. Children are likely to accumulate many years of exposure during their lives. Furthermore, as nervous systems in children are developing, children may be at a greater risk compared to adults. In this light, some scientists have suggested that the use of mobile phones should be restricted in high-risk groups such as children. This study is an attempt to explore the pattern of mobile phone use and its health effects among students from the city of Shiraz, Iran. Methods: A total of 469 (235 males and 234 females; 250 elementary and 219 junior high school healthy students participated in this study. The students were randomly selected from three different educational districts of the city. For each student, a questionnaire regarding the possible sources of exposure to electromagnetic fields or microwave radiation, specially the pattern of mobile phone use, medical history and life style was filled out by interviewers. Results: Only 31.42% of the students used to use mobile phones. The average daily time of using mobile phones in talk mode was 7.08±21.42 minutes. Not only the relative frequency of mobile phone ownership in boys was significantly more than the girls, but also the boys used their mobile phones more frequently. Statistically significant associations were found between the time mobile phones were used in talk mode and some symptoms. Furthermore, a statistically significant association was found between the time mobile phones were used in talk mode and the number of headaches per month, number of vertigo per month, or number of sleeping problem per month. Conclusion: Results obtained in this study show that a large proportion of children in the city of Shiraz use mobile phones. A significant increase was found in some self-reported symptoms among users of mobile phones. These findings are in line with what is widely believed regarding the higher vulnerability of

The IDEA Assessment Tool: Assessing the Reporting, Diagnostic Reasoning, and Decision-Making Skills Demonstrated in Medical Students' Hospital Admission Notes.

Science.gov (United States)

Baker, Elizabeth A; Ledford, Cynthia H; Fogg, Louis; Way, David P; Park, Yoon Soo

2015-01-01

(intraclass correlations [ICCs] = .29-.67). There was moderate reliability for all three skill domains, including reporting skills (ICC = .53), diagnostic reasoning skills (ICC = .64), and decision-making skills (ICC = .63). Fourth, there was a significant correlation between IDEA rating scores (2010-2013) and final Internal Medicine clerkship grades (r = .24), 95% confidence interval (CI) [.15, .33]. The IDEA assessment tool is a novel tool with validity evidence to support its use in the assessment of students' reporting, diagnostic reasoning, and decision-making skills. The moderate reliability achieved supports formative or lower stakes summative uses rather than high-stakes summative judgments.

Injuries, Violence, and Bullying Among Middle School Students in Oman

Directory of Open Access Journals (Sweden)

Richard P. Peyton

2017-03-01

Full Text Available Objectives: Injuries account for a substantial proportion of the burden of disease in adolescents globally. This paper describes injury rates and associated exposures, and risk behaviors in Oman’s 2010 Global School-based Student Health Survey (GSHS. Methods: This study used complex samples analysis to examine nationally-representative data from 1 606 students in grades eight, nine, and 10 who participated in the 2010 Oman GSHS. Results: In total, 34.0% of the students reported having at least one injury in the past year that caused at least one full day abscence from usual activities or required medical treatment. The most common injury type reported was a broken bone or dislocated joint. The most common injury cause was falling. Additionally, 38.4% of the students reported being bullied in the past month, 38.8% reported being physically attacked in the past year, and 47.6% reported being in physical fights. Both injured boys and girls reported experiencing significantly more bullying, fights, and attacks (odds ratio > 2 than their non-injured classmates, even though only 9.6% of injured students reported that their most serious injury in the past year was the result of an assault, and students reporting assaults did not have significantly higher odds of exposure to these types of peer violence. More than half of the bullied students reported that the most frequent type of peer victimization they experienced was being made fun of with sexual jokes, comments, or gestures. Sexual bullying was the most common type of bullying reported by girls and boys. Conclusions: Promoting healthier peer relationships may help to reduce injuries in this age group as well as reducing the harmful effects of bullying.

Cyberbullying among primary school students in Turkey: self-reported prevalence and associations with home and school life.

Science.gov (United States)

Arslan, Sevda; Savaser, Sevim; Hallett, Victoria; Balci, Serap

2012-10-01

The current study examined the self-reported prevalence and nature of cyberbullying and victimization among second, third, and fourth grade students (N=372) and explored associated features of home and school life. Of the children in the current sample, 27 percent had been victims of cyberbullying, 18 percent had been aggressors, and 15 percent had been both cyberbullies and victims. Boys were significantly more likely to carry out cyberbullying than girls. Cyberbullying exposure (as both a bully and a victim) was significantly associated with low levels of self-reported school satisfaction (bullies odds ratio [OR]: 2.45; victims OR: 2.10; p<0.05) and achievement (bullies OR: 3.85; victims OR: 3.47, p<0.05). Paternal unemployment was also associated with a three-fold increase in the likelihood of being a cyberbully. Increased awareness and regulation is now required within schools and within the home to tackle this escalating problem.

CERN Summer Student Programme 2017 Report

CERN Document Server

Mari, Tomoo

2017-01-01

This report describes the work done during my CERN Summer Student Programme 2017. A set-up has been implemented to perform studies on possible aging effects caused by different materials and eventually to validate new components for future application at the LHC gas systems. The effects are studied with a Single Wire Proportional Chamber (SWPC), which is very sensitive to pollutants and gas mixture variations. In particular, we evaluate a new flow-meter (OMRON MEMS Mass Flow Sensor) and the effect of plastic pipe on detector gain and O$_2$ and H$_2$O variations. with Single Wire Proportional Chamber (SWPC). Chapter 1 describes the characterization of the SWPC. Chapter 2 focuses on the evaluation test of the flow-meter while Chapter shows the effects of the addition of a plastic pipe in the set-up.

Eating habits, food and health related attitudes and beliefs reported by French students.

Science.gov (United States)

Monneuse, M O; Bellisle, F; Koppert, G

1997-01-01

To assess eating habits and some food related behaviours, beliefs and knowledge in educated young French adults. A standardized questionnaire administered in university classes. University or 'Grandes Ecoles' of Paris and Dijon. 660 male and female French students. International survey; questionnaire composed of three major sections: (1) Health-related attitudes such as substances used, dieting, health practices; (2) Beliefs concerning behaviour and health, including eating habits; (3) Knowledge, namely relevance of factors to diseases such as cancer or cardiovascular diseases. Gender, self-perception of body size, BMI and attempts to lose weight affected a number of behaviours. Average BMI corresponded to standard values. 'Healthy' behaviours were often reported such as: avoiding fat and cholesterol, efforts to eat fruit and fiber. The French students showed a low frequency of snacking and a high regularity in having breakfast, especially respondents with lower BMI (females eating factors in cardiovascular diseases was observed. The meal and snack pattern in French students is very close to the traditional model. More food- and health-related behaviours and attitudes are reported by women than men. Some of them could be due to a genuine motivation for prevention and health in females or else to a greater wish to be thin. 'Desire to lose weight' is often reported although BMI values are normally low in this young population. Beliefs in the importance of a behaviour for health are correlated with the reported performance of the behaviours.

Self reported symptoms of anxiety associated with coffee ...

African Journals Online (AJOL)

This study examined the psychophysiological effects of coffee consumption on anxiety as reported by University students. . It was hypothesized that heavy caffeine users would report significantly higher anxiety and more psychophysical symptoms of caffenism more than non-users. A sample size of 447-university students ...

Differences in depression and self-esteem reported by learning disabled and behavior disordered middle school students.

Science.gov (United States)

Stanley, P D; Dai, Y; Nolan, R F

1997-04-01

Although generalizations from research are helpful in guiding problem identification and interventions in a school setting, characteristics of specific groups must not be overlooked if all students are to be served effectively. Differences in the areas of self-reported self-esteem and depression are frequently pertinent to decisions and recommendations educational professionals are called on to make. The current study examined differences in the level of self-reported self-esteem and depression between learning disabled and behavior disordered middle school students. Sixty-one participants completed the Coopersmith Self-Esteem Inventory (CSEI) and the Children's Depression Inventory (CDI). Similarities and differences between learning disabled and behavior disordered students were identified.

The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation.

Science.gov (United States)

Gardulf, Ann; Nilsson, Jan; Florin, Jan; Leksell, Janeth; Lepp, Margret; Lindholm, Christina; Nordström, Gun; Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Johansson, Eva

2016-01-01

International organisations, e.g. WHO, stress the importance of competent registered nurses (RN) for the safety and quality of healthcare systems. Low competence among RNs has been shown to increase the morbidity and mortality of inpatients. To investigate self-reported competence among nursing students on the point of graduation (NSPGs), using the Nurse Professional Competence (NPC) Scale, and to relate the findings to background factors. The NPC Scale consists of 88 items within eight competence areas (CAs) and two overarching themes. Questions about socio-economic background and perceived overall quality of the degree programme were added. In total, 1086 NSPGs (mean age, 28.1 [20-56]years, 87.3% women) from 11 universities/university colleges participated. NSPGs reported significantly higher scores for Theme I "Patient-Related Nursing" than for Theme II "Organisation and Development of Nursing Care". Younger NSPGs (20-27years) reported significantly higher scores for the CAs "Medical and Technical Care" and "Documentation and Information Technology". Female NSPGs scored significantly higher for "Value-Based Nursing". Those who had taken the nursing care programme at upper secondary school before the Bachelor of Science in Nursing (BSN) programme scored significantly higher on "Nursing Care", "Medical and Technical Care", "Teaching/Learning and Support", "Legislation in Nursing and Safety Planning" and on Theme I. Working extra paid hours in healthcare alongside the BSN programme contributed to significantly higher self-reported scores for four CAs and both themes. Clinical courses within the BSN programme contributed to perceived competence to a significantly higher degree than theoretical courses (93.2% vs 87.5% of NSPGs). Mean scores reported by NSPGs were highest for the four CAs connected with patient-related nursing and lowest for CAs relating to organisation and development of nursing care. We conclude that the NPC Scale can be used to identify and measure

Prevalence of psychological stress, depression and anxiety among medical students in Egypt.

Science.gov (United States)

Fawzy, Mohamed; Hamed, Sherifa A

2017-09-01

Poor psychological health in medical students has been reported nationwide. This study estimated the prevalence of depression, anxiety and stress symptoms among medical students who were enrolled in a public university in Upper Egypt and determine the association of these morbidities with the students' basic socio-demographic variables. This cross-sectional study included 700 students. A self-administered, questionnaire for the socio-demographic characteristics, Depression Anxiety Stress Scale (DASS 21) and Pittsburgh Sleep Quality Index (PSQI) questionnaire were used for assessment. High frequencies of depression (65%), anxiety (73%) and stress (59.9%) were reported. Stress scores were significantly higher than depression and anxiety (P=0.001). 55.7% were poor sleepers. In univarate analysis, females, those living in the University campus/students' residence facility, in the preclinical years and with lower academic achievement had higher scores of DASS and PSQI compared to their comparative partners. Significant correlations were reported between stress with depression, anxiety and PQSI scores (P=0.0001). In multivariate analysis, stress scores were significantly associated with female sex, depression and anxiety scores. We conclude that depression, anxiety and stress symptoms are common in medical students of Assiut University relative to other schools and female gender was significantly correlated with these findings. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Exploring academic procrastination among Turkish students: possible gender differences in prevalence and reasons.

Science.gov (United States)

Ozer, Bilge Uzun; Demir, Ayhan; Ferrari, Joseph R

2009-04-01

The authors examined the prevalence of and reasons, or excuses, for academic procrastination as a function of gender and academic grade level. In Study 1, a factor analysis of responses by 203 Turkish undergraduate students to an academic procrastination measure provided evidence of reliability and validity for the revised scale. In Study 2,784 students (363 women, 421 men; M age = 20.6 years, SD age = 1.74 years) completed the validated Turkish Procrastination Assessment Scale-Students. The results were that 52% of students self-reported frequent academic procrastination, with male students reporting more frequent procrastination on academic tasks than female students. Significantly more female students than male students reported greater academic procrastination because of fear of failure and laziness; male students reported more academic procrastination as a result of risk taking and rebellion against control than did female students.

Comparison of the perceived relevance of oral biology reported by students and interns of a Pakistani dental college.

Science.gov (United States)

Farooq, I; Ali, S

2014-11-01

The purpose of this study was to analyse and compare the perceived relevance of oral biology with dentistry as reported by dental students and interns and to investigate the most popular teaching approach and learning resource. A questionnaire aiming to ask about the relevance of oral biology to dentistry, most popular teaching method and learning resource was utilised in this study. Study groups encompassed second-year dental students who had completed their course and dental interns. The data were obtained and analysed statistically. The overall response rate for both groups was 60%. Both groups reported high relevance of oral biology to dentistry. Perception of dental interns regarding the relevance of oral biology to dentistry was higher than that of students. Both groups identified student presentations as the most important teaching method. Amongst the most important learning resources, textbooks were considered most imperative by interns, whereas lecture handouts received the highest importance score by students. Dental students and interns considered oral biology to be relevant to dentistry, although greater relevance was reported by interns. Year-wise advancement in dental education and training improves the perception of the students about the relevance of oral biology to dentistry. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Effect of interprofessional clinical education programme length on students' attitudes towards teamwork.

Science.gov (United States)

Renschler, Lauren; Rhodes, Darson; Cox, Carol

2016-05-01

This article reports on a study involving a range of health professions students who participated in similar one-semester (short) or two-semester (long) interprofessional clinical education programmes that focused on clinical assessment of senior citizens living independently in the community. Students' attitudes towards teamwork skills and perceptions of their own teamwork skills both before and after the programmes were assessed using two validated scales. Osteopathic medical student participants reported no significant changes in attitudes towards interprofessional healthcare teamwork skills or their perceptions of their own interprofessional teamwork skills after either the one- or two-semester programmes. For athletic training, speech-language pathology, exercise sciences, public health, and nursing students, though, attitudes towards teamwork skills significantly improved (p teamwork attitude change, but with a significant difference between medical as compared to nursing, allied health, and public health students.

Sexual harassment of nurses and nursing students.

Science.gov (United States)

Bronner, Gila; Peretz, Chava; Ehrenfeld, Mally

2003-06-01

Nursing has dealt with sexual harassment long before the term was coined during the 1970s. The current study investigated sexual harassment of nurses and nursing students in Israel following new legislation against sexual harassment in the workplace. A self-report questionnaire was administered to 281 nurses and 206 nursing students (80% women) from five medical centres in Israel. Seven types of sexual harassment behaviour patterns were evaluated. Frequency of sexual harassment decreased as the behaviour became more intimate and offensive. Ninety percent of subjects reported experiencing at least one type of sexual harassment and 30% described at least four types. A significant difference was found between nurses and nursing students. Furthermore, "severe" types of behaviour were experienced by 33% of nurses, in comparison with 23% of nursing students. Women were significantly more exposed than men to "mild" and "moderate" types of sexual harassment, while 35% of men vs. 26% of women were exposed to "severe" types of harassment. However, women responded significantly more assertively than men to "severe" sexual harassment. Particular attention is needed when sexual harassment occurs to male students and nurses because they may be subjected to the more offensive sexual conducts and at the same time may lack the ability to respond assertively.

Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

Science.gov (United States)

Hsu, Li-Ling; Hsieh, Suh-Ing

2011-11-01

This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

Report on student participants at the 2003 Annual Meeting of the National Society of Black Physicists

Energy Technology Data Exchange (ETDEWEB)

Julius Dollison, Michael Neuchatz

2003-07-01

information. Student participants at the conference were asked to provide data on various aspects of their backgrounds and demographic characteristics. We found that there were significantly more undergraduate participants than graduate participants present at the conference (65% versus 35%). More than two-thirds of the undergraduate student attendees were upperclassmen. On the other hand, close to half of the graduate student attendees were still in the early stages of their graduate career. The overall median age was 23 years. The median age for undergraduates was 21, while for graduate students it was 29 years. We found no age difference between undergraduate males and females. However, there was an age difference between graduate male and female students. While among females the median age was 27, for graduate males the median age was 30 years. As shown, we see that women were well represented at this year's conference. The overall proportion of female student respondents was 41%. Among undergraduates, the proportion of females was 48%. While comparable data on all Black physics students nationwide are not available, this number bachelors recipients going to women, as reported by Historically Black Colleges and Universities (HBCUs) on AIP's most recent ''Enrollments and Degrees Study''. HBCUs confer more than half of all physics degrees by African-Americans in the US. The proportion of females among graduate student participants at the NSBP conference was 29%.

Lowering Student Loan Default Rates: What One Consortium of Historically Black Institutions Did to Succeed. Education Sector Reports

Science.gov (United States)

Dillon, Erin; Smiles, Robin V.

