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Sample records for subjects exam cbase

  1. Medical Student Dissection of Cadavers Improves Performance on Practical Exams but not on the NBME Anatomy Subject Exam

    OpenAIRE

    Sargent Jones, Leslie; Paulman, Lance E.; Thadani, Raj; Terracio, Louis

    2009-01-01

    We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was ...

  2. Psychiatry Clerkship Students' Preparation, Reflection, and Results on the NBME Psychiatry Subject Exam

    Science.gov (United States)

    Briscoe, Gregory W.; Fore-Arcand, Lisa; Levine, Ruth E.; Carlson, David L.; Spollen, John J.; Pelic, Christopher; Al-Mateen, Cheryl S.

    2009-01-01

    Objective: Psychiatry clerkship training involves many learning components, one of which is acquisition of scholarly knowledge. The authors investigate the reading materials and learning methods used by clinical clerks in their preparation for the National Board of Medical Examiners (NBME) Psychiatry Subject Exam (PSE). Methods: Clerkship students…

  3. Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores

    Directory of Open Access Journals (Sweden)

    Kris Saudek

    2015-10-01

    Full Text Available Purpose: At our institution, speculation amongst medical students and faculty exists as to whether team-based learning (TBL can improve scores on high-stakes examinations over traditional didactic lectures. Faculty with experience using TBL developed and piloted a required TBL blood disorders (BD module for third-year medical students on their pediatric clerkship. The purpose of this study is to analyze the BD scores from the NBME subject exams before and after the introduction of the module. Methods: We analyzed institutional and national item difficulties for BD items from the NBME pediatrics content area item analysis reports from 2011 to 2014 before (pre and after (post the pilot (October 2012. Total scores of 590 NBME subject examination students from examinee performance profiles were analyzed pre/post. t-Tests and Cohen's d effect sizes were used to analyze item difficulties for institutional versus national scores and pre/post comparisons of item difficulties and total scores. Results: BD scores for our institution were 0.65 (±0.19 compared to 0.62 (±0.15 nationally (P=0.346; Cohen's d=0.15. The average of post-consecutive BD scores for our students was 0.70(±0.21 compared to examinees nationally [0.64 (±0.15] with a significant mean difference (P=0.031; Cohen's d=0.43. The difference in our institutions pre [0.65 (±0.19] and post [0.70 (±0.21] BD scores trended higher (P=0.391; Cohen's d=0.27. Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms. Conclusions: Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above

  4. Exam experience and some reactions to exam stress.

    Science.gov (United States)

    Simić, N; Manenica, I

    2012-01-01

    The aim of this study was to assess the effects of previous exam experience on some psychophysiological reactions before, during and after repeated exams. A sample of 15 first year psychology students took part in the study. While the subjects were expecting a oral exam for the first time, their levels of exam apprehension, high activation and state anxiety were measured a day before, an hour before the exam and the following day. Furthermore, subjects' cardiac R-R intervals were continuously recorded from five minutes before the exam to five minutes after the exam. Four, out of 15 subjects, passed the exams at first sitting, while the rest of them failed and had to repeat it. These 11 students underwent the same procedure for the second time. The levels of exam apprehension, high activation and anxiety did not show any differences between the first and the second exam sittings. R-R interval parameters indicated a higher stress before and after the second exam sitting, while the stress level was more or less the same during both exams.

  5. Moving to an A1C-based diagnosis of diabetes has a different impact on prevalence in different ethnic groups

    DEFF Research Database (Denmark)

    Christensen, Dirk L; Witte, Daniel R; Kaduka, Lydia

    2010-01-01

    OBJECTIVE To compare screen-detected diabetes prevalence and the degree of diagnostic agreement by ethnicity with the current oral glucose tolerance test (OGTT)-based and newly proposed A1C-based diagnostic criteria. RESEARCH DESIGN AND METHODS Six studies (1999-2009) from Denmark, the U.K......., Australia, Greenland, Kenya, and India were tested for the probability of an A1C > or =6.5% among diabetic case subjects based on an OGTT. The difference in probability between centers was analyzed by logistic regression adjusting for relevant confounders. RESULTS Diabetes prevalence was lower with the A1C......-based diagnostic criteria in four of six studies. The probability of an A1C > or =6.5% among OGTT-diagnosed case subjects ranged widely (17.0-78.0%) by study center. Differences in diagnostic agreement between ethnic subgroups in the U.K. study were of the same magnitude as between-country comparisons. CONCLUSIONS...

  6. Clerkship directors' practices with respect to preparing students for and using the National Board of Medical Examiners Subject Exam in medicine: results of a United States and Canadian Survey.

    Science.gov (United States)

    Torre, Dario; Papp, Klara; Elnicki, Michael; Durning, Steven

    2009-07-01

    Clerkship directors' practices regarding the National Board of Medical Examiners (NBME) subject exam in medicine are important in enhancing educational evaluation policy. The study's purpose was to determine clerkship directors' use of the subject exam in medicine and related learning activities in the context of curricula and outcomes of the directors' internal medicine clerkships. The authors conducted a survey of directors of internal medicine clerkships in 2007. They performed descriptive statistical and multivariate analyses on all responses. Of 110 clerkship directors, 82 responded to the survey, for an overall response rate of 75%. Eighty-eight percent of the clerkship directors required the NBME subject examination in medicine. The mean minimum passing score was 62 (SD = 4.2); this score was not adjusted throughout the academic year, and it contributed 20% to 25% of the final grade. Most (89%) clerkships allowed students a retake after a failed first attempt. Most clerkship directors prepared students for the NBME subject exam in their programs through some combination of lectures, independent self-study, and review sessions with exam-preparation review books. However, 42% of clerkship directors lacked a specific strategy for a retake after a failure. Clerkship directors' use of the NBME subject exam in medicine is high. Most allow a retake after a first failure, and a combination of strategies is currently provided to help students prepare. A need exists to develop remediation plans for students who fail the exam. This report may serve as a reference for curricular and programmatic clerkship decisions.