2010-01-01

Colleges across the nation are struggling to confront a growing problem in higher education: student debt. As more students borrow more money than ever before, and recent graduates enter the worst job market in a generation, students are increasingly unable to pay back their loans. This report discusses the growing problem of students defaulting…

Self-reports on students' learning processes are academic metacognitive knowledge

Directory of Open Access Journals (Sweden)

Cristiano Mauro Assis Gomes

2014-01-01

Full Text Available The current study postulates that students' self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge (AMcK. We investigated, using Structural Equation Modeling (SEM, three hypotheses: (a AMcK explains the variance of factor scores of students' learning approaches (SLA and academic motivation (AM; (b AMcK is distinct from working metacognition (WMC; and (c AMcK has incremental validity, beyond WMC, on the explanation of general academic achievement (GAA variance. Two tests (indicators of WMC and two scales (indicators of AMcK were administered to 684 ten-to-eighteen-year-old Brazilian children and adolescents. Annual grades in Math, Portuguese, Geography and History were used as indicators of GAA. The results show that none of the three hypotheses can be refuted.

Cross-cultural differences in female university students' attitudes toward homosexuals: a preliminary study.

Science.gov (United States)

Span, Sherry A; Vidal, Lourdes A

2003-04-01

62 Caucasian, 61 Hispanic, and 44 Asian female undergraduates completed the Index of Homophobia by Hudson and Ricketts, seven items from the Attitudes Toward Lesbians and Gay Men Scale by Herek, and three questions on Affectional Orientation toward homosexuals from D'Augelli and Rose. Overall, familiarity with homosexuals as measured by self-reported number of homosexual friends correlated negatively with scores on the homophobia measures, but there were no significant differences among the groups' reported number of homosexual friends. Asian students scored significantly higher on the homophobia measures than Caucasian students. Both Asian and Hispanic students endorsed the statement significantly more often than Caucasian students that the university would be better if only heterosexuals attended. No significant differences in scores were found regarding attitudes toward lesbians versus gay men.

Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

Science.gov (United States)

Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

2008-02-05

This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report

Science.gov (United States)

Fernandez, Chris

2016-01-01

To manage their loans effectively, U.S. postsecondary student loan borrowers must make a variety of important decisions that require significant knowledge and financial skills and entail considerable risk. Federal law requires colleges to provide student loan counseling to their federal student loan borrowers, but there is significant room for…

Temporal Stability of Strength-Based Assessments: Test-Retest Reliability of Student and Teacher Reports

Science.gov (United States)

Romer, Natalie; Merrell, Kenneth W.

2013-01-01

This study focused on evaluating the temporal stability of self-reported and teacher-reported perceptions of students' social and emotional skills and assets. We used a test-retest reliability procedure over repeated administrations of the child, adolescent, and teacher versions of the "Social-Emotional Assets and Resilience Scales".…

Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

Science.gov (United States)

McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

2010-03-01

A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

Deaf and hard of hearing students' perspectives on bullying and school climate.

Science.gov (United States)

Weiner, Mary T; Day, Stefanie J; Galvan, Dennis

2013-01-01

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

The Looming Student Loan Default Crisis Is Worse than We Thought. Evidence Speaks Reports, Vol 2, #34

Science.gov (United States)

Scott-Clayton, Judith

2018-01-01

This report analyzes new data on student debt and repayment, released by the U.S. Department of Education in October 2017. Previously available data have been limited to borrowers only, follow students for a relatively short period (3-5 years) after entering repayment, and had only limited information on student characteristics and experiences.…

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Science.gov (United States)

Villanueva, Idalis; Valladares, Maria; Goodridge, Wade

2016-01-01

Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity. PMID:26891278

Factors associated with depression in students at The University of the West Indies, Mona, Jamaica.

Science.gov (United States)

Lowe, G A; Lipps, G E; Young, R

2009-01-01

This project examines the factors associated with depression in students attending the University of the West Indies, Mona Campus. Students enrolled in the Foundation courses during the first and second semesters of the 2005/2006 academic year were administered the Brief Screen for Depression as well as a demographic questionnaire as part of a larger study. A wide cross-section of the university population was sampled (n = 690; 252 from semester one, 438 from semester two; 77% females, 23% males; age 16-62 years, median = 20 years, mean = 23.4 years +/- 7.4). Nearly 40% of students scored in the clinically depressed range. Students in the December wave of data collection had higher depression scores than those in the January wave. Consistent with international research, females reported significantly higher levels of depressive symptoms. Married students reported significantly lower depression scores than students in visiting relationships. Students who were combining employment and school reported lower depression scores than those who were not employed. Maternal education significantly influenced students' levels of depression such that students whose mothers had university or other tertiary education had lower depression scores while those whose mothers had primary or lower education had the highest depression scores. Students with a chronic condition or a disability scored higher than those without such problems on all three measures of depression. Depression may be a significant problem in students at The University of the West Indies, Mona campus.

The association of self-reported sleep, weight status, and academic performance in fifth-grade students.

Science.gov (United States)

Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O

2013-02-01

To improve support and justification for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance, and sleep patterns. Differences in health behaviors were examined by sex, self-reported weight status, and sufficient (≥9 hours) versus insufficient sleep. Logistic regression was used to determine the relationship between academic performance and the health behaviors. One third of the sample did not get the recommended amount of physical activity and more than half of the students watched television ≥ 2 hours/day. Self-reported overweight status was related to lower self-reported academic performance, fewer lunch and breakfast occasions, less physical activity, not meeting the recommendations for vegetable and soda consumption as well as hours of television watching. Sufficient sleep (≥9 hours/night) was associated with better grades, meeting the recommended hours of daily television watching and video game playing, being more physically active and increased breakfast and lunch frequency. Percentage of serving free/reduced lunch, soda consumption, breakfast frequency, amount of physical activity, and television watching were associated with academic performance. More positive health behaviors generally were associated with better academic performance. Promoting healthy behaviors in schools might improve not only students' health academic performance as well. © 2013, American School Health Association.

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

Science.gov (United States)

2010-07-01

... Institutional and Financial Assistance Information for Students § 668.48 Report on completion or graduation... Management and Budget under control number 1845-0004) (Authority: 20 U.S.C. 1092) [60 FR 61788, Dec. 1, 1995...

Opinions of university students on honour killings: Perspective from Islamabad and Rawalpindi.

Science.gov (United States)

Shaikh, Masood Ali; Kamal, Anila; Naqvi, Irum

2015-04-01

Honour killing incidents have been reported from every province of Pakistan. In 2014 a pregnant woman was killed in front of Lahore High Court, by her family members, in the name of honour. This study was conducted to determine the perspective of university students on honour killing with specific reference to one such killing incident in Lahore. Cumulatively, 989 students participated in the survey. Compared with female students, male students were less likely to agree and were more unequivocal that a woman has a right to marry any man she wants despite her family's disapproval, in a statistically significant manner. Similarly, male students were statistically significantly more likely to report that killing in the name of honour is always justified and were less equivocal about it compared to female students. Nonetheless, cumulatively 824 (83.3%) students believed that killing in the name of honour is not always justified.

TA Mentorship in Lecture significantly enhances students' learning in mechanics in large introductory physics classes

Science.gov (United States)

Cheng, K.; Caglar, Mehmet

2011-10-01

Lab is an important component of students' learning in a traditional lecture-lab setting of introductory physics courses. Using standard mechanics concepts and baseline surveys as well as independent classroom observations, the effects of TA mentorship in Lecture on students' learning of physics concepts and problem-solving skills among different student subgroups taught by other TAs and lecturers using different level of student interactive engagement in classes have been analyzed. Our data indicate that in lecture training of TA promotes lecture/lab synergism in improvement students' learning of mechanics in large introductory physics classes.

Health-promoting factors in medical students and students of science, technology, engineering, and mathematics: design and baseline results of a comparative longitudinal study.

Science.gov (United States)

Kötter, Thomas; Tautphäus, Yannick; Scherer, Martin; Voltmer, Edgar

2014-07-04

The negative impact of medical school on students' general and mental health has often been reported. Compared to students of other subjects, or employed peers, medical students face an increased risk of developing depression, anxiety and burnout. While pathogenetic factors have been studied extensively, less is known about health-promoting factors for medical students' health. This longitudinal study aims to identify predictors for maintaining good general and mental health during medical education. We report here the design of the study and its baseline results. We initiated a prospective longitudinal cohort study at the University of Lübeck, Germany. Two consecutive classes of students, entering the university in 2011 and 2012, were recruited. Participants will be assessed annually for the duration of their course. We use validated psychometric instruments covering health outcomes (general and mental health) and personality traits, as well as self-developed, pre-tested items covering leisure activities and sociodemographic data. At baseline, compared to students of STEM (science, technology, engineering, and mathematics) subjects (n = 531; 60.8% response rate), a larger proportion of medical students (n = 350; 93.0% response rate) showed good general health (90.9% vs. 79.7%) and a similar proportion was in good mental health (88.3% vs. 86.3%). Medical students scored significantly higher in the personality traits of extraversion, conscientiousness, openness to experience and agreeableness. Neuroticism proved to be a statistically significant negative predictor for mental health in the logistic regression analyses. Satisfaction with life as a dimension of study-related behaviour and experience predicted general health at baseline. Physical activity was a statistically significant predictor for general health in medical students. Baseline data revealed that medical students reported better general and similar mental health compared to STEM students. The annual

Ethical Misconduct of Business Students: Some New Evidence

Science.gov (United States)

Deshpande, Satish P.; Joseph, Jacob; Berry, Kevin

2012-01-01

This study examines ethical misconduct of 193 business students in four universities in the United States. In addition to self-reported ethical behavior, two dimensions of emotional intelligence (self-emotions appraisal and others emotions appraisal) significantly impacted student misconduct. None of the other dimensions of emotional intelligence…

Alcohol and drug use in students attending a student health centre.

LENUS (Irish Health Repository)

Cahill, E

2010-09-01

Alcohol and drug use amongst 3rd level students in Ireland is a concern and has been reported previously in the CLAN Survey. The aim of our study was to determine the alcohol and drug use and any alcohol associated adverse consequences amongst students attending the health centre of University College Cork (UCC). 178 (98.3%) of the 181 students who replied reported having ever drunk alcohol. 157 (91.3%) students drank spirits in the past year v 148 (86.5%) who drank beer\\/cider v 135 (78.5%) who drank wine. 81 (44.8%) students reported binge drinking at least once weekly. 48 (26.5%) students used cannabis in the past year v 12 (6.9%) who used cocaine and 7 (4%) who used ecstasy. All students who drink reported at least one adverse consequence. 114 (63%) of students report adverse consequences of other peoples drinking. The changing drinking behaviour of female students is of particular concern.

Self-reported patient safety competence among Canadian medical students and postgraduate trainees: a cross-sectional survey.

Science.gov (United States)

Doyle, Patricia; VanDenKerkhof, Elizabeth G; Edge, Dana S; Ginsburg, Liane; Goldstein, David H

2015-02-01

Quality and patient safety (PS) are critical components of medical education. This study reports on the self-reported PS competence of medical students and postgraduate trainees. The Health Professional Education in Patient Safety Survey was administered to medical students and postgraduate trainees in January 2012. PS dimension scores were compared across learning settings (classroom and clinical) and year in programme. Sixty-three percent (255/406) of medical students and 32% (141/436) of postgraduate trainees responded. In general, both groups were most confident in their learning of clinical safety skills (eg, hand hygiene) and least confident in learning about sociocultural aspects of safety (eg, understanding human factors). Medical students' confidence in most aspects of safety improved with years of training. For some of the more intangible dimensions (teamwork and culture), medical students in their final year had lower scores than students in earlier years. Thirty-eight percent of medical students felt they could approach someone engaging in unsafe practice, and the majority of medical students (85%) and postgraduate trainees (78%) agreed it was difficult to question authority. Our results suggest the need to improve the overall content, structure and integration of PS concepts in both classroom and clinical learning environments. Decreased confidence in sociocultural aspects of PS among medical students in the final year of training may indicate that culture in clinical settings negatively affects students' perceived PS competence. Alternatively, as medical students spend more time in the clinical setting, they may develop a clearer sense of what they do not know. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Self-Reported Drug and Alcohol Use and Attitudes toward Drug Testing in High Schools with Random Student Drug Testing

Science.gov (United States)

DuPont, Robert L.; Campbell, Michael D.; Campbell, Teresa G.; Shea, Corinne L.; DuPont, Helen S.

2013-01-01

Many schools implement random student drug testing (RSDT) programs as a drug prevention strategy. This study analyzes self-report surveys of students in eight secondary schools with well-established RSDT programs, comparing students who understood they were subject to testing and students who understood they were not subject to testing. Students…

Burnout syndrome among dental students.

Science.gov (United States)

Campos, Juliana Alvares Duarte Bonini; Jordani, Paula Cristina; Zucoloto, Miriane Lucindo; Bonafé, Fernanda Salloume Sampaio; Maroco, João

2012-03-01

The burnout syndrome is characterized by professional exhaustion and has been reported in college students. The aim of this study was to estimate the prevalence of Burnout Syndrome among dentistry students from a public university, and its relationship to socio-demographic characteristics. All students (n = 300) were invited to participate. We used the Maslach Burnout Inventory-Student Version (MBI-SS). We carried out an analysis of the MBI-SS' psychometric properties. Multivariate Analysis of Variance (MANOVA) was performed, followed by Analysis of Variance (ANOVA) and Tukey's post-hoc tests to compare the mean scores of burnout dimensions. Of the 235 participants, 72.8% were women and the mean age was 21.0 ± 1.8 years. The MBI-SS was reliable and valid. Of the students, 17.0% had Burnout Syndrome. There was a significant relation between Burnout Syndrome and a student's performance during the course (F = 4.433, p students most affected were those with poor performance, those who took medication because of studies, and those with thoughts of dropping the course. We concluded that the prevalence of the syndrome among dentistry students was high, with a significant relation between the syndrome and a student's academic performance, use of medication because of studies, and thoughts of dropping the course.

The Association between Heavy Episodic Drinking and Gender Orientation among U.S. College Students: The Significance of Masculinity.

Science.gov (United States)

Peralta, Robert L; L Mulhollem, Marcella; Blue, Courtney; Stewart, Breanna C

2018-05-12

Heavy episodic drinking (HED) remains a public health concern among college students. Sex differences are routinely reported in the literature although some evidence of convergence in drinking patterns has been observed. The association between sex and gender-orientation in HED remains unclear because sex and gender are often conflated. We examine the intersection of sex, gender-orientation and HED to determine if gender-orientation alone and/or in conjunction with sex play a role in HED among college students. Data were collected using a web-based self-administered survey made available to students enrolled in courses at a mid-sized Midwestern public university during the Fall of 2013 and the Spring of 2014 (N = 793). Multiple logistic regression was used to determine the relationship between HED, sex, and gender orientation (measured using the short-form Bem Sex Role Inventory). Our findings indicate that, regardless of sex, a masculine gender-orientation was positively associated with HED. Those who were found to have a feminine gender-orientation appeared to be at decreased risk for HED. Our findings indicate that sex and gender-orientation should be taken into account in prevention and intervention protocols at colleges and universities. Future work should examine the role of gender orientation among LGBTQ and ethno-racial minority populations.

Sleep disorders among high school students in New Zealand

Directory of Open Access Journals (Sweden)

Fernando AT

2013-12-01

Full Text Available INTRODUCTION: Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. AIM: This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. METHODS: The Auckland Sleep Questionnaire (ASQ was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. RESULTS: A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23 and females represented 43.5% (n=604 of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, p<0.01, and sleep problems and anxiety (r=0.31, p<0.01. Problem alcohol use and other substance use were more common in students with sleep symptoms (12.2% and 5.5% respectively. No difference was found in the rate of sleep problems reported by different ethnic groups. DISCUSSION: A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

Directory of Open Access Journals (Sweden)

Nora M. Foerst

2017-07-01

Full Text Available University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a lacked the time to use SRL strategies, (b would not benefit from SRL strategies in the given situation, (c would not be able to put the strategies to use effectively or (d found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

Science.gov (United States)

Foerst, Nora M; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2017-01-01

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

Help-seeking behavior among Japanese school students who self-harm: results from a self-report survey of 18,104 adolescents

Directory of Open Access Journals (Sweden)

Furukawa TA

2012-11-01

seventy-six (3.3% junior and 396 (4.3% senior high school students reported having self-harmed. Of these, 40.6% of adolescents in junior and 37.6% in senior high schools were classified as poor help-seeking. Poor help-seeking with regard to self-harm was significantly more common in those who reported not having consulted anyone about psychological problems (odds ratio 9.2, 95% confidence interval 4.6–18.4 in juniors; odds ratio 9.9, confidence interval 5.5–17.9 in seniors and in those with current suicidal ideation (odds ratio 2.0, confidence interval 1.0–3.7 in juniors; odds ratio 1.9, confidence interval 1.1–3.4 in seniors. Family members were approached significantly less often as a resource for help by students who self-harmed than by those who did not, and school nurses were more often consulted by those who did self-harm.Conclusion: Around 40% of adolescents who self-harmed in the previous year did not seek help. School-based mental health should screen students at risk of self-harm, and educate school nurses about preventative care.Keywords: self-harm, adolescence, help-seeking, prevention, Japan

Sleep disorders among high school students in New Zealand.

Science.gov (United States)

Fernando, Antonio T; Samaranayake, Chinthaka B; Blank, Christopher J; Roberts, Gareth; Arroll, Bruce

2013-12-01

Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23) and females represented 43.5% (n=604) of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, psleep problems and anxiety (r=0.31, pstudents with sleep symptoms (12.2% and 5.5% respectively). No difference was found in the rate of sleep problems reported by different ethnic groups. A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

Does yoga shape body, mind and spiritual health and happiness: Differences between yoga practitioners and college students.

Science.gov (United States)

Monk-Turner, Elizabeth; Turner, Charlie

2010-07-01

To assess the body, mind and spirit differences between yoga students compared with college students. Mind, body and spirit survey instruments administered to the two groups. Five indicators to measure mental wellness were significantly different between yoga practitioners and college students. On three of these five measures, college students reported more mental wellness than yoga practitioners - in other words, the relationship was the inverse of what was expected. College students reported maintaining stability in their life more often than yoga practitioners as well as more often experiencing satisfying interpersonal relationships. College students were also more likely than yoga practitioners to report being tolerant of others, whether or not they approved of their behavior or beliefs. Yoga practitioners were more likely than college students to report having strong morals and healthy values as well as the ability to express their feelings and consider the feelings of others. We found differences between yoga practitioners and college students on more than half of our spirit items (five of nine). Yoga practitioners were more likely than college students to report expressing their spirituality appropriately and in healthy ways, recognizing the positive contribution faith could make to the quality of life (significant at the 0.07 level), routinely undertaking new experiences to enhance spiritual health and having a positive outlook on life. Further, we found support for the proposition that yoga practitioners were more likely to report experiencing happiness within. Significant differences between yoga and college students were found on the body, mind and spirit measurement instrument. Further work needs to address the complexities of these relationships.

Medical students' health behaviour and self-reported mental health status by their country of origin: a cross-sectional study.

Science.gov (United States)

Terebessy, András; Czeglédi, Edit; Balla, Bettina Claudia; Horváth, Ferenc; Balázs, Péter

2016-05-28

Numerous previous studies have investigated the lifestyle and self-perceived health status of medical students. This study examined whether students' country of origin contributed to their mental health and health risk behaviour. We conducted our cross-sectional questionnaire survey over four consecutive years (2009-2012). The target population was fourth-year English- and Hungarian-language course medical students at Semmelweis University, Hungary. We gathered data on medical students' health behaviour (tobacco smoking, alcohol consumption, dietary habits and exercise) and mental health status and used analysis of variance (ANOVA) to examine the association between country of origin and mental health. The response rate was 76.1 % for the Hungarian and 63.4 % for the English course students. The mean age of our sample was 24.1 years (SD = 2.42). Only 15.3 % of students reported following dietary recommendations, but 75.0 % reported engaging in vigorous and regular physical exercise. The prevalence of tobacco smoking was 18.6 % and 13.8 % overconsumed alcoholic beverages. Hungarian and Iranian students reported lower mental well-being than Mediterranean, Israeli and Scandinavian students (F(4) = 18.943, p mental health: vigorous exercise was associated with better mental health status (F(1) = 5.505, p = 0.019). Medical students' mental health and health behaviour are associated with multiple factors. One of these is country of origin but exercise may also influence mental health. Health promotion programmes organised for medical students should take their country of origin into consideration and should include physical activity.

Effects of Mental Health on Student Learning

Science.gov (United States)

VanderLind, Ren

2017-01-01

Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may…

Subtle Symptoms Associated with Self-Reported Mild Head Injury.

Science.gov (United States)

Segalowitz, Sidney J.; Lawson, Sheila

1995-01-01

A survey of 1,345 high school students and 2,321 university students found that 30-37% reported having experienced a head injury, with 12-15% reporting loss of consciousness. Significant relationships were found between mild head injury incidence and gender; sleep difficulties; social difficulties; handedness pattern; and diagnoses of attention…

[Significant increase in the colonisation of Staphylococcus aureus among medical students during their hospital practices].

Science.gov (United States)

Rodríguez-Avial, Carmen; Alvarez-Novoa, Andrea; Losa, Azucena; Picazo, Juan J

2013-10-01

Staphylococcus aureus is a pathogen of major concern. The emergence of methicillin-resistant S. aureus (MRSA) has increasingly complicated the therapeutic approach of hospital-acquired infections. Surveillance of MRSA and control measures must be implemented in different healthcare settings, including screening programs for carriers. Our first aim was to determine the prevalence of methicillin-susceptible S. aureus (MSSA) and MRSA nasal carriage in medical students from the Clínico San Carlos Hospital (Madrid). As the MRSA carrier rate in healthcare workers is higher than in the general population, we hypothesised that carrier rate could be increased during their clinical practice in their last three years. We performed an epidemiologic al study of the prevalence of S. aureus colonisation among a group of medical students, who were sampled in 2008 in their third-year, and in 2012 when this class was in its sixth year. We have found a significant increase in MSSA carriage, from 27% to 46%. There were no MRSA colonisations in the third-year, but one was found in the sixth-year group. The large majority of strains (89%) of strains were resistant to penicillin, and 27% to erythromycin and clindamycin. As 19 coagulase-negative Staphylococcus MR were also identified, a horizontal transfer of genes, such as mecA gene to S. aureus, could have occurred. Medical students are both, at risk for acquiring, and a potential source of nosocomial pathogens, mainly MSSA. Therefore, they should take special care for hygienic precautions, such as frequent and proper hand washing, while working in the hospital. Copyright © 2012 Elsevier España, S.L. All rights reserved.

Assessing dependency using self-report and indirect measures: examining the significance of discrepancies.

Science.gov (United States)

Cogswell, Alex; Alloy, Lauren B; Karpinski, Andrew; Grant, David A

2010-07-01

The present study addressed convergence between self-report and indirect approaches to assessing dependency. We were moderately successful in validating an implicit measure, which was found to be reliable, orthogonal to 2 self-report instruments, and predictive of external criteria. This study also examined discrepancies between scores on self-report and implicit measures, and has implications for their significance. The possibility that discrepancies themselves are pathological was not supported, although discrepancies were associated with particular personality profiles. Finally, this study offered additional evidence for the relation between dependency and depressive symptomatology and identified implicit dependency as contributing unique variance in predicting past major depression.

Teachers' Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample.

Science.gov (United States)

Kolbert, Jered B; Crothers, Laura M; Bundick, Matthew J; Wells, Daniel S; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-05-28

This study was designed to ascertain teachers' perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers' perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers' reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers' perceptions of a higher level of staff and student support was associated with higher reported frequencies of students' use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools' anti-bullying policies.

Qualitative Literature Review of the Prevalence of Depression in Medical Students Compared to Students in Non-medical Degrees.

Science.gov (United States)

Bacchi, Stephen; Licinio, Julio

2015-06-01

The purpose of this study is to review studies published in English between 1 January 2000 and 16 June 2014, in peer-reviewed journals, that have assessed the prevalence of depression, comparing medical students and non-medical students with a single evaluation method. The databases PubMed, Medline, EMBASE, PsycINFO, and Scopus were searched for eligible articles. Searches used combinations of the Medical Subject Headings medical student and depression. Titles and abstracts were reviewed to determine eligibility before full-text articles were retrieved, which were then also reviewed. Twelve studies met eligibility criteria. Non-medical groups surveyed included dentistry, business, humanities, nursing, pharmacy, and architecture students. One study found statistically significant results suggesting that medical students had a higher prevalence of depression than groups of non-medical students; five studies found statistically significant results indicating that the prevalence of depression in medical students was less than that in groups of non-medical students; four studies found no statistically significant difference, and two studies did not report on the statistical significance of their findings. One study was longitudinal, and 11 studies were cross-sectional. While there are limitations to these comparisons, in the main, the reviewed literature suggests that medical students have similar or lower rates of depression compared to certain groups of non-medical students. A lack of longitudinal studies meant that potential common underlying causes could not be discerned, highlighting the need for further research in this area. The high rates of depression among medical students indicate the continuing need for interventions to reduce depression.

1980-81 Graduate Student Survey. AIP Report.

Science.gov (United States)

Ellis, Susanne D.

Results of the 1980-81 Graduate Student Survey of physics and astronomy students are presented. Information is presented on the following: employment offers for new physics masters and doctorate recipients, 1976-81; characteristics of the graduate physics student population, 1980-81, including sex, citizenship, professional society membership,…

Reported and Unreported Teacher-Student Sexual Harassment.

Science.gov (United States)

Wishnietsky, Dan H.

1991-01-01

Study surveyed North Carolina school superintendents (n=140) and high school seniors (n=300) on the extent of teacher-student sexual harassment. Data revealed discrepancies between the number of teachers disciplined for student sexual harassment and the number of students claiming harassment. Presents a structure for establishing guidelines to…

Impact of peer pressure on accuracy of reporting vital signs: An interprofessional comparison between nursing and medical students.

Science.gov (United States)

Kaba, Alyshah; Beran, Tanya N

2016-01-01

The hierarchical relationship between nursing and medicine has long been known, yet its direct influence on procedural tasks has yet to be considered. Drawing on the theory of conformity from social psychology, we suggest that nursing students are likely to report incorrect information in response to subtle social pressures imposed by medical students. Second-year medical and third-year nursing students took vital signs readings from a patient simulator. In a simulation exercise, three actors, posing as medical students, and one nursing student participant all took a total of three rounds of vital signs on a high-fidelity patient simulator. In the first two rounds the three actors individually stated the same correct vital signs values, and on the third round the three actors individually stated the same incorrect vital sign values. This same procedure was repeated with actors posing as nursing students, and one medical student. A two-way analysis of variance (ANOVA) revealed that nursing student participants (M = 2.84; SD = 1.24) reported a higher number of incorrect vital signs than did medical student participants (M = 2.13; SD = 1.07), F (1,100) = 5.51, p = 0.021 (Cohen's d = 0.61). The study indicated that social pressure may prevent nursing students from questioning incorrect information within interprofessional environments, potentially affecting quality of care.

Medical doctors as the captain of a ship: an analysis of medical students' book reports on Joseph Conrad's "Lord Jim".

Science.gov (United States)

Hwang, Kun; Lee, Seung Jae; Kim, Seong Yeon; Hwang, Se Won; Kim, Ae Yang

2014-01-01

In South Korean ferry disaster in 2014, the captain abandoned the ship with passengers including high school students still aboard. We noticed the resemblance of abandoning the ship with passengers still aboard the ferry (named the Sewol) and the ship Patna, which was full of pilgrims, in Joseph Conrad's novel "Lord Jim." The aim of this study is to see how medical students think about the role of a medical doctor as a captain of a ship by analyzing book reports on Conrad's "Lord Jim." Participants included 49 third-year medical students. Their book reports were analyzed. If placed in the same situation as the character of Jim, 24 students of the 49 respondents answered that they would stay with the passengers, while 18 students indicated they would escape from the ship with the crew. Most of the students thought the role of a doctor in the medical field was like that of a 'captain.' The medical students reported that they wanted to be a doctor who is responsible for his or her patients, highly moral, warm-hearted, honest, and with high self-esteem. In conclusion, we found that "Lord Jim" induced the virtue of 'responsibility' from the medical students. Consequently, "Lord Jim" could be good teaching material for medical humanities.

An ethnographic approach to studying the student experience: The student perspective through free form video diaries. A Practice Report

Directory of Open Access Journals (Sweden)

Annette Cashmore

2010-07-01

Full Text Available This is a longitudinal project, in its third year, involving free-form video diaries by undergraduate students, reflecting on aspects of their experience that are significant to them. Sixty four students, from three cohorts, have been given video cameras and they return regular (weekly short videos covering whatever is important to them. Focus group sessions enable discussion of specific issues. We have coded video data so that we, and others, will be able to draw on it. The data provides insight, from the student perspective, into many issues including friendships, induction, assessment, modes of study, teamwork etc. As an example, we will present some of our findings in relation to academic and social transitions experienced by students throughout their first year. However, a key question is how can we make this rich resource of video data available so that it can inform a wider range of studies across the international higher education community?

Comparisons of Student Achievement Levels by District Performance and Poverty. ACT Research Report Series 2016-11

Science.gov (United States)

Dougherty, Chrys; Shaw, Teresa

2016-01-01

This report looks at student achievement levels in Arkansas school districts disaggregated by district poverty and by the district's performance relative to other districts. We estimated district performance statistics by subject and grade level (4, 8, and 11-12) for longitudinal student cohorts, using statistical models that adjusted for district…

Alcohol-Related Blackouts, Negative Alcohol-Related Consequences, and Motivations for Drinking Reported by Newly Matriculating Transgender College Students.

Science.gov (United States)

Tupler, Larry A; Zapp, Daniel; DeJong, William; Ali, Maryam; O'Rourke, Sarah; Looney, John; Swartzwelder, H Scott

2017-05-01

Many transgender college students struggle with identity formation and other emotional, social, and developmental challenges associated with emerging adulthood. A potential maladaptive coping strategy employed by such students is heavy drinking. Prior literature has suggested greater consumption and negative alcohol-related consequences (ARCs) in transgender students compared with their cisgender peers, but little is known about their differing experiences with alcohol-related blackouts (ARBs). We examined the level of alcohol consumption, the frequency of ARBs and other ARCs, and motivations for drinking reported by the largest sample of transgender college students to date. A Web survey from an alcohol-prevention program, AlcoholEdu for College™, assessed student demographics and drinking-related behaviors, experiences, and motivations of newly matriculating first-year college students. A self-reported drinking calendar was used to examine each of the following measures over the previous 14 days: number of drinking days, total number of drinks, and maximum number of drinks on any single day. A 7-point Likert scale was used to measure ARCs, ARBs, and drinking motivations. Transgender students of both sexes were compared with their cisgender peers. A total of 989 of 422,906 students (0.2%) identified as transgender. Over a 14-day period, transgender compared with cisgender students were more likely to consume alcohol over more days, more total drinks, and a greater number of maximum drinks on a single day. Transgender students (36%) were more likely to report an ARB than cisgender students (25%) as well as more negative academic, confrontation-related, social, and sexual ARCs. Transgender respondents more often cited stress reduction, social anxiety, self-esteem issues, and the inherent properties of alcohol as motivations for drinking. For nearly all measures, higher values were yielded by male-to-female than female-to-male transgender students. Transgender

Stress and symptoms of depression among medical students at the University of Copenhagen.

Science.gov (United States)

Haldorsen, Hilde; Bak, Nanna Hasle; Dissing, Agnete; Petersson, Birgit

2014-02-01

This article aims to assess the levels of stress and symptoms of depression among Danish medical students, as well as explore the effect of social support on psychological distress. The results are based on numbers from the follow-up study 'From Student to Graduate' (j.nr 2006-41-6876). Two dimensions of stress, frequency and perception, were measured on a scale from 0-6. Odds ratios and significance of associations between the various exposure variables and the outcome measure, symptoms of depression, were calculated using multiple logistic regression and Wald tests. 30.5% of the students reported depressive symptoms. Stress frequency measured a mean of 2.26 (SD = 1.35). The mean for stress perception was 2.85 (SD = 1.30). Women reported higher levels of stress and depression compared to male medical students, but the differences were not significant (p > 0.05). Only the dimensions of stress and coping alone were significantly associated with reporting symptoms of depression (p Stress levels were moderate, but significantly associated with symptoms of depression. The interaction between the stress dimensions and the outcome measure illustrates the importance of stress appraisal. Coping alone with psychological problems was significantly associated with symptoms of depression.

A brief report on rape myth acceptance: differences between police officers, law students, and psychology students in the United Kingdom.

Science.gov (United States)

Sleath, Emma; Bull, Ray

2015-01-01

A common perception is that police officers hold very negative attitudes about rape victims. Therefore, the purpose of this article is to establish whether police officers do accept stereotypical rape myths at a higher level compared to members of other populations. There were 3 comparison samples, composed of police officers, law students, and psychology students, that completed the Illinois Rape Myth Acceptance scale. Male and female police officers accepted "she lied" myths at a higher level than the student samples. Student samples were found to accept 2 types of rape myths ("she asked for it" and "he didn't meant to") at a higher level compared to police officers. No significant differences were found in the other 4 subfactors. Therefore, the pattern of results suggests that police officers do not adhere to stereotypical myths about rape victims more than do other populations.