  7. Diabetes eye exams

    Science.gov (United States)

    Diabetic retinopathy - eye exams; Diabetes - eye exams; Glaucoma - diabetic eye exam; Macular edema - diabetic eye exam ... if the doctor who takes care of your diabetes checks your eyes, you need an eye exam ...

  8. Cardiovascular reactions to exam situations

    OpenAIRE

    Šimić, Nataša; Manenica, Ilija

    2011-01-01

    The aim of this study was to examine whether the parameters of cardiac R-R intervals reflect the changes in the emotional and mental components of stress during a difficult and an easy exam. Twelve subjects, 18 to 19 years of age, with no previous experience with exams at university level, took part in the study. The levels of anxiety, high activation and exam apprehension were assessed before a difficult and an easy exam. Subjects’ cardiac R-R intervals were continuously registered in the pe...

  9. Profile of State High School Exit Exam Policies. New Mexico

    Science.gov (United States)

    Center on Education Policy, 2011

    2011-01-01

    This individual profile provides information on New Mexico's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

  10. Skin self-exam

    Science.gov (United States)

    ... Names Skin cancer - self-exam; Melanoma - self-exam; Basal cell cancer - self-exam; Squamous cell - self-exam; ... 2015 Updated by: Yi-Bin Chen, MD, Leukemia/Bone Marrow Transplant Program, Massachusetts General Hospital, Boston, MA. ...

  11. Oral Cancer Exam

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    Full Text Available ... Oral Cancer > Oral Cancer Exam Video Oral Cancer Exam Video This video shows what happens during an oral cancer examination. Quick and painless, the exam can detect oral cancer early—when it can ...

  12. Oral Cancer Exam

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    Full Text Available ... Topics > Oral Cancer > Oral Cancer Exam Video Oral Cancer Exam Video This video shows what happens during an oral cancer examination. Quick and painless, the exam can detect ...

  13. Oral Cancer Exam

    Medline Plus

    Full Text Available ... for providing oral care. NIDCR > OralHealth > Topics > Oral Cancer > Oral Cancer Exam Video Oral Cancer Exam Video This video shows what happens during an oral cancer examination. Quick and painless, the exam can detect ...

  14. OPTIMIZATION OF EXAM DISTRIBUTION

    OpenAIRE

    Fadi Safieddine; Milan Dordevic,; Ahmed M. Hamza

    2016-01-01

    Academic research findings report level of cheating in exams involving students studying from each other. Several publications have examined means for preventing cheating by means of exam versions, rotations of questions, and addressing social factors. Yet one preventative aspect of exam cheating seems to be neglected and that is exam distribution. In this paper, the authors introduce the Exam Distribution Problem (EDP).  Defining a given k versions of an exam in a classroom with n &time...

  15. Pelvic Exam

    Science.gov (United States)

    ... Public (150/300 dpi access: NIH Intranet only) Reuse Restrictions: Yes - This image is copyright protected. Any ... subject to prevailing copyright laws. U.S. Government has reuse rights. Please contact the rights holder of this ...

  16. The Effect of Music on the Test Scores of the Students in Limits and Derivatives Subject in the Mathematics Exams Done with Music

    Science.gov (United States)

    Kesan, Cenk; Ozkalkan, Zuhal; Iric, Hamdullah; Kaya, Deniz

    2012-01-01

    In the exams based on limits and derivatives, in this study, it was tried to determine that if there was any difference in students' test scores according to the type of music listened to and environment without music. For this purpose, the achievement test including limits and derivatives and whose reliability coefficient of Cronbach Alpha is…

  17. Mini Project Programming Exams

    DEFF Research Database (Denmark)

    Nørmark, Kurt; Thomsen, Lone Leth; Torp, Kristian

    2008-01-01

    A number of different types of final programming exams used or considered at the Department of Computer Science, Aalborg University, are identified and analyzed. Based on this analysis, a new type of programming exam is introduced called a Mini Project Programming (MIP) exam. MIP is a group......-based programming assignment that is intended as a medium-scale programming effort followed by a final oral exam. MIP is characterized and compared to existing types of final programming exams by use of a number of independent criteria. The paper motivates the MIP approach and reports on our experience over four...... years. The MIP exam is a compromise between (1) a long problem-based project exam and (2) a short oral or written programming exam. It is concluded that the strengths of MIP are the high degree of realism in the exam assignment and comprehensiveness relative to the course syllabus. The main challenge...

  18. Oral Cancer Exam

    Medline Plus

    Full Text Available ... Dry Mouth Burning Mouth Tooth Decay See All Oral Complications of Systemic Diseases Cancer Treatment Developmental Disabilities ... OralHealth > Topics > Oral Cancer > Oral Cancer Exam Video Oral Cancer Exam Video This video shows what happens ...

  19. Oral Cancer Exam

    Science.gov (United States)

    ... Dry Mouth Burning Mouth Tooth Decay See All Oral Complications of Systemic Diseases Cancer Treatment Developmental Disabilities ... OralHealth > Topics > Oral Cancer > Oral Cancer Exam Video Oral Cancer Exam Video This video shows what happens ...

  20. Oral Cancer Exam

    Medline Plus

    Full Text Available ... Us Home Health Info Health Information The Oral Cancer Exam See a step-by-step video explaining what happens during an oral cancer examination. An oral cancer exam is painless and ...

  1. Oral Cancer Exam

    Medline Plus

    Full Text Available ... Contact Us Home Health Info Health Information The Oral Cancer Exam See a step-by-step video explaining what happens during an oral cancer examination. An oral cancer exam is painless and ...

  2. Oral Cancer Exam

    Medline Plus

    Full Text Available ... regular dental checkup is an excellent opportunity to have the exam. Heres what to expect: Preparing for the exam: If you have dentures (plates) or partials, you will be asked ...

  3. Oral Cancer Exam

    Medline Plus

    Full Text Available ... the exam can detect oral cancer early—when it can be treated more successfully. Publications​ For Health ... and the importance of detecting the disease in its early stages. The Oral Cancer Exam Step-by- ...