Undergraduate student mental health at Makerere University, Uganda

Science.gov (United States)

OVUGA, EMILIO; BOARDMAN, JED; WASSERMAN, DANUTA

2006-01-01

There is little information on the current mental health of University students in Uganda. The present study was carried out to determine the prevalence of depressed mood and suicidal ideation among students at Makerere University. Two student samples participated. Sample I comprised 253 fresh students admitted to all faculties at the University in the academic year 2000/2001, selected by a simple random sampling procedure. Sample II comprised 101 students admitted to the Faculty of Medicine during the academic year 2002/2003. The prevalence of depressed mood was measured using the 13-item Beck Depression Inventory (BDI). The prevalence of depressed mood (BDI score 10 or more) was significantly higher in sample I (16.2%) than sample II (4.0%). Sample I members were significantly more likely than those of sample II to report lifetime and past week suicide ideation. Thus, there is a high prevalence of mental health problems among the general population of new students entering Makerere University and this is significantly higher than for new students in the Faculty of Medicine. PMID:16757997

Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

Directory of Open Access Journals (Sweden)

Jo Boaler

2018-04-01

Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

The Repercussions of Reporting Bullying: Some Experiences of Students at an Independent Secondary School

Science.gov (United States)

O'Brien, Niamh; Munn-Giddings, Carol; Moules, Tina

2018-01-01

This article reports on the complex web experienced by young people when making decisions to report bullying in school. The study was conducted in the secondary school of an independent day and boarding school in the east of England. A Participatory Action Research approach was used with student voice and perspective at its core. This study…

Prevalence and correlates of street racing among Ontario high school students.

Science.gov (United States)

Vingilis, Evelyn; Smart, Reginald G; Mann, Robert E; Paglia-Boak, Angela; Stoduto, Gina; Adlaf, Edward M

2011-10-01

This study examined the prevalence and correlates of street racing among adolescents derived from the 2009 Ontario Student Drug Use and Health Survey (OSDUHS), an epidemiological survey of students in Ontario, Canada. The key response variable, self-reported street racing in past year, was examined in relation to grade level, rural/urban, school marks, cannabis use, drinking and driving, cannabis use and driving, and property, physical, drugs, and weapons delinquencies. All survey estimates were weighted, and variance and statistical tests were corrected for the complex sampling design. Of the 3053 9th- to 12th-graders (66% response rate), 5.6 percent of high-schoolers (an estimated 42,000 in the province) and (20.4% of grade 11 and 12 students with an advanced-level or full license) reported driving a car, truck, or sport utility vehicle (SUV) in a street race in the 12 months before the survey. Logistic regression analysis of the advanced-level or fully licensed students in grades 11 and 12 found that males compared to females and students in grade 11 compared to students in grade 12 had significantly higher adjusted odds of street racing. Supportive of problem behavior theory, students who reported property and drug delinquencies compared to students not engaging in these delinquencies also had significantly higher adjusted odds of street racing. This first population-based study in North America suggested that the prevalence of street racing at 1 in 5 of advanced or fully licensed high-schoolers in grades 11 and 12 poses significant public health concerns, especially related to the potential for unintentional injury.

Loneliness among Students with Blindness and Sighted Students in Jordan: A Brief Report

Science.gov (United States)

Hadidi, Muna S.; Al Khateeb, Jamal M.

2013-01-01

This study investigated loneliness among students with blindness and those who are sighted in Jordan, and examined whether loneliness levels vary according to gender. Students included 90 students with blindness and 79 sighted students selected from high schools and universities in the capital city of Amman. The instrument used to collect…

Extent of availability and utilization of law reports by law students in ...

African Journals Online (AJOL)

This study investigates the extent of availability and utilization of law reports by final year lawstudents in the Universities of Uyo and Calabar law libraries. Survey research design was adopted for the study. A total of 450 under graduate final year Law students projects were examined to determine thefrequencyofcitations of ...

The relationship between cultural individualism-collectivism and student aggression across 62 countries.

Science.gov (United States)

Bergmüller, Silvia

2013-01-01

This study examined the relationship between countries' dominant cultural values (i.e., individualism and collectivism) and (a) school principals' perceptions of aggressive student behavior and (b) students' self-reports of being aggressively victimized in school. Data on student aggression and victimization were collected across 62 countries in nationally representative samples of fourth and eighth graders (N = 428,566) and their principals (N = 15,043) by the Trends in International Mathematics and Science Study (TIMSS) 2007. Students were asked about three forms of aggressive victimization: physical, verbal, and relational; principals about two forms of aggressive student behavior: physical and verbal. Country-level regression analyses revealed that the level of cultural individualism, according to the individualism index (IDV) by Hofstede, Hofstede, and Minkov (2010), was not significantly related to either form of student-reported victimization. However, school principals reported aggressive student behavior more often the more individualist, and hence less collectivist, their country's culture. This relation was evident in the principals' reports on 4th and 8th grade students' aggressive behavior for both physical and verbal aggression. Multilevel analyses revealed that cultural individualism was still a powerful predictor of principal-reported aggressive student behavior after controlling for school and country characteristics. The discussion outlines reasons why principals' reports of aggressive student behavior are probably more valid indicators of student aggression than student self-reports of victimization, thereby supporting the hypothesis of culture-dependency of aggression. © 2013 Wiley Periodicals, Inc.

Psychological well-being of Thai nursing students.

Science.gov (United States)

Ratanasiripong, Paul; Wang, Chia-Chih D C

2011-05-01

The psychological well-being of nursing students is a very important component in the training and development of future nurses. While previous studies have explored different aspects of nursing students' mental and psychological health in various countries, they have given little attention to comparing nursing students with their non-nursing student peers. The present study investigated the differences between nursing students and non-nursing students in Thailand with regard to their psychological well-being. The gender effect was also examined. Four hundred students were included in this study (200 nursing students and 200 non-nursing students). Participants completed a demographic questionnaire and four psychological instruments that examined their self-esteem, life satisfaction, depression, and social difficulties. Overall, compared to their non-nursing counterparts, nursing students were found to score significantly higher on self-esteem and life satisfaction and reported lower levels of depression and social difficulties. Gender was also found to have a significant main effect on participants' social difficulties. Several recommendations for improving the mental health and psychological well-being of nursing students are discussed. Copyright © 2010 Elsevier Ltd. All rights reserved.

Mental health self-care in medical students: a comprehensive look at help-seeking.

Science.gov (United States)

Gold, Jessica A; Johnson, Benjamin; Leydon, Gary; Rohrbaugh, Robert M; Wilkins, Kirsten M

2015-02-01

The authors characterize medical student help-seeking behaviors and examine the relationship with stress, burnout, stigma, depression, and personal health behaviors. In 2013, the authors administered an electronic survey of all enrolled students at Yale School of Medicine (183 responders, response rate=35 %), inquiring about students' primary medical and mental health care, personal health behaviors, support systems, and help-seeking behaviors. Students completed the Attitudes to Mental Health Questionnaire, the Patient Health Questionnaire-2, and a modified Maslach Burnout Inventory. The authors analyzed the results with logistic regression, the Wilcoxon rank-sum test, the Kruskal-Wallis test, or a test for significance of Kendall rank correlation. Most students reported having a primary care provider (PCP), yet few reported seeking care when sick (33 %). Nineteen percent of students reported having a mental health provider, fewer than reported having a PCP (pstudents reported increased mental health needs since beginning medical school, and these students were more likely to agree that their needs were untreated. The majority of students endorsed stress, which correlated with increased and unmet mental health needs (pstudents and correlated with stress and increased and untreated needs. Most students reported comfort with asking for academic help; those uncomfortable were more likely to have mental health needs for which they did not seek treatment (p=0.004). Mental health stigma was low. Medical students had a significant unmet need for health care, influenced by barriers to accessing care, stress, burnout, and depression. Academic help seeking and supportive faculty relationships appear related to mental health treatment seeking. Targeted interventions for stress and burnout reduction, as well as incorporation of reflective practice, may have an impact on overall care seeking among medical students. Future studies should expand to other medical and professional

Exploring Online Students' Self-Regulated Learning with Self-Reported Surveys and Log Files: A Data Mining Approach

Science.gov (United States)

Cho, Moon-Heum; Yoo, Jin Soung

2017-01-01

Many researchers who are interested in studying students' online self-regulated learning (SRL) have heavily relied on self-reported surveys. Data mining is an alternative technique that can be used to discover students' SRL patterns from large data logs saved on a course management system. The purpose of this study was to identify students' online…

Sex differences in social cognitive factors and physical activity in Korean college students

OpenAIRE

Choi, Jin Yi; Chang, Ae Kyung; Choi, Eun-Ju

2015-01-01

[Purpose] This study examined sex differences in physical activity and social cognitive theory factors in Korean college students. [Subjects and Methods] A cross-sectional survey of 688 college students (285 men and 403 women) in Korea was conducted using a self-reported questionnaire. [Results] There was a significant difference in the level of physical activity between male and female students. The significant predictors of physical activity for male students were physical activity goals, p...

The prevalence of self-reported halitosis and oral hygiene practices among Libyan students and office workers

Directory of Open Access Journals (Sweden)

Eldarrat, A

2008-01-01

Full Text Available Aims:The aims of this study were to assess the prevalence of self-reported halitosis, oral hygiene practices and related diseases among Libyan students and employees.Methods: Six hundred self-administered structured questionnaires were used to investigate self-perception of halitosis and oral hygiene practices among a group of Libyan volunteers. Chi square test was used to detect significant differences between frequencies and to test correlation between self-perception of halitosis and measures of oral hygiene. Results: Forty three percent of the subjects were males and 57% were females. Forty four percent of the males and 54% of the females revealed self-perception malodour. Malodour was reported with the highest frequency (68% during wake up time. Malodour was perceived by 31.7% of the females and 23.4% of the males during the hand-on-mouth test (p=0.04. Significantly more females (89.9% than males (75.7% practiced brushing (p<0.001. Fifty one percent of the males and 49.6% of females had dental caries. Smoking was significantly (p<0.001 more prevalent among males (17% than among females (1%. Brushing was practiced by 85% of non-smokers and 68% of smokers (p=0.004. About 71% of the subjects who practiced brushing reported malodour during wake up time in comparison to subjects who did not practice brushing (p=0.041. Conclusions: The prevalence of self-perceived malodour among the Libyan volunteers in this study is within the range of other studies. There is a great demand to reduce the incidence of dental caries and periodontal diseases.

Does yoga shape body, mind and spiritual health and happiness: Differences between yoga practitioners and college students

Directory of Open Access Journals (Sweden)

Monk-Turner Elizabeth

2010-01-01

Full Text Available Background/Aims: To assess the body, mind and spirit differences between yoga students compared with college students. Materials and Methods: Mind, body and spirit survey instruments administered to the two groups. Results: Five indicators to measure mental wellness were significantly different between yoga practitioners and college students. On three of these five measures, college students reported more mental wellness than yoga practitioners - in other words, the relationship was the inverse of what was expected. College students reported maintaining stability in their life more often than yoga practitioners as well as more often experiencing satisfying interpersonal relationships. College students were also more likely than yoga practitioners to report being tolerant of others, whether or not they approved of their behavior or beliefs. Yoga practitioners were more likely than college students to report having strong morals and healthy values as well as the ability to express their feelings and consider the feelings of others. We found differences between yoga practitioners and college students on more than half of our spirit items (five of nine. Yoga practitioners were more likely than college students to report expressing their spirituality appropriately and in healthy ways, recognizing the positive contribution faith could make to the quality of life (significant at the 0.07 level, routinely undertaking new experiences to enhance spiritual health and having a positive outlook on life. Further, we found support for the proposition that yoga practitioners were more likely to report experiencing happiness within. Conclusions: Significant differences between yoga and college students were found on the body, mind and spirit measurement instrument. Further work needs to address the complexities of these relationships.

Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

Science.gov (United States)

Miguel, Rosanna F.; Allen, Scott J.

2016-01-01

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the…

The Development of a Mathematics Self-Report Inventory for Turkish Elementary Students

Science.gov (United States)

Akin, Ayça; Güzeller, Cem Oktay; Evcan, Sinem Sezer

2016-01-01

The purpose of the current study is to develop a mathematics self-report inventory (MSRI) to measure Turkish elementary students' mathematics expectancy beliefs and task values based on the expectancy-value theory of achievement motivation. In Study-1 (n = 1,315), exploratory factor analysis (EFA) and reliability analysis are used to evaluate the…

Perceived ease of access to alcohol, tobacco and other substances in rural and urban US students.

Science.gov (United States)

Warren, Jacob C; Smalley, K Bryant; Barefoot, K Nikki

2015-01-01

Ease of access to substances has been shown to have a direct and significant relationship with substance use for school-aged children. Previous research involving rural samples of middle and high school students reveals that perceived ease of access to substances is a significant predictor of recent use among rural adolescents; however, it is unclear if perceived access to substances varies between rural and urban areas. The purpose of the present study was to examine rural-urban differences in perceived ease of access to alcohol, smoking and chewing tobacco, marijuana, and seven other substances in the US state of Georgia in order to better inform and promote future substance use prevention and programming efforts in rural areas. Data were analyzed from the 2013 Georgia Student Health Survey II, administered in all public and interested private/charter schools in the state of Georgia. A total of 513 909 students (18.2% rural) indicated their perceived ease of access to 11 substances on a four-point Likert-type scale. Rural-urban differences were investigated using χ2 analysis. In general, it appeared the rural-urban differences fell along legal/illicit lines. For middle school students, a significant difference in perceived ease of access was found for each substance, with rural students reporting greater access to smoking tobacco, chewing tobacco, and steroids, and urban students reporting greater access to alcohol, marijuana, cocaine, inhalants, ecstasy, methamphetamine, hallucinogens, and prescription drugs. Rural high school students reported higher access to alcohol, smoking tobacco, chewing tobacco, and steroids, with urban students reporting higher access to marijuana, cocaine, inhalants, ecstasy, and hallucinogens. Perceptions of ease of access more than doubled for each substance in both geographies between middle and high school. The present study found multiple and fairly consistent differences between rural and urban students' perceived ease of access

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

Science.gov (United States)

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Characterization of Change and Significance for Clinical Findings in Radiology Reports Through Natural Language Processing.

Science.gov (United States)

Hassanpour, Saeed; Bay, Graham; Langlotz, Curtis P

2017-06-01

We built a natural language processing (NLP) method to automatically extract clinical findings in radiology reports and characterize their level of change and significance according to a radiology-specific information model. We utilized a combination of machine learning and rule-based approaches for this purpose. Our method is unique in capturing different features and levels of abstractions at surface, entity, and discourse levels in text analysis. This combination has enabled us to recognize the underlying semantics of radiology report narratives for this task. We evaluated our method on radiology reports from four major healthcare organizations. Our evaluation showed the efficacy of our method in highlighting important changes (accuracy 99.2%, precision 96.3%, recall 93.5%, and F1 score 94.7%) and identifying significant observations (accuracy 75.8%, precision 75.2%, recall 75.7%, and F1 score 75.3%) to characterize radiology reports. This method can help clinicians quickly understand the key observations in radiology reports and facilitate clinical decision support, review prioritization, and disease surveillance.

Examining issues of underrepresented minority students in introductory physics

Science.gov (United States)

Watkins, Jessica Ellen

In this dissertation we examine several issues related to the retention of under-represented minority students in physics and science. In the first section, we show that in calculus-based introductory physics courses, the gender gap on the FCI is diminished through the use of interactive techniques, but in lower-level introductory courses, the gap persists, similar to reports published at other institutions. We find that under-represented racial minorities perform similar to their peers with comparable academic preparation on conceptual surveys, but their average exam grades and course grades are lower. We also examine student persistence in science majors; finding a significant relationship between pedagogy in an introductory physics course and persistence in science. In the second section, we look at student end-of-semester evaluations and find that female students rate interactive teaching methods a full point lower than their male peers. Looking more deeply at student interview data, we find that female students report more social issues related to the discussions in class and both male and female students cite feeling pressure to obtain the correct answer to clicker questions. Finally, we take a look an often-cited claim for gender differences in STEM participation: cognitive differences explain achievement differences in physics. We examine specifically the role of mental rotations in physics achievement and problem-solving, viewing mental rotations as a tool that students can use on physics problems. We first look at student survey results for lower-level introductory students, finding a low, but significant correlation between performance on a mental rotations test and performance in introductory physics courses. In contrast, we did not find a significant relationship for students in the upper-level introductory course. We also examine student problem-solving interviews to investigate the role of mental rotations on introductory problems.

Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ Students in a Southwestern Pennsylvania Sample

Directory of Open Access Journals (Sweden)

Jered B. Kolbert

2015-05-01

Full Text Available This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ youth. In a sample of 200 educators (61.0% female; 96.5% White from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies.

Teachers’ Perceptions of Bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Students in a Southwestern Pennsylvania Sample

Science.gov (United States)

Kolbert, Jered B.; Crothers, Laura M.; Bundick, Matthew J.; Wells, Daniel S.; Buzgon, Julie; Berbary, Cassandra; Simpson, Jordan; Senko, Katherine

2015-01-01

This study was designed to ascertain teachers’ perceptions of bullying of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth. In a sample of 200 educators (61.0% female; 96.5% White) from a county in southwestern Pennsylvania, there was a significant positive relationship between the teachers’ perceptions of the supportiveness of school staff towards students regardless of sexual orientation and those teachers’ reports of the frequency of bullying victimization experienced by LGBTQ students. Teachers’ perceptions of a higher level of staff and student support was associated with higher reported frequencies of students’ use of derogatory language about LGBTQ individuals and various types of bullying of LGBTQ students. Teachers with a lesbian, gay, or bisexual orientation were found to rate the school staff and students as significantly less supportive of students regardless of their sexual orientation, gender identity, or gender expression in comparison to heterosexual teachers. Finally, teachers who either were unaware of or believed that their school lacked an anti-bullying policy reported significantly higher rates of physical bullying victimization of LGBTQ students when compared to the rates observed by teachers who reported knowledge of their schools’ anti-bullying policies. PMID:26030341

Stressors of college: a comparison of traditional and nontraditional students.

Science.gov (United States)

Dill, P L; Henley, T B

1998-01-01

Perceived stress and stressors of nontraditional (returning-adult) and traditional college students were compared. Forty-seven nontraditional students 24-54 years old and 47 traditional students, matched for demographics, completed the Adolescent Perceived Events Scale (Compas, Davis, Forsythe, & Wagner, 1987) for college students. They rated 210 life events according to the desirability, impact, and frequency of the events. Significant differences were found between the nontraditional and traditional students for events in the following categories: academics, peer and social relations, family and network, autonomy and responsibility, and intimacy. Nontraditional students enjoyed going to classes and doing homework more, whereas traditional students worried more about school performance. Peer events, including social activities, had much more impact on traditional students, whereas nontraditional students reported much more responsibility in the home. The results suggest that there are significant differences between the groups in their perceptions of stressors.

Comparison of Student and Instructor Perceptions of Social Presence

Directory of Open Access Journals (Sweden)

Kathleen Mathieson

2014-05-01

Full Text Available As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with each other. Accomplishing this within learning management systems (LMS that are often restrictive can be difficult. Prior research has established a relationship between student perceptions of social presence and satisfaction, but little research has included perceptions of instructors. This study compares student and instructor perceptions of social presence and the importance placed on social connections. While students and instructors reported high levels of social presence, students reported significantly lower levels than instructors. In particular, students found the LMS more impersonal than instructors and were less comfortable participating in LMS activities than instructors. Students had less desire for social connections with other students and instructors, and reported having less time available for such connections. Strategies to facilitate social presence, including offering social networking opportunities outside the LMS, are discussed in light of these differences in perceptions between students and instructors.

Self-regulated learning in students of pedagogy

Directory of Open Access Journals (Sweden)

Janete Aparecida da Silva Marini

2014-12-01

Full Text Available Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likert-type scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of self-handicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.

Student radiographers' attitudes toward the older patient – An intervention study

International Nuclear Information System (INIS)

Booth, L.; Kada, S.

2015-01-01

Purpose: To design, implement and evaluate the effect of an educational intervention on Norwegian student (diagnostic) radiographers' attitudes towards older people. Design: This study is part of a wider longitudinal study that will evaluate student radiographer attitudes towards the older patient as they progress through their training. In this phase an educational intervention, aimed at improving student radiographer attitudes towards the older person, was designed and implemented. What is reported here are the findings of a pre-test, post-test design that used the Kogan's attitudes towards older people scale to determine whether this intervention had any effect of student radiographer attitudes towards older people. Results: Overall students reported significantly more positive attitudes towards older people after intervention (p = 0.01). However, analysis of responses to individual questions reveals that this difference was not significant in all cases. Conclusion: The results of the present study suggest that an educational intervention can have a significant impact on student radiographer's attitudes towards older people. Whether this positive attitude remains throughout training, forms part of the wider basis for this study. - Highlights: • We designed an education intervention to improve Norwegian student radiographer attitudes towards older people. • Pre-intervention we found that these student radiographers generally had positive attitudes towards older people. • Post intervention the student radiographer's attitudes towards older people were significantly improved

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

Science.gov (United States)

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

2016-01-01

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

Estimating the Economic Impact of College Student Migration from Illinois. Policy Research Report: IERC 2006-1

Science.gov (United States)

Smith, Ryan; Wall, Andrew F.

2006-01-01

Each fall, hundreds of thousands of new students enroll in college. They bring with them high aspirations and hopes for a future filled with the rewards of educational attainment. Amidst the individual stories of college transition is a story of the migration pattern of college students in the United States. In this report, the authors estimate…

Capability beliefs on, and use of evidence-based practice among four health professional and student groups in geriatric care: A cross sectional study.

Directory of Open Access Journals (Sweden)

Anne-Marie Boström

Full Text Available Implementation of evidence-based practice (EBP is a complex task. This study, conducted in an acute geriatric setting, aims to compare self-reported capability beliefs on EBP between health professionals and students, and to compare the use of EBP between health professional groups. Occupational therapists, physicians, physiotherapists and registered nurses with three or more months' employment, and all students from the occupational therapy, medical, physiotherapy and nursing programs, who had conducted workplace learning at the department, were invited. Data on capability beliefs and use of EBP were collected using the Evidence-based Practice Capabilities Beliefs Scale assessing six activities of EBP: formulate questions; search databases; search other sources; appraise research reports; participate in implementation in practice; and participate in evaluation. Descriptive and inferential statistics were used. Capability beliefs on EBP: The health professionals (n = 101; response rate 80% reported high on search other sources but less on appraise research reports. The students (n = 124; response rate 73% reported high on all EBP activities. The health professionals reported significantly higher on search other sources than the students. The students reported significantly higher on formulate questions and appraise research reports than the health professionals. No significant differences were identified between the health professional groups or between the student groups. Use of EBP: Health professionals reported wide-ranging use from several times each month to once every six months. The physicians reported significantly more frequent use than registered nurses and occupational therapists. Health professionals supervising students reported more frequent use of appraise research reports than the non-supervising group. There is a need for improving the use of EBP, particularly among registered nurses and occupational therapists. Supervision of

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.

Teaching Behaviour and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behaviour

Directory of Open Access Journals (Sweden)

Patrick Pössel

2013-11-01

Full Text Available Teaching behavior has important implications for students’ emotional well-being. Multiple models suggest students’ perceptions of teaching behaviors are more critical than other measures for predicting well-being, yet student-report instruments that measure concrete and specific teaching behavior are limited. The purpose of the present studies is to develop an instrument to assess students’ perceptions of concrete and specific teaching behavior and to test which teaching behavior is associated students’ well-being. Construct validity and internal consistency for the 37-item Teaching Behavior Questionnaire (TBQ-S, composed of instructional, negative teaching, socioemotional, and organizational behavior were examined using data from two independent samples (Study 1: n = 703; Study 2: n = 822. The factor structure was stable across both samples and internal consistencies ranged from .77 to .97. Results indicated student-ratings of teaching behavior were associated with positive and negative affect in students.

The prevalence of body dysmorphic disorder among South African university students

Directory of Open Access Journals (Sweden)

Antonia Dlagnikova

2015-08-01

Full Text Available Background. The prevalence of body dysmorphic disorder (BDD among South African students is explored in this article. BDD is regarded as an obsessive-compulsive-related disorder characterised by a preoccupation with one or more perceived defects or flaws in physical appearance and expressed in repetitive behaviours or mental acts as a response to the appearance concerns, causing clinically significant distress or impairment in functioning.  Objectives. To determine the prevalence of BDD among undergraduate students (N=395 at an inner-city university.  Methods. Proportionate stratified random cluster sampling was used to select the sample. The students completed a demographics survey and the Body Image Disturbance Questionnaire.  Results and conclusion. An overall prevalence rate of 5.1% was found in this study, which is similar to prevalence rates reported in existing literature among student populations. No clinically significant differences in the severity of the BDD were found on the demographic variables of gender, race or sexual orientation. However, students differed significantly in their experience of the severity of the disorder in terms of age, in that students over the age of 21 reported higher severity levels than students under the age of 21. Although the prevalence of the disorder compares with that in other countries, its severity seems to increase with age among South African students.

The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

Directory of Open Access Journals (Sweden)

Hai-Hon Chen

2015-07-01

Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

The Effectiveness of Light Therapy for College Student Depression

Science.gov (United States)

House, Lisa A.; Walton, Barry

2018-01-01

There is a growing number of students on college campuses with mental health problems and college counseling services are reporting significant increases in student demand for counseling. Depression, a mental illness consisting of profound sadness, fatigue, and irritability, as well as low motivation, poor academic performance, and suicidal…

Health-promoting factors in medical students and students of science, technology, engineering, and mathematics: design and baseline results of a comparative longitudinal study

Science.gov (United States)

2014-01-01

Background The negative impact of medical school on students' general and mental health has often been reported. Compared to students of other subjects, or employed peers, medical students face an increased risk of developing depression, anxiety and burnout. While pathogenetic factors have been studied extensively, less is known about health-promoting factors for medical students' health. This longitudinal study aims to identify predictors for maintaining good general and mental health during medical education. We report here the design of the study and its baseline results. Methods We initiated a prospective longitudinal cohort study at the University of Lübeck, Germany. Two consecutive classes of students, entering the university in 2011 and 2012, were recruited. Participants will be assessed annually for the duration of their course. We use validated psychometric instruments covering health outcomes (general and mental health) and personality traits, as well as self-developed, pre-tested items covering leisure activities and sociodemographic data. Results At baseline, compared to students of STEM (science, technology, engineering, and mathematics) subjects (n = 531; 60.8% response rate), a larger proportion of medical students (n = 350; 93.0% response rate) showed good general health (90.9% vs. 79.7%) and a similar proportion was in good mental health (88.3% vs. 86.3%). Medical students scored significantly higher in the personality traits of extraversion, conscientiousness, openness to experience and agreeableness. Neuroticism proved to be a statistically significant negative predictor for mental health in the logistic regression analyses. Satisfaction with life as a dimension of study-related behaviour and experience predicted general health at baseline. Physical activity was a statistically significant predictor for general health in medical students. Conclusions Baseline data revealed that medical students reported better general and similar mental

Clinical anxiety among final year dental students: The trainers and students perspectives

Directory of Open Access Journals (Sweden)

A Obarisiagbon

2013-01-01

Full Text Available Background: The dental clinical setting, which is a significant learning environment for undergraduate dental students, may induce anxiety, which may adversely affect the clinical performance. The purpose of this cross-sectional study was to determine the factors provoking clinical anxiety in dental students from the trainers and students perspectives. Materials and Methods: This cross-sectional study was conducted among 6 th (final year dental students of University of Benin and their clinical trainers between January and March 2012 using the 38-item modified Moss and McManus clinical anxiety questionnaire. Results: Of the 67 participants, 32 (47.8% were 6 th year dental students while 35 (52.2% were clinical trainers. According to the students, the top clinical anxiety provoking situations were inability to meet requirements before exams, inability to pass the final exams, dealing with psychiatric patients, coping with uncooperative children, getting infected by patients, fracturing a tooth during extraction, extracting the wrong tooth, discovering calculus by the supervisor after scaling, accidental pulp exposure, inadvertently hurting patients and using the high speed hand piece. There existed concordance on the top two clinical anxiety provoking situations reported by the students and their clinical trainers. However, measuring blood pressure, taking pulse, presenting in the clinic, handling a syncopal attack, and accidental pulp exposure were statistically significant contrasting clinical anxiety provoking situations from dental students and trainers perspectives. Conclusion: Data from this study revealed that clinical trainers share largely the same perspectives with the dental students on the clinical anxiety provoking situations with slight variations. Fostering a supportive learning environment conducive to dental student learning by strengthen efforts to minimize clinical anxiety is a necessity.

The Pulsar Search Collaboratory: Involving High School Students in Astronomical Research -- A Progress Report

Science.gov (United States)

Rosen, Rachel; Heatherly, S.; McLauglin, M.; Lorimer, D.

2010-01-01

The National Science Foundation funded "Pulsar Search Collaboratory” project is a collaboration between the National Radio Astronomy Observatory (NRAO) in Green Bank, WV and West Virginia University aimed at provoking interest in Science-Technology-Engineering-Math (STEM) careers and increasing scientific and information technology literacy among high-school students within the state and region. Over the initial three-year phase of this program, 60 high-school teachers at schools throughout region and over 300 students will be involved in the search for new pulsars and transient objects by analyzing over 30 TB of data collected by the Green Bank Telescope in 2007. Although training is provided to teachers and student leaders via a summer workshop, additional students may join the program, learning from their peers how to conduct the data analysis. We are now in the second year of the PSC and we present a progress report from the first year of the PSC. We will summarize our approaches to implementing this challenging project, including the use of online tools to communicate with and sustain interest among the student teams, and the development of a unique graphical database through which students access and analyze pulsar plots. We will present the student results including one astronomical discovery as well as statistics on the plots that students have analyzed, including distribution among schools, number of known pulsars found, and RFI detection. Finally we will present evaluation results and lessons learned from the first year of the PSC. These include results from pre/post testing of teachers and students that show changes in student interest in STEM careers resulting from the PSC, and statistics on student participation.

Exposure to air pollution and self-reported effects on Chinese students: A case study of 13 megacities

Science.gov (United States)

2018-01-01

Air pollution causes severe physical and psychological health complications. Considering China’s continuously-deteriorating air quality, this study aimed to assess the self-reported effects of air pollution on the behavior and physical health of the students of 13 densely populated cities, and their awareness, practices, and perception of air pollution and its associated public health risks. A detailed, closed-ended questionnaire was administered to 2100 students from 54 universities and schools across China. The questionnaire, which had 24 questions, was categorized into four sections. The first two sections were focused on air pollution-associated behavior and psychology, and physical effects; while the final two sections focused on the subjects’ awareness and perceptions, and practices and concerns about air pollution. The respondents reported that long-term exposure to air pollution had significantly affected their psychology and behavior, as well as their physical health. The respondents were aware of the different adverse impacts of air pollution (respiratory infections, allergies, and cardiovascular problems), and hence had adopted different preventive measures, such as the use of respiratory masks and glasses or goggles, regularly drinking water, and consuming rich foods. It was concluded that air pollution and haze had negative physical and psychological effects on the respondents, which led to severe changes in behavior. Proper management, future planning, and implementing strict environmental laws are suggested before this problem worsens and becomes life-threatening. PMID:29547657

Exposure to air pollution and self-reported effects on Chinese students: A case study of 13 megacities.

Science.gov (United States)

Rajper, Sohail Ahmed; Ullah, Sana; Li, Zhongqiu

2018-01-01

Air pollution causes severe physical and psychological health complications. Considering China's continuously-deteriorating air quality, this study aimed to assess the self-reported effects of air pollution on the behavior and physical health of the students of 13 densely populated cities, and their awareness, practices, and perception of air pollution and its associated public health risks. A detailed, closed-ended questionnaire was administered to 2100 students from 54 universities and schools across China. The questionnaire, which had 24 questions, was categorized into four sections. The first two sections were focused on air pollution-associated behavior and psychology, and physical effects; while the final two sections focused on the subjects' awareness and perceptions, and practices and concerns about air pollution. The respondents reported that long-term exposure to air pollution had significantly affected their psychology and behavior, as well as their physical health. The respondents were aware of the different adverse impacts of air pollution (respiratory infections, allergies, and cardiovascular problems), and hence had adopted different preventive measures, such as the use of respiratory masks and glasses or goggles, regularly drinking water, and consuming rich foods. It was concluded that air pollution and haze had negative physical and psychological effects on the respondents, which led to severe changes in behavior. Proper management, future planning, and implementing strict environmental laws are suggested before this problem worsens and becomes life-threatening.

Does clinical experience affect knowledge regarding hepatitis-B among male medical students at a private university

International Nuclear Information System (INIS)

Nisar, N.

2009-01-01

To assess the knowledge of male medical students about Hepatitis-B in their preclinical and clinical years and to investigate the self reported vaccination status of these students. In the year of 2007, 187 male students of Isra University Hyderabad Sindh Pakistan were selected by convenient sampling and surveyed with a self reported questionnaire comprising of questions regarding knowledge about hepatitis B. Data gathered was analyzed by SPSS V. 16. Knowledge between preclinical and clinical students were compared by Pearson's coefficient chi square test, p value < 0.005 was considered significant. Out of 187 students interviewed, 73 (39%) and 114 (61%) were from preclinical and clinical years respectively. Significant difference was found in clinical and preclinical students regarding basic knowledge about hepatitis B. and mode of transmission of disease (P= 0.004) and (P=< 0.001) respectively. Significant difference was found in the knowledge of both preclinical and clinical male medical students. (JPMA 59:808; 2009). (author)

Prevalence and correlates of sexual behaviors among university students: a study in Hefei, China.

Science.gov (United States)

Chi, Xinli; Yu, Lu; Winter, Sam

2012-11-13

In China, sexual health and behaviors of young people have become a growing public concern but few studies have been conducted to investigate the prevalence and psychosocial correlates of the phenomenon. A self-reported questionnaire survey on youth sexual behaviors was conducted among 1,500 university students in 2011 at Hefei, a middle-size city in eastern China. A total of 1,403 students (age = 20.30 ± 1.27 years) completed the questionnaire with a high response rate of 93.5%. Among the respondents, 12.6% (15.4% of male versus 8.6% of female) students reported having pre-marital heterosexual intercourse; 10.8% (10.5% of males versus 11.2% females) had oral sex; 2.7% (3.4% of males versus 1.7% females) reported same-sex activities; 46% (70.3% of males versus 10.8% of females) reported masturbation behaviors; 57.4% (86.2% of males versus 15.6% females) students viewed pornography. In terms of sexual communication about sexual knowledge acquisition, 13.7% (10.7% of males versus 18% of females) talked to their parents about sex; 7.1% (6.1% of males versus 8.4% of females) students reported having conversation with parents on contraception. About forcing sexual behavior, 2.7% (4% of males versus 0.9% of females) reported forcing their sexual partners to have sex, and 1.9% (2.4% of males versus 1.2% of females) reported being forced to have sex. Gender was found to be significant predictor of sexual behaviors in university students: males reported more sexual behaviors including sexual fantasy, heterosexual intercourse, masturbation, viewing pornography and talking about sex with friends. Several correlates of sexual behaviors were identified for students of different gender separately. For males, having romantic relationships, past sex education experiences, low educational aspirations, time spent on the Internet, and urban native settings were significantly associated with more sexual behaviors. For female students, having romantic relationships and urban native

Prevalence and correlates of sexual behaviors among university students: a study in Hefei, China

Directory of Open Access Journals (Sweden)

Chi Xinli

2012-11-01

Full Text Available Abstract Background In China, sexual health and behaviors of young people have become a growing public concern but few studies have been conducted to investigate the prevalence and psychosocial correlates of the phenomenon. Methods A self-reported questionnaire survey on youth sexual behaviors was conducted among 1,500 university students in 2011 at Hefei, a middle-size city in eastern China. A total of 1,403 students (age = 20.30 ± 1.27 years completed the questionnaire with a high response rate of 93.5%. Results Among the respondents, 12.6% (15.4% of male versus 8.6% of female students reported having pre-marital heterosexual intercourse; 10.8% (10.5% of males versus 11.2% females had oral sex; 2.7% (3.4% of males versus 1.7% females reported same-sex activities; 46% (70.3% of males versus 10.8% of females reported masturbation behaviors; 57.4% (86.2% of males versus 15.6% females students viewed pornography. In terms of sexual communication about sexual knowledge acquisition, 13.7% (10.7% of males versus 18% of females talked to their parents about sex; 7.1% (6.1% of males versus 8.4% of females students reported having conversation with parents on contraception. About forcing sexual behavior, 2.7% (4% of males versus 0.9% of females reported forcing their sexual partners to have sex, and 1.9% (2.4% of males versus 1.2% of females reported being forced to have sex. Gender was found to be significant predictor of sexual behaviors in university students: males reported more sexual behaviors including sexual fantasy, heterosexual intercourse, masturbation, viewing pornography and talking about sex with friends. Several correlates of sexual behaviors were identified for students of different gender separately. For males, having romantic relationships, past sex education experiences, low educational aspirations, time spent on the Internet, and urban native settings were significantly associated with more sexual behaviors. For female students

Prevalence and correlates of sexual behaviors among university students: a study in Hefei, China

Science.gov (United States)

2012-01-01

Background In China, sexual health and behaviors of young people have become a growing public concern but few studies have been conducted to investigate the prevalence and psychosocial correlates of the phenomenon. Methods A self-reported questionnaire survey on youth sexual behaviors was conducted among 1,500 university students in 2011 at Hefei, a middle-size city in eastern China. A total of 1,403 students (age = 20.30 ± 1.27 years) completed the questionnaire with a high response rate of 93.5%. Results Among the respondents, 12.6% (15.4% of male versus 8.6% of female) students reported having pre-marital heterosexual intercourse; 10.8% (10.5% of males versus 11.2% females) had oral sex; 2.7% (3.4% of males versus 1.7% females) reported same-sex activities; 46% (70.3% of males versus 10.8% of females) reported masturbation behaviors; 57.4% (86.2% of males versus 15.6% females) students viewed pornography. In terms of sexual communication about sexual knowledge acquisition, 13.7% (10.7% of males versus 18% of females) talked to their parents about sex; 7.1% (6.1% of males versus 8.4% of females) students reported having conversation with parents on contraception. About forcing sexual behavior, 2.7% (4% of males versus 0.9% of females) reported forcing their sexual partners to have sex, and 1.9% (2.4% of males versus 1.2% of females) reported being forced to have sex. Gender was found to be significant predictor of sexual behaviors in university students: males reported more sexual behaviors including sexual fantasy, heterosexual intercourse, masturbation, viewing pornography and talking about sex with friends. Several correlates of sexual behaviors were identified for students of different gender separately. For males, having romantic relationships, past sex education experiences, low educational aspirations, time spent on the Internet, and urban native settings were significantly associated with more sexual behaviors. For female students, having romantic

Playing-related musculoskeletal disorders among icelandic music students: differences between students playing classical vs rhythmic music.

Science.gov (United States)

Arnason, Kári; Arnason, Arni; Briem, Kristín

2014-06-01

Most research studies investigating the prevalence of musculoskeletal disorders affecting musicians and music students have focused on classical music, while less is known about their prevalence in other music genres. The purpose of this study was to document cumulative and point prevalence of playing-related musculoskeletal disorders (PRMD) among music students in Iceland and, specifically, to identify differences between those studying classical vs rhythmic music. We hypothesized that students of classical music would report more frequent and more severe musculoskeletal disorders than students involved in rhythmic music, as classical instruments and composition typically require more demanding, sustained postures during practice and performance. A total of 74 students from two classical music schools (schools A and B) and 1 rhythmic school (school C) participated in the study by answering a questionnaire assessing PRMDs. The results showed that 62% of participants had, at some point in their musical career, suffered a PRMD. The cumulative prevalence was highest in music school A (71.4%) and lowest in music school C (38.9%). A statistically significant difference was identified between the cumulative prevalence of PRMD from schools A and B combined compared to music school C (p=0.019). Over 40% of participants reported a "current PRMD," and a significant difference was identified between the three schools (p=0.011), with the highest point prevalence being registered in music school A (66.6%) and the lowest in music school C (22.2%). The prevalence of PRMDs among Icelandic music students was high. The difference found between students who play classical vs rhythmic music may be explained by different demands of the instruments and composition on playing posture.

Self-Reported Non-Celiac Wheat Sensitivity in High School Students: Demographic and Clinical Characteristics

Directory of Open Access Journals (Sweden)

Antonio Carroccio

2017-07-01

Full Text Available Background: Non-Celiac Wheat Sensitivity (NCWS has recently been included among the gluten-related disorders. As no biomarkers of this disease exist, its frequency has been estimated based on self-reported symptoms, but to date no data are available about self-reported NCWS in teenagers. Aim: To explore the prevalence of self-reported NCWS in a group of high school students and to study their demographic and clinical characteristics. Methods: The study was performed between April 2015 and January 2016 in two high schools of a coastal town in the south of Sicily (Italy. A total of 555 students (mean age 17 years, 191 male, 364 female completed a modified validated questionnaire for self-reported NCWS. The subjects who self-reported NCWS were then compared with all the others. Results: Seven individuals (1.26% had an established diagnosis of CD. The prevalence of self-reported NCWS was 12.2%, and 2.9% were following a gluten-free diet (GFD. Only 15 out of 68 (23% NCWS self-reporters had consulted a doctor for this problem and only nine (14% had undergone serological tests for celiac disease. The NCWS self-reporters very often had IBS symptoms (44%. Conclusions: Self-reported NCWS was found to be common in teenagers, with a frequency of 12.2%; the frequency of GFD use was 2.9%, which was much higher than the percentage of known CD in the same population (1.26%. A greater awareness of the possible implications on the part of the subjects involved, and a more thorough medical approach to the study of self-reported wheat-induced symptoms are required.

Postsecondary Education: Student Outcomes Vary at For-Profit, Nonprofit, and Public Schools. Report to Congressional Requesters. GAO-12-143

Science.gov (United States)

Scott, George A.

2011-01-01

To respond to Congress' interest in student outcomes at different types of schools, this report addresses the following questions: (1) What does research show about graduation rates, employment outcomes, student loan debts, and default rates for students at for-profit schools compared to those at nonprofit and public schools, taking differences in…

Knowledge, Attitude, and Practices regarding Pharmacovigilance and Adverse Drug Reaction reporting among Dental Students in a Teaching Hospital, Jodhpur, India: A Cross-sectional Study.

Science.gov (United States)

Chhabra, Kumar G; Sharma, Ashish; Chhabra, Chaya; Reddy, J Jyothirmai; Deolia, Shravani G; Mittal, Yogesh

2017-10-01

This is a cross-sectional knowledge, attitude, and practices (KAPs) study on pharmacovigilance (PV) and adverse drug reaction (ADR) reporting among dental students in a teaching hospital in India. The aim of this study was to assess the KAP of dental students regarding PV, ADR reporting, and barriers toward the same. A cross-sectional survey using a self-administered, investigator-developed, close-ended questionnaire was conducted in an academic dental hospital in India. All prescribers including third year students, final year students, and house surgeons of the same institute were included for assessment of KAP regarding PV using 16, 8, and 8 items respectively. Data regarding barriers toward ADR reporting and demographics were also collected. Mann-Whitney U-test and Kruskal-Wallis test were applied followed by post hoc test. A total of 241 of 275 respondents participated in the study with a response rate of 87.5%. Overall, 64% reported that they had no idea about the term PV. Age was significantly associated with knowledge (p = 0.045) and attitude (p = 0.016). Barriers contributing to underreporting were difficulty in deciding whether or not an ADR has occurred (52.0%), concerns that the report may be wrong (37%), lack of confidence to discuss ADR with colleagues (29%), and almost no financial benefits (24%). Participants had a comparatively favorable attitude toward PV, but their knowledge and practice need considerable improvements. This study highlights the need for appropriate dental curriculum changes and further multicentric studies to shed more light on important issues of PV among dentists in India. This study explores dentists' knowledge, attitude, and behavior regarding PV, which could help to improve patient's safety and care. The favorable attitude of dentists is an indication that PV could be added in depth in the curriculum and in general practice. Information on barriers for reporting the ADRs could help to find possible solutions for removing the

Track and Connect: Enhancing student retention and success at the University of Sydney. A Practice Report

Directory of Open Access Journals (Sweden)

Sophia Barnes

2015-03-01

Full Text Available In 2012, staff in Student Support Services at The University of Sydney piloted an early intervention program to increase first year student engagement and retention. Founded in best-practice, evidence-based research, the Track and Connect program was developed in response to a study into first year undergraduate student attrition by the University’s Planning and Information Office, in consultation with Counselling and Psychological Services. Track and Connect provides tailored advice and support to students identified as at risk of withdrawal from a key first-year subject by demographic markers and on-time data. Trained senior peers contact these students and provide information, encouragement and service referrals at key decision points throughout the semester. This report outlines the program’s development, implementation and early outcomes, and identifies areas for refinement and expansion.

Correction Equations to Adjust Self-Reported Height and Weight for Obesity Estimates among College Students

Science.gov (United States)

Mozumdar, Arupendra; Liguori, Gary

2011-01-01

The purposes of this study were to generate correction equations for self-reported height and weight quartiles and to test the accuracy of the body mass index (BMI) classification based on corrected self-reported height and weight among 739 male and 434 female college students. The BMIqc (from height and weight quartile-specific, corrected…

Students who developed logical reasoning skills reported improved confidence in drug dose calculation: Feedback from remedial maths classes.

Science.gov (United States)

Shelton, Chris

2016-06-01

The safe administration of drugs is a focus of attention in healthcare. It is regarded as acceptable that a formula card or mnemonic can be used to find the correct dose and fill a prescription even though this removes any requirement for performing the underlying computation. Feedback and discussion in class reveal that confidence in arithmetic skills can be low even when students are able to pass the end of semester drug calculation exam. To see if confidence in the understanding and performance of arithmetic for drug calculations can be increased by emphasising student's innate powers of logical reasoning after reflection. Remedial classes offered for students who have declared a dislike or lack of confidence in arithmetic have been developed from student feedback adopting a reasoning by logical step methodology. Students who gave up two hours of their free learning time were observed to engage seriously with the learning methods, focussing on the innate ability to perform logical reasoning necessary for drug calculation problems. Working in small groups allowed some discussion of the route to the answer and this was followed by class discussion and reflection. The results were recorded as weekly self-assessment scores for confidence in calculation. A self-selecting group who successfully completed the end of semester drug calculation exam reported low to moderate confidence in arithmetic. After four weeks focussing on logical skills a significant increase in self-belief was measured. This continued to rise in students who remained in the classes. Many students hold a negative belief regarding their own mathematical abilities. This restricts the learning of arithmetic skills making alternate routes using mnemonics and memorised steps an attractive alternative. Practising stepwise logical reasoning skills consolidated by personal reflection has been effective in developing student's confidence and awareness of their innate powers of deduction supporting an

Summary of the most significant results reported in this session

CERN Document Server

Sens, J C

1980-01-01

D1e most interesting although speculative result is the observation of a 4 standard deviation effect at 5. 3 GeV in the l)JK 0TI - and lj!K- 'ff+ mass plots (SPS Exp. WJ\\11) with a crosssection of 180 nb (assuming 1 % branching ratio). This is a cancliclatc bare b-state. + Tiw next most significant experimental result is the observation of Ac at the CERN Intersecting Storage Rings (ISR). TI1is state was discovered at BNL by Samios et al. and has since been seen in several neutrino experiments. It was seen at the ISR by Lockman ct al. about a year ago (reported at Budapest) but not in a convincing way. The analysis has now been improved, and the result shows a peak which is most clearly present in the stnnmed A(31T)+ and K-p1T+ mass spectra. 'TI1e signal has furthennore been seen in Exp. R606 (reported - + by F. Muller in this parallel session) in both A3TI and pK TI . 111e most convincing signal comes from the Spli t-Ficlcl Magnet (SFM) in K-pn + 'TI1e three observations together, all at the ISR, make this an...