  4. Digital rectal exam

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/article/007069.htm Digital rectal exam To use the sharing features on this page, please enable JavaScript. A digital rectal exam is an examination of the lower ...

  5. Physical exam frequency

    Science.gov (United States)

    ... medlineplus.gov/ency/article/002125.htm Physical exam frequency To use the sharing features on this page, ... screening; Checkup Images Blood pressure check Physical exam frequency References Atkins D, Barton M. The periodic health ...

  6. Exams: The Secret Ingredients

    Science.gov (United States)

    DiJulio, Betsy

    2012-01-01

    This year, many high-school teachers in the district where the author teaches experienced exam anxiety because midterms--as they had come to know and love them--were no more. For a variety of reasons, the semester exam schedule looked very different. More to the point is the new philosophy about exam content and format that underpinned the…

  7. Interface characterization of B4C-based multilayers by X-ray grazing-incidence reflectivity and diffuse scattering.

    Science.gov (United States)

    Jiang, Hui; Wang, Zhanshan; Zhu, Jingtao

    2013-05-01

    B4C-based multilayers have important applications for soft to hard X-rays. In this paper, X-ray grazing-incidence reflectivity and diffuse scattering, combining various analysis methods, were used to characterize the structure of B4C-based multilayers including layer thickness, density, interfacial roughness, interdiffusion, correlation length, etc. Quantitative results for W/B4C, Mo/B4C and La/B4C multilayers were compared. W/B4C multilayers show the sharpest interfaces and most stable structures. The roughness replications of La/B4C and Mo/B4C multilayers are not strong, and oxidations and structure expansions are found in the aging process. This work provides guidance for future fabrication and characterization of B4C-based multilayers.

  8. Challenges When Introducing Electronic Exam

    Science.gov (United States)

    Kuikka, Matti; Kitola, Markus; Laakso, Mikko-Jussi

    2014-01-01

    Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences…

  9. USEFUL: Ultrasound Exam for Underlying Lesions incorporated into physical exam.

    Science.gov (United States)

    Steller, Jon; Russell, Bianca; Lotfipour, Shahram; Maldonado, Graciela; Siepel, Tim; Jakle, Halsey; Hata, Stacy; Chiem, Alan; Fox, John Christian

    2014-05-01

    The Ultrasound Screening Exam for Underlying Lesions (USEFUL) was developed in an attempt to establish a role for bedside ultrasound in the primary and preventive care setting. It is the purpose of our pilot study to determine if students were first capable of performing all of the various scans required of our USEFUL while defining such an ultrasound-assisted physical exam that would supplement the standard hands-on physical exam in the same head-to-toe structure. We also aimed to assess the time needed for an adequate exam and analyze if times improved with repetition and previous ultrasound training. Medical students with ranging levels of ultrasound training received a 25-minute presentation on our USEFUL followed by a 30-minute hands-on session. Following the hands-on session, the students were asked to perform a timed USEFUL on 2-3 standardized subjects. All images were documented as normal or abnormal with the understanding that an official detailed exam would be performed if an abnormality were to be found. All images were read and deemed adequate by board eligible emergency medicine ultrasound fellows. Twenty-six exams were performed by 9 students. The average time spent by all students per USEFUL was 11 minutes and 19 seconds. Students who had received the University of California, Irvine School of Medicine's integrated ultrasound curriculum performed the USEFUL significantly faster (pexam on the second and third patient, respectively. Students were able to effectively complete all scans required by the USEFUL in a timely manner. Students who have been a part of the integrated ultrasound in medicine curriculum performed the USEFUL significantly faster than students who had not. Students were able to significantly improve upon the time it took them to complete the USEFUL with successive attempts. Future endpoints are aimed at assessing the feasibility and outcomes of an ultrasound-assisted physical exam in a primary care setting and the exam's effect on

  10. USEFUL: Ultrasound Exam for Underlying Lesions Incorporated into Physical Exam

    Directory of Open Access Journals (Sweden)

    Jon Steller

    2014-05-01

    Full Text Available Introduction: The Ultrasound Screening Exam for Underlying Lesions (USEFUL was developed in an attempt to establish a role for bedside ultrasound in the primary and preventive care setting. It is the purpose of our pilot study to determine if students were first capable of performing all of the various scans required of our USEFUL while defining such an ultrasound-assisted physical exam that would supplement the standard hands-on physical exam in the same head-to-toe structure. We also aimed to assess the time needed for an adequate exam and analyze if times improved with repetition and previous ultrasound training. Methods: Medical students with ranging levels of ultrasound training received a 25-minute presentation on our USEFUL followed by a 30-minute hands-on session. Following the hands-on session, the students were asked to perform a timed USEFUL on 2-3 standardized subjects. All images were documented as normal or abnormal with the understanding that an official detailed exam would be performed if an abnormality were to be found. All images were read and deemed adequate by board eligible emergency medicine ultrasound fellows. Results: Twenty-six exams were performed by 9 students. The average time spent by all students per USEFUL was 11 minutes and 19 seconds. Students who had received the University of California, Irvine School of Medicine’s integrated ultrasound curriculum performed the USEFUL significantly faster (p< 0.0025. The time it took to complete the USEFUL ranged from 6 minutes and 32 seconds to 17 minutes, and improvement was seen with each USEFUL performed. The average time to complete the USEFUL on the first standardized patient was 13 minutes and 20 seconds, while 11 minutes and 2 seconds, and 9 minutes and 20 seconds were spent performing the exam on the second and third patient, respectively. Conclusion: Students were able to effectively complete all scans required by the USEFUL in a timely manner. Students who have

  11. Examining Exam Reviews: A Comparison of Exam Scores and Attitudes

    Science.gov (United States)

    Hackathorn, Jana; Cornell, Kathryn; Garczynski, Amy M.; Solomon, Erin D.; Blankmeyer, Katheryn E.; Tennial, Rachel E.