2015 Final Reports from the Los Alamos National Laboratory Computational Physics Student Summer Workshop

Energy Technology Data Exchange (ETDEWEB)

Runnels, Scott Robert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Caldwell, Wendy [Arizona State Univ., Mesa, AZ (United States); Brown, Barton Jed [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Pederson, Clark [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brown, Justin [Univ. of California, Santa Cruz, CA (United States); Burrill, Daniel [Univ. of Vermont, Burlington, VT (United States); Feinblum, David [Univ. of California, Irvine, CA (United States); Hyde, David [SLAC National Accelerator Lab., Menlo Park, CA (United States). Stanford Institute for Materials and Energy Science (SIMES); Levick, Nathan [Univ. of New Mexico, Albuquerque, NM (United States); Lyngaas, Isaac [Florida State Univ., Tallahassee, FL (United States); Maeng, Brad [Univ. of Michigan, Ann Arbor, MI (United States); Reed, Richard LeRoy [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Sarno-Smith, Lois [Univ. of Michigan, Ann Arbor, MI (United States); Shohet, Gil [Univ. of Illinois, Urbana-Champaign, IL (United States); Skarda, Jinhie [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Stevens, Josey [Missouri Univ. of Science and Technology, Rolla, MO (United States); Zeppetello, Lucas [Columbia Univ., New York, NY (United States); Grossman-Ponemon, Benjamin [Stanford Univ., CA (United States); Bottini, Joseph Larkin [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Loudon, Tyson Shane [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); VanGessel, Francis Gilbert [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Nagaraj, Sriram [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Price, Jacob [Univ. of Washington, Seattle, WA (United States)

2015-10-15

The two primary purposes of LANL’s Computational Physics Student Summer Workshop are (1) To educate graduate and exceptional undergraduate students in the challenges and applications of computational physics of interest to LANL, and (2) Entice their interest toward those challenges. Computational physics is emerging as a discipline in its own right, combining expertise in mathematics, physics, and computer science. The mathematical aspects focus on numerical methods for solving equations on the computer as well as developing test problems with analytical solutions. The physics aspects are very broad, ranging from low-temperature material modeling to extremely high temperature plasma physics, radiation transport and neutron transport. The computer science issues are concerned with matching numerical algorithms to emerging architectures and maintaining the quality of extremely large codes built to perform multi-physics calculations. Although graduate programs associated with computational physics are emerging, it is apparent that the pool of U.S. citizens in this multi-disciplinary field is relatively small and is typically not focused on the aspects that are of primary interest to LANL. Furthermore, more structured foundations for LANL interaction with universities in computational physics is needed; historically interactions rely heavily on individuals’ personalities and personal contacts. Thus a tertiary purpose of the Summer Workshop is to build an educational network of LANL researchers, university professors, and emerging students to advance the field and LANL’s involvement in it. This report includes both the background for the program and the reports from the students.

What do dental students think about mandatory laptop programs?

Science.gov (United States)

Hendricson, William; Eisenberg, Elise; Guest, Gary; Jones, Pamela; Johnson, Lynn; Panagakos, Fotinos; McDonald, James; Cintron, Laura

2006-05-01

at their schools. The majority of students (63 percent) reported that the laptop and associated software were not essential for successful performance in their courses primarily because few instructors had modified their courses to take advantage of laptop capacities. Slightly more than half of the students reported their training was good or excellent, but felt that classroom-based "one size fits all" training was not effective. Less than 15 percent of the students reported that they had made substantial changes in their study habits as a consequence of the laptop program. The benefits perceived by students were primarily related to enhanced email communication with classmates and instructors and convenient access to the Internet and teachers' PowerPoint presentations. Implementation barriers included the inconvenience of carrying laptops to classes, lack of incentive to use the laptop and software because instructors did not require it, and poor quality software. Only 32 percent of students agreed that the value of the laptop and associated software was equal to the added tuition costs. Less than half of the students perceived that the laptop and software had improved the quality of their education, but more than 70 percent rated their overall experiences with laptops as "okay," "good," or "excellent." Freshmen expressed significantly more positive attitudes about the frequency of use, cost-effectiveness, educational value, and overall quality of laptops and bundled software than did upperclassmen. A significantly higher percentage of students at schools affiliated with a software vendor reported that laptops were essential in courses than students at schools with locally produced software, but students at vendor-supplied schools rated the cost-effectiveness significantly lower. Overall, students' assessment of mandatory laptop programs was mixed although freshmen provided significantly more positive responses than did upperclassmen. Incorporation of the e

Capability beliefs on, and use of evidence-based practice among four health professional and student groups in geriatric care: A cross sectional study

Science.gov (United States)

2018-01-01

Implementation of evidence-based practice (EBP) is a complex task. This study, conducted in an acute geriatric setting, aims to compare self-reported capability beliefs on EBP between health professionals and students, and to compare the use of EBP between health professional groups. Occupational therapists, physicians, physiotherapists and registered nurses with three or more months’ employment, and all students from the occupational therapy, medical, physiotherapy and nursing programs, who had conducted workplace learning at the department, were invited. Data on capability beliefs and use of EBP were collected using the Evidence-based Practice Capabilities Beliefs Scale assessing six activities of EBP: formulate questions; search databases; search other sources; appraise research reports; participate in implementation in practice; and participate in evaluation. Descriptive and inferential statistics were used. Capability beliefs on EBP: The health professionals (n = 101; response rate 80%) reported high on search other sources but less on appraise research reports. The students (n = 124; response rate 73%) reported high on all EBP activities. The health professionals reported significantly higher on search other sources than the students. The students reported significantly higher on formulate questions and appraise research reports than the health professionals. No significant differences were identified between the health professional groups or between the student groups. Use of EBP: Health professionals reported wide-ranging use from several times each month to once every six months. The physicians reported significantly more frequent use than registered nurses and occupational therapists. Health professionals supervising students reported more frequent use of appraise research reports than the non-supervising group. There is a need for improving the use of EBP, particularly among registered nurses and occupational therapists. Supervision of students might

A study to determine whether targeted education significantly improves the perception of human torture in medical students in India.

Science.gov (United States)

Husain, Munawwar; Ghaffar, Usama B; Usmani, Jawed Ahmad; Rivzi, Shameem Jahan

2010-08-01

This study was undertaken to find out the knowledge of torture in MBBS students. A fair comparison was done by selecting two groups of medical students; one, to whom torture was not taught ie, pretaught group (PrTG, n = 125), and second, to whom torture was taught in classroom ie, post-taught group (PoTG, n = 110) in more than one sessions. The topic on torture was taught under many headings maximising the effort to cover as much as possible; namely, definition, geographical distribution, types of torture (physical, psychological and sexual), post-torture sequelae, sociopolitical environment prevailing in the country, doctors' involvement in torture, rehabilitation of torture victims and the UNO's role in containment of torture. In all a questionnaire was designed having MCQ types on these aspects. It was found that significant level of difference in perception and knowledge about torture existed amongst the groups, and this was further accentuated in medical and non-medical intratopics. 'P' value of each question was computed separately. It was found that the study was statistically significant and reestablished the need of fortifying the gossameric firmament of education specific to torture.

CalMHSA Student Mental Health Campus-Wide Survey. 2013 Summary Report

Science.gov (United States)

Sontag-Padilla, Lisa; Roth, Elizabeth; Woodbridge, Michelle W.; Kase, Courtney Ann; Osilla, Karen Chan; D'Amico, Elizabeth; Jaycox, Lisa H.; Stein, Bradley D.

2014-01-01

Mental Health Problems among college and university students represent a significant public health issue in the United States. Mental disorders account for nearly one-half of the disease burden for young adults in the United States (World Health Organization, 2008), and most lifetime mental disorders have first onset by age 24 (Kessler et al.,…

Term-time Employment and Student Attainment in Higher Education

Directory of Open Access Journals (Sweden)

Cath Dennis

2018-04-01

Full Text Available The number of UK full-time university students engaging in term-time employment (TTE is rising. Students engaging in TTE have previously been found to achieve less well academically than those who do not. This study aimed to explore patterns of TTE and academic achievement of undergraduates at a large UK higher education institution. Self-reported TTE hours were matched to attainment data for 1304 undergraduate students in levels 1-4 of study (SQCF levels 7-10. The majority of students in TTE (71%, n=621 reported undertaking TTE to cover essential living expenses. Compared to students not undertaking TTE, attainment was significantly better at low levels of TTE (1-10 hours, and only significantly worse when TTE was >30 hours/week. This pattern was magnified when job type was taken into account – students employed in skilled roles for ≤10 hours/week on average attained grades 7% higher than those not in TTE; students working >10 hours/week in unskilled positions showed a mean 1.6% lower grade. The impact of ‘academic potential’ (measured via incoming UCAS tariff was accounted for in the model. The finding that students engaging in some categories of TTE achieve better academic outcomes than their non-employed peers is worthy of further investigation. This study is unable to provide direct evidence of possible causation, but would tentatively suggest that students may benefit from taking on 10 or fewer hours of TTE per week.

Medical students' learning orientation regarding interracial interactions affects preparedness to care for minority patients: a report from Medical Student CHANGES.

Science.gov (United States)

Burgess, Diana J; Burke, Sara E; Cunningham, Brooke A; Dovidio, John F; Hardeman, Rachel R; Hou, Yuefeng; Nelson, David B; Perry, Sylvia P; Phelan, Sean M; Yeazel, Mark W; van Ryn, Michelle

2016-09-29

There is a paucity of evidence on how to train medical students to provide equitable, high quality care to racial and ethnic minority patients. We test the hypothesis that medical schools' ability to foster a learning orientation toward interracial interactions (i.e., that students can improve their ability to successfully interact with people of another race and learn from their mistakes), will contribute to white medical students' readiness to care for racial minority patients. We then test the hypothesis that white medical students who perceive their medical school environment as supporting a learning orientation will benefit more from disparities training. Prospective observational study involving web-based questionnaires administered during first (2010) and last (2014) semesters of medical school to 2394 white medical students from a stratified, random sample of 49 U.S. medical schools. Analysis used data from students' last semester to build mixed effects hierarchical models in order to assess the effects of medical school interracial learning orientation, calculated at both the school and individual (student) level, on key dependent measures. School differences in learning orientation explained part of the school difference in readiness to care for minority patients. However, individual differences in learning orientation accounted for individual differences in readiness, even after controlling for school-level learning orientation. Individual differences in learning orientation significantly moderated the effect of disparities training on white students' readiness to care for minority patients. Specifically, white medical students who perceived a high level of learning orientation in their medical schools regarding interracial interactions benefited more from training to address disparities. Coursework aimed at reducing healthcare disparities and improving the care of racial minority patients was only effective when white medical students perceived their

A new self-report inventory of dyslexia for students: criterion and construct validity.

Science.gov (United States)

Tamboer, Peter; Vorst, Harrie C M

2015-02-01

The validity of a Dutch self-report inventory of dyslexia was ascertained in two samples of students. Six biographical questions, 20 general language statements and 56 specific language statements were based on dyslexia as a multi-dimensional deficit. Dyslexia and non-dyslexia were assessed with two criteria: identification with test results (Sample 1) and classification using biographical information (both samples). Using discriminant analyses, these criteria were predicted with various groups of statements. All together, 11 discriminant functions were used to estimate classification accuracy of the inventory. In Sample 1, 15 statements predicted the test criterion with classification accuracy of 98%, and 18 statements predicted the biographical criterion with classification accuracy of 97%. In Sample 2, 16 statements predicted the biographical criterion with classification accuracy of 94%. Estimations of positive and negative predictive value were 89% and 99%. Items of various discriminant functions were factor analysed to find characteristic difficulties of students with dyslexia, resulting in a five-factor structure in Sample 1 and a four-factor structure in Sample 2. Answer bias was investigated with measures of internal consistency reliability. Less than 20 self-report items are sufficient to accurately classify students with and without dyslexia. This supports the usefulness of self-assessment of dyslexia as a valid alternative to diagnostic test batteries. Copyright © 2015 John Wiley & Sons, Ltd.

Gender and Race Are Significant Determinants of Students' Food Choices on a College Campus

Science.gov (United States)

Boek, Stacey; Bianco-Simeral, Stephanie; Chan, Kenny; Goto, Keiko

2012-01-01

Objective: To examine the roles of gender and race in students' determinants of food choices on a college campus. Methods: A total of 405 college students participated in a survey entitled "Campus Food: You Tell Us!" Chi-square and logistic regression were used to examine associations between demographics and food choice determinants. Results:…

Impact of mental health first aid training on pharmacy students' knowledge, attitudes and self-reported behaviour: a controlled trial.

Science.gov (United States)

O'Reilly, Claire L; Bell, J Simon; Kelly, Patrick J; Chen, Timothy F

2011-07-01

The aim of this study was to assess the impact of delivering Mental Health First Aid (MHFA) training for pharmacy students on their mental health literacy and stigma towards mental illness. A non-randomized controlled design was used, with all third year pharmacy students at the University of Sydney (n = 272) in 2009 invited to participate in one of two MHFA training courses, each of 12 hours duration. Of these, 174 students applied for MHFA training, of whom 60 were randomly selected and offered MHFA training. Outcome measures that were completed by all participants in the MHFA and non-MHFA groups before and after the MHFA training included an evaluation of mental health literacy, the 7-item social distance scale, and 16 items related to self-reported behaviour. The survey instrument was completed by 258 participants at baseline (59 MHFA and 199 non-MHFA) and 223 participants at follow up (53 MHFA and 170 non-MHFA). The MHFA training improved the participants' ability to correctly identify a mental illness (p = 0.004). There was a significant mean decrease in total social distance of 2.18 (SD 3.35) p training. This study demonstrated that MHFA training can reduce pharmacy students' mental health stigma, improve recognition of mental disorders and improve confidence in providing services to consumers with a mental illness in the pharmacy setting.

Students' benefits and barriers to mental health help-seeking

Science.gov (United States)

Vidourek, Rebecca A.; King, Keith A.; Nabors, Laura A.; Merianos, Ashley L.

2014-01-01

Stigma is recognized as a potential barrier to seeking help for a mental health disorder. The present study assessed college students' perceived benefits and barriers to obtaining mental health treatment and stigma-related attitudes via a four-page survey. A total of 682 students at one Midwestern university participated in the study. Findings indicated that females perceived a greater number of benefits to having participated in mental health services and held significantly lower stigma-related attitudes than did males. Students who had ever received mental health services reported significantly more barriers to treatment than did students who had never received services. Health professionals should target students with educational programs about positive outcomes related to receiving mental health services and work with treatment centers to reduce barriers for receiving services. PMID:25750831

Implications of Posttraumatic Stress Among Military-Affiliated and Civilian Students

Science.gov (United States)

Barry, Adam E.; Whiteman, Shawn D.; MacDermid Wadsworth, Shelley M.

2012-01-01

Objectives Determine whether posttraumatic stress symptoms (PTS) are associated with problem drinking and alcohol-related consequences, as well as academic correlates among military-affiliated and civilian students. Participants Final sample (n = 248) included 78 combat exposed student service members/veterans, 53 non-combat exposed student service members/veterans, 38 ROTC students, and 79 civilian students. Method Self-report data was collected spring 2011 via a web-based survey measuring PTS, problem drinking, alcohol-related consequences, GPA, educational self-efficacy, academic amotivation and persistence. Results Military students exposed to combat-related trauma reported significantly greater PTS symptoms than other military and civilian groups. PTS symptoms were associated with problem drinking and alcohol-related consequences for all groups, yet unrelated to academic correlates among those exposed to combat-related trauma. Conclusions This study adds to the scant literature base exploring the unique characteristics of student service members/veterans in higher education. PMID:23157198

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

Directory of Open Access Journals (Sweden)

Geraldine Box

2012-03-01

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

Do medical student stress, health, or quality of life foretell step 1 scores? A comparison of students in traditional and revised preclinical curricula.

Science.gov (United States)

Tucker, Phebe; Jeon-Slaughter, Haekyung; Sener, Ugur; Arvidson, Megan; Khalafian, Andrey

2015-01-01

We explored the theory that measures of medical students' well-being and stress from different types of preclinical curricula are linked with performance on standardized assessment. Self-reported stress and quality of life among sophomore medical students having different types of preclinical curricula will vary in their relationships to USMLE Step 1 scores. Voluntary surveys in 2010 and 2011 compared self-reported stress, physical and mental health, and quality of life with Step 1 scores for beginning sophomore students in the final year of a traditional, discipline-based curriculum and the 1st year of a revised, systems-based curriculum with changed grading system. Wilcoxon rank sum tests and Spearman rank correlations were used to analyze data, significant at p students reported worse physical health, subjective feelings, leisure activities, social relationships and morale, and more depressive symptoms and life stress than traditional curriculum students. However, among curriculum-related stressors, few differences emerged; revised curriculum sophomores reported less stress working with real and standardized patients than traditional students. There were no class differences in respondents' Step 1 scores. Among emotional and physical health measures, only feelings of morale correlated negatively with Step 1 performance. Revised curriculum students' Step 1 scores correlated negatively with stress from difficulty of coursework. Although revised curriculum students reported worse quality of life, general stress, and health and less stress from patient interactions than traditional students, few measures were associated with performance differences on Step 1. Moreover, curriculum type did not appear to either hinder or help students' Step 1 performance. To identify and help students at risk for academic problems, future assessments of correlates of Step 1 performance should be repeated after the new curriculum is well established, relating them also to performance

Factors Affecting Mental Health Service Utilization Among California Public College and University Students.