    2012-01-01

    Instructors commonly use exam reviews to help students prepare for exams and to increase student success. The current study compared the effects of traditional, trivia, and practice test-based exam reviews on actual exam scores, as well as students' attitudes toward each review. Findings suggested that students' exam scores were significantly…

  12. Application of creatinine- and/or cystatin C-based glomerular filtration rate estimation equations in elderly Chinese

    Directory of Open Access Journals (Sweden)

    Ye XS

    2014-09-01

    Full Text Available Xiaoshuang Ye,1 Lu Wei,1 Xiaohua Pei,1 Bei Zhu,1 Jianqing Wu,2 Weihong Zhao1 1Division of Nephrology, Department of Geriatrics, The First Affiliated Hospital of Nanjing Medical University, Nanjing, Jiangsu, People’s Republic of China; 2Division of Respiration, Department of Geriatrics, The First Affiliated Hospital of Nanjing Medical University, Nanjing, Jiangsu, People’s Republic of China Background: No conventional creatinine- or cystatin C-based glomerular filtration rate (GFR estimation equation performed consistently outstandingly in elderly Chinese in our previous studies. This research aimed to further evaluate the performance of some recently proposed estimation equations based on creatinine and cystatin C, alone or combined, in this specific population. Materials and methods: The equations were validated in a population totaling 419 participants (median age 68 [range 60–94] years. The estimated GFR (eGFR calculated separately by ten equations was compared with the reference GFR (rGFR measured by the 99mTc-DTPA renal dynamic imaging method. Results: Median serum creatinine, cystatin C, and rGFR levels were 0.93 mg/L, 1.13 mg/L, and 74.20 mL/min/1.73 m2, respectively. The Chinese population-developed creatinine- and cystatin C-based (Cscr-cys equation yielded the least median absolute difference (8.81 vs range 9.53–16.32, P<0.05, vs the Chronic Kidney Disease Epidemiology Collaboration serum creatinine equation, the highest proportion of eGFR within 15% and 30% of rGFR (P15 and P30, 55.13 and 85.44, P<0.05 and P<0.01, vs the Chronic Kidney Disease Epidemiology Collaboration serum creatinine equation, and the lowest root mean square error (14.87 vs range 15.30–22.45 in the whole cohort. A substantial agreement of diagnostic consistency between eGFR and rGFR (with a kappa 0.61–0.80 was also observed with the Cscr-cys equation. Moreover, measures of performance in the Cscr-cys equation were consistent across normal to mildly

  13. My Favorite Exam Question

    Science.gov (United States)

    Styer, Dan

    2015-01-01

    My favorite exam question comes from the final exam in an introductory mechanics course: "A rolling 31 ton railroad boxcar collides with a stationary flatcar. The coupling mechanism activates so the cars latch together and roll down the track attached. Of the initial kinetic energy, 38% dissipates as heat, sound, vibrations, mechanical…

  14. PMP exam prep

    CERN Document Server

    Mulcahy, Rita

    2013-01-01

    This book has been FULLY updated to reflect PMI's changes to the PMP exam, and should be used to prepare for all PMP exams delivered on or after July 30th of 2013. Can you imagine valuing a book so much that you send the author a Thank You letter? Hundreds of thousands of project managers know and understand why PMP Exam Prep is a worldwide best-seller. Years of PMP exam preparation experience, endless hours of ongoing research, interviews with project managers who failed the exam to identify gaps in their knowledge, and a razor-sharp focus on making sure project managers don't waste a single minute of their time studying are THE reasons this book is the best-selling PMP exam preparation guide in the world. PMP Exam Prep, Eighth Edition contains hundreds of updates and improvements from previous editions--including new exercises and sample questions never before in print. Offering hundreds of sample questions, critical time-saving tips plus games and activities available nowhere else, this book will help y...

  15. Oral Cancer Exam

    Medline Plus

    Full Text Available ... Dental Research See All Continuing Education Practical Oral Care for People With Developmental Disabilities – This booklet presents ... developmental disabilities and offers strategies for providing oral care. NIDCR > OralHealth > Topics > Oral Cancer > Oral Cancer Exam ...

  16. Oral Cancer Exam

    Medline Plus

    Full Text Available ... Job Openings Diversity Getting to NIDCR Contact Us Home Health Info Health Information The Oral Cancer Exam ... Last Reviewed on February 2018 Connect with Us Home NIH Staff Directory Web Policies Privacy FOIA Contact ...

  17. Multi-objective experimental design for (13)C-based metabolic flux analysis.

    Science.gov (United States)

    Bouvin, Jeroen; Cajot, Simon; D'Huys, Pieter-Jan; Ampofo-Asiama, Jerry; Anné, Jozef; Van Impe, Jan; Geeraerd, Annemie; Bernaerts, Kristel

    2015-10-01

    (13)C-based metabolic flux analysis is an excellent technique to resolve fluxes in the central carbon metabolism but costs can be significant when using specialized tracers. This work presents a framework for cost-effective design of (13)C-tracer experiments, illustrated on two different networks. Linear and non-linear optimal input mixtures are computed for networks for Streptomyces lividans and a carcinoma cell line. If only glucose tracers are considered as labeled substrate for a carcinoma cell line or S. lividans, the best parameter estimation accuracy is obtained by mixtures containing high amounts of 1,2-(13)C2 glucose combined with uniformly labeled glucose. Experimental designs are evaluated based on a linear (D-criterion) and non-linear approach (S-criterion). Both approaches generate almost the same input mixture, however, the linear approach is favored due to its low computational effort. The high amount of 1,2-(13)C2 glucose in the optimal designs coincides with a high experimental cost, which is further enhanced when labeling is introduced in glutamine and aspartate tracers. Multi-objective optimization gives the possibility to assess experimental quality and cost at the same time and can reveal excellent compromise experiments. For example, the combination of 100% 1,2-(13)C2 glucose with 100% position one labeled glutamine and the combination of 100% 1,2-(13)C2 glucose with 100% uniformly labeled glutamine perform equally well for the carcinoma cell line, but the first mixture offers a decrease in cost of $ 120 per ml-scale cell culture experiment. We demonstrated the validity of a multi-objective linear approach to perform optimal experimental designs for the non-linear problem of (13)C-metabolic flux analysis. Tools and a workflow are provided to perform multi-objective design. The effortless calculation of the D-criterion can be exploited to perform high-throughput screening of possible (13)C-tracers, while the illustrated benefit of multi

  18. The Simple Economics of Exams.

    Science.gov (United States)

    Adnett, Nick

    1988-01-01

    Stating that exam preparation can be an effective way of consolidating basic economic principles, Adnett presents three examples that provide an alternative approach to briefing students on good examination technique. Methods include the supply-side case for easier exams, the case of the disappearing exam, and optimal allocation of exam time. (GEA)

  19. Securing web-based exams

    NARCIS (Netherlands)

    Sessink, O.D.T.; Beeftink, H.H.; Tramper, J.; Hartog, R.J.M.

    2004-01-01

    Learning management systems may offer web-based exam facilities. Such facilities entail a higher risk to exams fraud than traditional paper-based exams. The article discusses security issues with web-based exams, and proposes precautionary measures to reduce the risks. A security model is presented

  20. Subjectivity

    Directory of Open Access Journals (Sweden)

    Jesús Vega Encabo

    2015-11-01

    Full Text Available In this paper, I claim that subjectivity is a way of being that is constituted through a set of practices in which the self is subject to the dangers of fictionalizing and plotting her life and self-image. I examine some ways of becoming subject through narratives and through theatrical performance before others. Through these practices, a real and active subjectivity is revealed, capable of self-knowledge and self-transformation. 

  1. Hipersinais subcorticais no exame de ressonância magnética: comparação entre idosos deprimidos e idosos normais Subcortical hyperintensities on magnetic resonance imaging: a comparison of normal and depressed elderly subjects

    Directory of Open Access Journals (Sweden)

    Tânia Maria da Silva Novaretti

    2001-09-01

    Full Text Available É relatado em alguns estudos que idosos deprimidos apresentam maior frequência de hipersinais ao exame de ressonância magnética do que controles normais. No entanto os indivíduos estudados tinham fatores de risco para doenças cerebrovasculares. Este estudo analisou pacientes com história de depressão maior e indivíduos controles compatíveis, excluindo-se fatores de risco cerebrovasculares, com o objetivo de determinar se indivíduos deprimidos apresentam maior frequência de hipersinais em substância branca e outras lesões. Avaliamos a prevalência e a severidade dos hipersinais à ressonância magnética de encéfalo em 30 pacientes idosos deprimidos e 20 controles pareados para a idade. Hipersinais de substância branca profunda, hipersinais periventriculares e hipersinais em substância cinzenta subcortical foram classificados em escala padrão 0-3, por dois radiologistas que desconheciam o diagnóstico clínico. Não foram encontradas diferenças significativas entre os grupos para hipersinais subcorticais. Estes achados sugerem que os fatores de risco cerebrovasculares provavelmente medeiam a relação entre depressão e hipersinais, encontrada em estudos anteriores.Previous studies reported that depressed subjects had more signal hyperintensities on magnetic resonance imaging scans than control subjects, but the subjects had cerebrovascular disease risk factors. This study used subjects with a history of major depression and matched comparison subjects, screened to exclude cerebrovascular risk factors, to determine whether depressed subjects had more white matter hyperintensities and other lesions. We evaluated the prevalence and severity of MRI signal hyperintensities in 30 elderly depressed patients and 20 controls matched for age. Deep matter hyperintensities, periventricular hyperintensities and subcortical gray hyperintensities were rated on a standard 0-3 scale by two radiologists blind to clinical diagnosis. No

  2. Oral Cancer Exam

    Medline Plus

    Full Text Available ... the mouth for signs of oral cancer. For Patients and the Public Oral Cancer Pamphlet that describes the risk factors, signs and ... Exam Step-by-step description of the oral cancer examination so patients know what to expect. What You Need to ...

  3. Oral Cancer Exam

    Medline Plus

    Full Text Available ... video shows what happens during an oral cancer examination. Quick and painless, the exam can detect oral cancer early—when it can be treated more successfully. Publications​ For Health Professionals Detecting Oral Cancer: A Guide for Health ...

  4. The Latin Matura exam

    Directory of Open Access Journals (Sweden)

    Tea Dolenc

    2003-12-01

    Full Text Available In students' opinion the tasks of this year's Pre-Matura exam are neither too easy nor too difficult. 51 % of  the students claim that the translation from Slovene to Latin is the most difficult task, which is not surprising. The students have to recognise the appropriate grammatical constructions without the help of any comments. In this way they can show their autonomy in the use of  the language. Very high quality of the Latin Matura exam tasks can be clearly seen from graph 3. Namely, the students have quite different opinions on which task is the most difficult and which one the easiest. This means that each student can find the type of a task that suits them most and so they can excel in that particular area. At the oral part of the exam 46 % of the students would like to eliminate the grammar question, as they find it difficult to define grammar rules precisely, while they do not have any problems using them in a sentence. Quite surprisingly there are 20 % who dislike the question from culture and civilisation. Their main argument is that in this way they would be able to save a lot of time and so concentrate on other areas. According to the students, the good points of the Latin Matura exam are: a better insight into Latin language and Roman culture, and a good foundation for further study at the university. As far as the bad points of the exam are concerned, they mostly complain about the translation from Latin to Slovene, as they believe they do not have a lot of freedom in translating. They also wish there were more books with different types of  Matura exercises. Teachers mainly agree with their students, but they also pointed out a certain problem: it can be quite tempting to deal only with the topics appearing at the Latin Matura exam and eliminate all others. Namely, every teacher wants to prepare their students for the exam in the best possible way, as they feel their pedagogical and  professional skills are tested too.