Science.gov (United States)

Sontag-Padilla, Lisa; Woodbridge, Michelle W; Mendelsohn, Joshua; D'Amico, Elizabeth J; Osilla, Karen Chan; Jaycox, Lisa H; Eberhart, Nicole K; Burnam, Audrey M; Stein, Bradley D

2016-08-01

Unmet need for mental health treatment among college students is a significant public health issue. Despite having access to campus mental health providers and insurance to cover services, many college students do not receive necessary services. This study examined factors influencing college students' use of mental health services. Online survey data for 33,943 students and 14,018 staff and faculty at 39 college campuses in California were analyzed by using logistic regressions examining the association between students' use of mental health services and student characteristics, campus environment, and the presence of a formal network of campus mental health clinics. Nineteen percent of students reported current serious psychological distress in the past 30 days, and 11% reported significant mental health-related academic impairment in the past year. Twenty percent reported using mental health services while at their current college, 10% by using campus services and 10% off-campus services. Students on campuses with a formal network of mental health clinics were more likely than students at community colleges to receive mental health services (odds ratio [OR] range=1.68-1.69), particularly campus services (OR=3.47-5.72). Students on campuses that are supportive of mental health issues were more likely to receive mental health services (OR=1.22), particularly on campus (OR=1.65). Students with active (versus low) coping skills were consistently more likely to use mental health services. Establishing more campus mental health clinics, fostering supportive campus environments, and increasing students' coping skills may reduce unmet need for mental health services among college students.

Preliminary evaluation of a self-report tool for Learned Helplessness and Mastery Orientation in Italian students.

Directory of Open Access Journals (Sweden)

Luana Sorrenti

2014-12-01

Full Text Available Learned helplessness (LH is defined as a passive behavior characterized by an inability to learn that may affect the academic success of students. Conversely, students who show good motivation skills, optimism and perseverance are more focused on tasks and ‘mastery oriented’ (derived from Mastery Orientation, MO. The purpose of this study was to develop a self-report measurement of LH and MO - the Learned Helplessness Questionnaire (LHQ - for the Italian scholastic context. We translated and adapted a student self-evaluation register, the Student behaviour checklist, and administered the questionnaire to Italian students in order to provide a preliminary factor structure. Exploratory factor analyses conducted support a two-factor model and acceptable internal reliability of the Italian LHQ.The results encourage the conduction of further analysis to assess the psychometric characteristics of the LHQ in depth.

Student Mental Health in California's K–12 Schools: School Principal Reports of Common Problems and Activities to Address Them

OpenAIRE

Kaufman, Julia H.; Seelam, Rachana; Woodbridge, Michelle W.; Sontag-Padilla, Lisa; Osilla, Karen Chan; Stein, Bradley D.

2016-01-01

Reports results of a survey of K–12 principals to take inventory of student mental health and wellness needs and the types of programs schools are most often implementing to help students in California's public schools.

Body Dysmorphic Disorder: Gender differences and prevalence in a Pakistani medical student population

Directory of Open Access Journals (Sweden)

Vaqar Talha

2008-04-01

Full Text Available Abstract Background Body dysmorphic disorder (BDD is a psychiatric disorder characterized by a preoccupation with an imagined or slight defect which causes significant distress or impairment in functioning. Few studies have assessed gender differences in BDD in a non clinical population. Also no study assessed BDD in medical students. This study was designed to determine the point prevalence of BDD in Pakistani medical students and the gender differences in prevalence of BDD, body foci of concern and symptoms of BDD. Methods The medical students enrolled in a medical university in Karachi, Pakistan filled out a self-report questionnaire which assessed clinical features of BDD. BDD was diagnosed according to the DSM-IV criteria. Results Out of the 156 students, 57.1% were female. A total of 78.8% of the students reported dissatisfaction with some aspect of their appearance and 5.8% met the DSM-IV criteria for BDD. The male to female ratio for BDD was 1.7. Regarding gender differences in body foci of concern, the top three reported foci of concern in male students were head hair (34.3%, being fat (32.8%, skin (14.9% and nose(14.9%, whereas in females they were being fat (40.4%, skin (24.7% and teeth (18%. Females were significantly more concerned about being fat (p = 0.005. Male students were significantly more concerned about being thin (p = 0.01 and about head hair (p = 0.012. Conclusion BDD is fairly common in our medical student population, with a higher prevalence in males. Important gender differences in BDD symptomatology and reported body foci of concern were identified which reflected the influence of media on body image perception. The impact of cultural factors on the prevalence as well as gender differences in BDD symptomatology was also established.

Gender differences in self-esteem and happiness among university students

Directory of Open Access Journals (Sweden)

Malik, S.

2013-03-01

Full Text Available The current research examines gender differences in the self esteem and happiness of university students. A sample of 120 students (60 males and 60 females was drawn from the various departments of university of Sargodha within the age range of 18-26 years. Convenience sampling technique was used. Rosenberg Self-esteem Scale (Rosenberg, 1985 and Oxford Happiness Questionnaire (Hills and Argyle, 2001 were individually administered to the participants. The results suggested that the male students reported significantly higher level of self esteem as compared to the female university students (t = 3.78, df = 117, ***p .05. Furthermore, significant positive relationship was found between happiness and self esteem of students (r = .22*. These findings have implications for helping teachers and parents.

Associations of medical student empathy with clinical competence.

Science.gov (United States)

Casas, Rachel S; Xuan, Ziming; Jackson, Angela H; Stanfield, Lorraine E; Harvey, Nanette C; Chen, Daniel C

2017-04-01

Empathy is a crucial skill for medical students that can be difficult to evaluate. We examined if self-reported empathy in medical students was associated with clinical competence. This study combined cross-sectional data from four consecutive years of medical students (N=590) from the Boston University School of Medicine. We used regression analysis to evaluate if self-reported empathy (Jefferson Scale of Physician Empathy (JSPE)) predicted scores in clinical clerkships, United States Medical Licensing Examinations, and OBJECTIVE: Structured Clinical Examinations (OSCEs). We separately analyzed overall and OSCE communication scores based on interpersonal skills reported by standardized patients. We controlled for age, gender, debt, and specialty affinity. JSPE scores of medical students were positively associated with OSCE communication scores, and remained significant when controlling for demographics. We found that JSPE score was also predictive of overall OSCE scores, but this relationship was confounded by gender and age. JSPE scores were associated with performance in the Pediatrics clerkship, but not other clerkships or standardized tests. JSPE scores were positively associated with OSCE communication scores in medical students. This study supports that self-reported empathy may predict OSCE performance, but further research is needed to examine differences by gender and age. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Poly-Tobacco Use among High School Students

Science.gov (United States)

Kowitt, Sarah D.; Patel, Tanha; Ranney, Leah M.; Huang, Li-Ling; Sutfin, Erin L.; Goldstein, Adam O.

2015-01-01

Although cigarette use by adolescents is declining, emerging tobacco products are becoming increasingly popular and youth may use more than one type of tobacco product. The purposes of this study were: (1) to assess patterns of poly-tobacco use among a representative sample of high school students and (2) to determine how beliefs correlate with poly-tobacco use. Data came from the 2013 North Carolina Youth Tobacco Survey (n = 4092). SAS logistic regression survey procedures were used to account for the complex survey design and sampling weights. Among all high school students in NC in 2013, 29.7% reported current any tobacco use, with 19.1% reporting current poly-tobacco use, and 10.6% reporting current use of only one product. Among poly-tobacco users, 59.3% reported that one of the products they currently used was cigarettes. Positive tobacco product beliefs were found to be significantly associated with poly-tobacco use. Communication campaigns, policy efforts, and future research are needed for prevention, regulation, and control of poly-tobacco use among adolescents, which represents a significant public health problem. PMID:26580636

Driving violations and health promotion behaviors among undergraduate students: Self-report of on-road behavior.

Science.gov (United States)

Korn, Liat; Weiss, Yossi; Rosenbloom, Tova

2017-11-17

The purposes of this study are to characterize Israeli undergraduate students' driving violations in the terms of problem behavior theory and to identify whether there is any relationship between driving violations and health risk behaviors, daring behaviors, excitement seeking, and health promotion behaviors. This study is based on a structured self-reported anonymous questionnaire distributed to undergraduate students in an academic institution. The sample included 533 undergraduate students (374 females and 159 males). The mean age was 23.4 (SD = 1.4, range = 5). A higher prevalence of self-reported driving violations was found among males in comparison to females. All substance use measures were positively related to driving violations; for example, use of cigarettes (OR = 4.287, P driving violations. The strongest predictive factors for the frequent driving violations group were alcohol consumption-related variables: binge drinking (OR = 2.560, P driving violations group and selling or dealing drugs (12.143, P driving violations group was physical confrontation due to verbal disagreement (3.439, P driving violations was higher for subjects who reported intense physical workout regimens (OR = 1.638, P driving violations. This study shows that bachelors tend to be more involved in risk behaviors, such as substance use, excitement-seeking behaviors, and daring behaviors and are active physically and thus constitute a risk group for driving violations. As such, intervention resources should be directed toward this group.

ADHD Dimensions and Sluggish Cognitive Tempo Symptoms in Relation to Self-Report and Laboratory Measures of Neuropsychological Functioning in College Students.

Science.gov (United States)

Jarrett, Matthew A; Rapport, Hannah F; Rondon, Ana T; Becker, Stephen P

2017-06-01

This study examined ADHD and sluggish cognitive tempo (SCT) symptoms in relation to self-report and laboratory measures of neuropsychological functioning in college students. College students ( N = 298, aged 17-25, 72% female) completed self-reports of ADHD, SCT, depression, sleep, functional impairment, and executive functioning (EF). Participants also completed a visual working memory task, a Stroop test, and the Conners' Continuous Performance Test-II (CPT-II). ADHD inattentive and SCT symptoms were strong predictors of self-reported EF, with inattention the strongest predictor of Time Management and Motivation and SCT the strongest predictor of Self-Organization/Problem Solving. SCT (but not inattention) was associated with Emotion Regulation. No relationships were found between self-reported symptoms and laboratory task performance. Between-group analyses were largely consistent with regression analyses. Self-reported ADHD and SCT symptoms are strongly associated with college students' self-reported EF, but relationships with laboratory task measures of neuropsychological functioning are limited.

Undergraduate nursing students' attitudes toward mental health nursing.

Science.gov (United States)

Thongpriwan, Vipavee; Leuck, Susan E; Powell, Rhonda L; Young, Staci; Schuler, Suzanne G; Hughes, Ronda G

2015-08-01

The purpose of this study was to describe undergraduate nursing students' attitudes toward mental health nursing and how these attitudes influenced their professional career choices in mental health nursing. A descriptive, online survey was utilized to examine students' perceptions of mental health nursing. A total of 229 junior and senior nursing students were recruited from eight nursing colleges in Midwestern United States to participate in this survey. Students of different ages, genders, ethnicities, and nursing programs did not report significantly different perceptions of: (a) knowledge of mental illness; (b) negative stereotypes; (c) interest in mental health nursing as a future career; and (d), and beliefs that psychiatric nurses provide a valuable contribution to consumers and the community. Negative stereotypes were significantly different between students who had mental health nursing preparation either in class (p=0.0147) or in clinical practice (p=0.0018) and students who had not. There were significant differences in anxiety about mental illness between students who had classes on mental health nursing (p=.0005), clinical experience (p=0.0035), and work experience in the mental health field (p=0.0012). Significant differences in an interest in a future career in mental health nursing emerged between students with and without prior mental health experience and between students with and without an interest in an externship program with p-values of 0.0012 and students have to mental health nursing through clinical experiences, theory classes, and previous work in the field, the more prepared they feel about caring for persons with mental health issues. Published by Elsevier Ltd.

Simulation-based trauma education for medical students: A review of literature.

Science.gov (United States)

Borggreve, Alicia S; Meijer, Joost M R; Schreuder, Henk W R; Ten Cate, Olle

2017-06-01

Medical students often do not feel prepared to manage emergency situations after graduation. They experience a lack of practical skills and show significant deficits in cognitive performance to assess and stabilize trauma patients. Most reports in the literature about simulation-based education pertain to postgraduate training. Simulation-based trauma education (SBTE) in undergraduate medical education could improve confidence and performance of recently graduated doctors in trauma resuscitation. We reviewed the literature in search of SBTE effectiveness for medical students. A PubMed, Embase and CINAHL literature search was performed to identify all studies that reported on the effectiveness of SBTE for medical students, on student perception on SBTE or on the effectiveness of different simulation modalities. Eight studies were included. Three out of four studies reporting on the effectiveness of SBTE demonstrated an increase in performance of students after SBTE. SBTE is generally highly appreciated by medical students. Only one study directly compared two modalities of SBTE and reported favorable results for the mechanical model rather than the standardized live patient model. SBTE appears to be an effective method to prepare medical students for trauma resuscitation. Furthermore, students enjoy SBTE and they perceive SBTE as a very useful learning method.

A Survey of Self-Reported Food Allergy and Food-Related Anaphylaxis among Young Adult Students at Kuwait University, Kuwait.

Science.gov (United States)

Ali, Fatima

2017-01-01

To conduct a survey on self-reported food allergy to milk, egg, peanuts, tree nuts, fish, shellfish, wheat, and sesame, as well as reported food-related anaphylaxis and epinephrine prescription practices among Kuwaiti students attending Kuwait University. One thousand questionnaires that included data on age, gender, presence of food allergies, and associated details were distributed. All participants reporting an allergy were categorized as having a perceived food allergy. Those with a convincing clinical history and history of undergoing diagnostic food allergy testing were further categorized as having a probable food allergy. Of the 1,000 questionnaires, 865 (86.5%) were completed. Of the 865 students, 104 (12.02%) reported food allergy (perceived), and 47 of these (45.19%) were probable food allergies. For milk (46.7%), peanut (35.7%), fish (60%), and sesame (50%), probable food allergy occurred in early childhood (≤5 years) while those of egg (44.4%) and wheat (57.1%) occurred in late childhood (6-10 years), and shellfish (40%) occurred in early adolescence (11-15 years). Of the 47 students with a probable food allergy, 28 (59.6%) were moderate to severe: 20 (71%) of these moderate-to-severe allergy cases reported at least 1 food-related anaphylactic episode while 8 (29%) denied such episodes. Equally important, of the 28 students, 6 (21%) received an autoinjectable epinephrine prescription, while 22 (79%) did not receive any. In this study the reported occurrence of perceived food allergy was low and probable food allergy occurred mostly in early childhood. Milk, egg, and nut allergies were the most commonly reported in both groups. © 2017 S. Karger AG, Basel.

Parental involvement and bullying among middle-school students in North Africa.

Science.gov (United States)

Abdirahman, H; Fleming, L C; Jacobsen, K H

2013-03-01

Bullying, especially in developing countries, has not been much examined, especially the influence of parents on the risk of being bullied. The aim of this study was to determine whether active parenting is associated with reduced peer victimization among middle-school students in North Africa. A secondary analysis of data from more than 13,000 middle-school students who participated in the Global School-based Student Health Survey (GSHS) in Egypt, Libya, Morocco and Tunisia between 2006 and 2008, was conducted using multiple logistic regression models. About 60% of students in Egypt and one-third of students in Libya, Morocco and Tunisia reported having been bullied in the past month. In all 4 countries, boys reported more peer victimization than girls. In Egypt, Morocco and Tunisia, students who reported that their parents checked their homework, were understanding, and knew how the student spent free time had a reduced likelihood of peer victimization but this association was not significant in Libya. Interventions for reducing bullying should consider the positive impact of involved parents.

Stress and coping strategies among Arab medical students: towards a research agenda.

Science.gov (United States)

Elzubeir, M A; Elzubeir, K E; Magzoub, M E

2010-04-01

Research conducted in the past ten years in the area of stress and coping among Arab medical students has identified some important issues, but other significant aspects have not yet been explored. To provide a systematic review of studies reporting on stress, anxiety and coping among Arab medical students and to identify implications for future research. PubMed was searched to identify peer-reviewed English-language studies published between January 1998 and October 2009 reporting on stress and coping among undergraduate Arab medical students. Search strategy used combinations of the terms: Arab medical student, stress, PBL, psychological distress, depression, anxiety and coping strategies. Demographic information on respondents, instruments used, prevalence data and statistically significant associations were abstracted. The search identified 8 articles that met the specified inclusion criteria. Within the limited range of Arab medical students studied, studies suggest these students have a high prevalence of perceived stress, depression and anxiety, with levels of perceived psychological stress as high as those reported in the international literature for medical students of other regions of the world. Limited data were available regarding coping strategies, the impact of stress on academic performance and attrition among Arab students. No data were available regarding the impact of problem-based learning on stress and coping. The existing literature confirms that stress, depression and anxiety are common among Arab medical students, as for students elsewhere. Little is known about the contribution of different curricula approaches to perceived stress and what coping strategies institutions and students apply to help alleviate stress. Large, prospective, multicentre, multi-method studies are needed to identify personal and curricula features that influence stress, depression, anxiety and coping strategies among Arab students.