  5. Plasma glucose and lactic acid alterations in response to a stressful exam.

    Science.gov (United States)

    Hall, J B; Brown, D A

    1979-05-01

    Changes in lactic acid and plasma glucose levels as a function of examination stress were measured using a 'pinprick' blood sampling method. Blood samples were obtained from 12 subjects at each of four times, one week prior to the exam, within 15 min pre-exam, within 15 min post-exam, and three weeks after the exam. Glucose was significantly elevated pre-exam over control times and decreased significantly from before to after the exam. Lactic acid was significantly elevated pre-exam over control times and increased significantly before to after the exam. It is suggested that changes in the levels of these metabolites in the blood are indicative of stress levels. Self-ratings of 'nervousness' were not significantly correlated with either pre-exam glucose or pre-exam lactic acid.

  6. MCSD certification toolkit (exam 70-483) programming in C#

    CERN Document Server

    Covaci, Tiberiu; Varallo, Vincent; O'Brien, Gerry

    2013-01-01

    A perfectly crafted prep guide that prepares you for the MCSD 70-483 The MCSD 70-483 exam is the entry-level Microsoft certification exam for C# developers and this must-have resource offers essential coverage of the exam that will test your competency in C# programming. Each chapter covers one of the core subject domains that comprise the exam. Among the authors are experienced trainers who advised Microsoft on the development of its certification programs, affording them a unique understanding of both the objectives and what it takes to master them. This invaluable knowledge is p

  7. Teaching Materials and Strategies for the AP Music Theory Exam

    Science.gov (United States)

    Lively, Michael T.

    2017-01-01

    Each year, many students take the Advanced Placement (AP) Music Theory Exam, and the majority of these students enroll in specialized AP music theory classes as part of the preparation process. For the teachers of these AP music theory classes, a number of challenges are presented by the difficulty and complexity of the exam subject material as…

  8. Rational students and resit exams

    NARCIS (Netherlands)

    Kooreman, P.

    2013-01-01

    Resit exams–extra opportunities to do an exam in the same academic year–are widely prevalent in European higher education, but uncommon in the US. I present a simple theoretical model to compare rational student behavior in the case of only one exam opportunity versus the case of two exam

  9. Preparing Students for the AP Psychology Exam

    Science.gov (United States)

    Whitlock, Kristin

    2013-01-01

    The Advanced Placement Psychology exam is one of the fastest growing exams offered by the College Board. The average percent of change in the number of students taking this exam over the past five years is 12.4%. With 238,962 students taking the exam in 2013, the AP Psychology exam is the sixth largest exam, surpassing AP Biology and AP World…

  10. Psychological impact of diagnostic exams

    OpenAIRE

    Grilo, Ana Monteiro; Lucena, Filipa; Abreu, Carla de; Marques, Paulo; Lança, Luís

    2014-01-01

    Introduction: Anxiety is a common problem in primary care and specialty medical settings. Treating an anxious patient takes more time and adds stress to staff. Unrecognized anxiety may lead to exam repetition, and impedance of exam performance. Objective: The aim of the study was to examine the anxiety levels of patients who are to undergo diagnostic exams related to cancer diagnostic: PET/CT and mammography. Methods: Two hundred and thirty two patients who undergo PET/CT and one hundred thir...

  11. Exam papers on-demand

    OpenAIRE

    Rumsey, Sally; Maslin, Jon

    2001-01-01

    The Exam Papers On-demand Project comprised 1) research into the feasibility of electronic provision of University of Surrey past exam papers and 2) the subsequent development of a scalable and sustainable system for allowing Internet access to past exam papers by members of the University. Although this has been achieved at other institutions, the solution at the University of Surrey is believed to be innovative in a number of ways. The achievements include the compliance with the Dublin Cor...

  12. Low glomerular filtration rate as an associated risk factor for sarcopenic muscle strength: is creatinine or cystatin C-based estimation more relevant?

    Science.gov (United States)

    Tufan, Asli; Tufan, Fatih; Akpinar, Timur Selcuk; Ilhan, Birkan; Bahat, Gulistan; Karan, Mehmet Akif

    2017-06-01

    We aimed to evaluate the association of a decreased glomerular-filtration-rate (GFR <60 ml/min/1.73 m(2)), estimated using Modification of Diet in Renal Disease (MDRD), creatinine- and cystatin C-based (CKDEPI-CR and CKDEPI-CC) Chronic Kidney Disease Epidemiology Collaboration equations with handgrip strength (HGS). Community-dwelling males aged ≥60 years admitted to outpatient clinic were included. We used MDRD, CKDEPI-CR, and CKDEPI-CC formulas for GFR estimation and corrected these for body surface area. Muscle strength was assessed by HGS. 209 men (mean age 67.8 ± 6.4) were enrolled. Sixty-two patients (29.7%) had sarcopenic HGS. Subjects with sarcopenic HGS were older, had higher rate of a GFR < 60 ml/min/1.73 m(2), had lower mid-upper arm circumference; tended to have lower creatine kinase, albumin, CKDEPI-CC-GFR levels; and higher BUN/creatinine ratio and cystatin C. Multivariate logistic regression analysis revealed a CKDEPI-CC lower than 60 ml/min/1.73 m(2) as the only independent factor underlying sarcopenic HGS. Higher age tended to have an independent association. Only higher age was independently associated with low HGS when other estimations were used (p = 0.013 and p = 0.021 when MDRD and CKDEPI-CR were used, respectively). There is a strong association of a GFR level of <60 ml/min/1.73 m(2) with sarcopenic HGS, when CKDEPI-CC formula is used.

  13. Adequate procedures for specific exams; Regimes ideais para exames especificos

    Energy Technology Data Exchange (ETDEWEB)

    Staevie, G.L.G.; Gattringer, D.K.; Dal Mas, C.R.; Tessman, M. [Pontificia Univ. Catolica do Rio Grande do Sul, Porto Alegre, RS (Brazil). Hospital Sao Lucas

    1996-12-31

    Some ideal procedures for specific radiographic exams are briefly presented. The aim is to improve the quality standard, establishing a specific method for each exam in order to decrease films waste and reduce the patient dose exposure 1 ref., 3 tabs.

  14. Oral Cancer Exam

    Medline Plus

    Full Text Available ... Human Subjects Research Grants & Funding - + Funding Opportunities Grant Programs and Contacts Grants Process Funding Priorities Funded Research ... Human Subjects Research Grants & Funding - + Funding Opportunities Grant Programs and Contacts Grants Process Funding Priorities Funded Research ...

  15. Oral Cancer Exam

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    Full Text Available ... NIDCR (Extramural) Research Priorities Data & Statistics Clinical Trials Human Subjects Research Grants & Funding - + Funding Opportunities Grant Programs and Contacts Grants Process Funding Priorities Funded Research Human Subjects Research Careers & Training - + Internships, Fellowships, & Training Grants ...

  16. Investigating the Effects of Exam Length on Performance and Cognitive Fatigue

    Science.gov (United States)

    Jensen, Jamie L.; Berry, Dane A.; Kummer, Tyler A.

    2013-01-01

    This study examined the effects of exam length on student performance and cognitive fatigue in an undergraduate biology classroom. Exams tested higher order thinking skills. To test our hypothesis, we administered standard- and extended-length high-level exams to two populations of non-majors biology students. We gathered exam performance data between conditions as well as performance on the first and second half of exams within conditions. We showed that lengthier exams led to better performance on assessment items shared between conditions, possibly lending support to the spreading activation theory. It also led to greater performance on the final exam, lending support to the testing effect in creative problem solving. Lengthier exams did not result in lower performance due to fatiguing conditions, although students perceived subjective fatigue. Implications of these findings are discussed with respect to assessment practices. PMID:23950918

  17. USEFUL: Ultrasound Exam for Underlying Lesions Incorporated into Physical Exam

    OpenAIRE

    Steller, Jon; Russell, Bianca; Lotfipour, Shahram; Maldonado, Graciela; Siepel, Tim; Jakle, Halsey; Hata, Stacy; Chiem, Alan; Fox, John Christian

    2014-01-01

    Introduction: The Ultrasound Screening Exam for Underlying Lesions (USEFUL) was developed in an attempt to establish a role for bedside ultrasound in the primary and preventive care setting. It is the purpose of our pilot study to determine if students were first capable of performing all of the various scans required of our USEFUL while defining such an ultrasound-assisted physical exam that would supplement the standard hands-on physical exam in the same head-to-toe structure. We also aimed...

  18. Oral Cancer Exam

    Medline Plus

    Full Text Available ... at NIDCR (Intramural) Research Funded by NIDCR (Extramural) Research Priorities Data & Statistics Clinical Trials Human Subjects Research Grants & Funding - + ... at NIDCR (Intramural) Research Funded by NIDCR (Extramural) Research Priorities Data & Statistics Clinical Trials Human Subjects Research Grants & Funding - + ...

  19. ITIL Foundation exam study guide

    CERN Document Server

    Gallacher, Liz

    2012-01-01

    Everything you need to prepare for the ITIL exam The ITIL (Information Technology Infrastructure Library) exam is the ultimate certification for IT service management. This essential resource is a complete guide to preparing for the ITIL Foundation exam and includes everything you need for success. Organized around the ITIL Foundation syllabus, the study guide addresses the ITIL Service Lifecycles, the ITIL processes, roles, and functions, and also thoroughly explains how the Service Lifecycle provides effective and efficient IT services. Offers an introduction to IT service management and ITI

  20. Medical Student Dissection of CadaversImproves Performance on Practical Exams, but not Dissection-Relevant Questions in the NBME Gross Anatomy and Embryology Final Exam

    Directory of Open Access Journals (Sweden)

    Leslie Sargent Jones

    2001-03-01

    Full Text Available We have examined whether cadaver dissection by first year medical students (MIs affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only, and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam, the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

  1. Oral Cancer Exam

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  2. Oral Cancer Exam

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    Full Text Available ... not collect any actual information. External Web Site Policy This graphic notice ( ) means that you are leaving ... will be subject to the destination site’s privacy policy when you follow the link. Home Contact Us ...

  3. Comparison between a serum creatinine-and a cystatin C-based glomerular filtration rate equation in patients receiving amphotericin B.

    Science.gov (United States)

    Karimzadeh, Iman; Khalili, Hossein

    2016-06-06

    Serum cystatin C (Cys C) has a number of advantages over serum creatinine in the evaluation of kidney function. Apart from Cys C level itself, several formulas have also been introduced in different clinical settings for the estimation of glomerular filtration rate (GFR) based upon serum Cys C level. The aim of the present study was to compare a serum Cys C-based equation with Cockcroft-Gault serum creatinine-based formula, both used in the calculation of GFR, in patients receiving amphotericin B. Fifty four adult patients with no history of acute or chronic kidney injury having been planned to receive conventional amphotericin B for an anticipated duration of at least 1 week for any indication were recruited. At three time points during amphotericin B treatment, including days 0, 7, and 14, serum cystatin C as well as creatinine levels were measured. GFR at the above time points was estimated by both creatinine (Cockcroft-Gault) and serum Cys C based equations. There was significant correlation between creatinine-based and Cys C-based GFR values at days 0 (R = 0.606, P = 0.001) and 7 (R = 0.714, P formula at least at the early time period of treatment with amphotericin B. Graphical abstract Comparison between a serum creatinine-and a cystatin C-based glomerular filtration rate equation in patients receiving amphotericin B.

  4. A cystatin C-based formula without anthropometric variables estimates glomerular filtration rate better than creatinine clearance using the Cockcroft-Gault formula.

    Science.gov (United States)

    Grubb, A; Björk, J; Lindström, V; Sterner, G; Bondesson, P; Nyman, U

    2005-01-01

    t In 1976, Cockcroft and Gault introduced a widely used formula comprising several anthropometric variables to compensate for the inadequacies of creatinine level as a marker of glomerular filtration rate (GFR). The present work investigates the possibility of introducing cystatin C-based formulas without anthropometric variables to predict GFR, determined by an invasive "gold standard" procedure (iohexol clearance), and to compare the diagnostic efficiency of such formulas with that of Cockcroft and Gault. All 451 adult patients referred to the University Hospital for determination of GFR by iohexol clearance measurements during a period of 6 months were included in the study. Calculations of bias (median percent error), correlation (adjusted R2), and accuracy (percentage of estimates within 30 and 50% of iohexol clearance) were used in the comparison. The cystatin C-based formula GFR (ml/min)=89.12 x cystatin C(-1.675) had lower bias and higher accuracy in predicting GFR than the Cockcroft-Gault formula. If a cystatin C-based formula including gender was constructed: GFR (ml/min)=99.19 x cystatin C(-1.713) x (0.823 for women), an even lower bias and higher accuracy were obtained. It is suggested that measurement of cystatin C should be used for the initial prediction of GFR of a patient.

  5. Hoek's formula, a cystatin C-based prediction formula for determining the glomerular filtration rate, is the most effective method for original adjusting the dosage of vancomycin.

    Science.gov (United States)

    Tanaka, A; Suemaru, K; Otsuka, T; Ido, K; Nishimiya, T; Sakai, I; Hasegawa, H; Yasukawa, M; Inoue, T; Murase, M; Araki, H

    2007-11-01

    Some formulas using the serum cystatin C level to estimate the GFR have recently been reported. However, there has been no report of a serum cystatin C-based formula for adjusting the dosage of the drugs cleared by the kidney. In this study, we compared the predictive performance of the serum vancomycin trough concentration predicted using serum cystatin C-based formulas. The data were collected from 158 hospitalized patients. Five formulas have been published to predict the GFR using serum cystatin C. The cystatin C-based formulas were divided into two groups, formulas with or without anthropometric data. We predicted the serum vancomycin trough concentrations using VCM-TDM S_edition ver. 1.00 software. In formulas with anthropometric data, the mean absolute error (MAE) using Hoek's formula was 2.38, the MAE using Grubb's 1 formula was 4.13, the MAE using Sjöström's formula was 2.90, and the MAE using Cockcroft and Gault formula based on creatinine was 4.42. On the other hand, in formulas without an anthropometric data group, the MAE using Larsson's formula was 3.07, and the MAE using Grubb's 2 formula was 3.63. These results suggested that Hoek's formula is the most useful formula for determining the initial dosage settings for vancomycin.

  6. Are Online Exams an Invitation to Cheat?

    Science.gov (United States)

    Harmon, Oskar R.; Lambrinos, James; Kennedy, Peter, Ed.

    2008-01-01

    In this study, the authors use data from two online courses in principles of economics to estimate a model that predicts exam scores from independent variables of student characteristics. In one course, the final exam was proctored, and in the other course, the final exam was not proctored. In both courses, the first three exams were unproctored.…

  7. Physics Exams That Promote Collaborative Learning

    Science.gov (United States)

    Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.

    2014-01-01

    The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and…

  8. OpenMebius: An Open Source Software for Isotopically Nonstationary 13C-Based Metabolic Flux Analysis

    Directory of Open Access Journals (Sweden)

    Shuichi Kajihata

    2014-01-01

    Full Text Available The in vivo measurement of metabolic flux by 13C-based metabolic flux analysis (13C-MFA provides valuable information regarding cell physiology. Bioinformatics tools have been developed to estimate metabolic flux distributions from the results of tracer isotopic labeling experiments using a 13C-labeled carbon source. Metabolic flux is determined by nonlinear fitting of a metabolic model to the isotopic labeling enrichment of intracellular metabolites measured by mass spectrometry. Whereas 13C-MFA is conventionally performed under isotopically constant conditions, isotopically nonstationary 13C metabolic flux analysis (INST-13C-MFA has recently been developed for flux analysis of cells with photosynthetic activity and cells at a quasi-steady metabolic state (e.g., primary cells or microorganisms under stationary phase. Here, the development of a novel open source software for INST-13C-MFA on the Windows platform is reported. OpenMebius (Open source software for Metabolic flux analysis provides the function of autogenerating metabolic models for simulating isotopic labeling enrichment from a user-defined configuration worksheet. Analysis using simulated data demonstrated the applicability of OpenMebius for INST-13C-MFA. Confidence intervals determined by INST-13C-MFA were less than those determined by conventional methods, indicating the potential of INST-13C-MFA for precise metabolic flux analysis. OpenMebius is the open source software for the general application of INST-13C-MFA.

  9. Are Online Exams an Invitation to Cheat?

    OpenAIRE

    Oskar R. Harmon; James Lambrinos

    2006-01-01

    This study uses data from two online courses in principles of economics to estimate a model that predicts exam scores from independent variables of student characteristics. In one course the final exam was proctored, in the other course the final exam was not proctored, and in both courses the first three exams were unproctored. If no cheating took place we expect the prediction model to have the same explanatory power for all exams, and conversely, if cheating occurred in the unproctored exa...

  10. From Exam to Education: The Math Exam/Education Resources

    Science.gov (United States)

    Bruni, Carmen; Koch, Christina; Konrad, Bernhard; Lindstrom, Michael; Moyles, Iain; Thompson, Will

    2016-01-01

    The Math Exam/Education Resources (MER) is an open online learning resource hosted at The University of British Columbia (UBC), aimed at providing mathematics education resources for students and instructors at UBC. In this paper, there will be a discussion of the motivation for creating this resource on the MediaWiki platform, key features of the…

  11. PMP Project Management Professional Exam Study Guide

    CERN Document Server

    Heldman, Kim

    2011-01-01

    Completely updated for the 2011 version of the PMP exam! If you're preparing for the Project Management Professional (PMP) exam, this thorough book is what you need. Not only does it reflect the very latest version of the exam, it is written by popular project management expert Kim Heldman—author of the five previous editions of this top-selling book—and it also includes a CD with practice exams, exam prep software, electronic flashcards, and over two hours of additional audio review. All exam objectives, as well as essential PMP topics, concepts, and key terms are covered.Prepares

  12. Nd2Fe14C-based magnet with better permanent magnetic properties prepared by a simple mechanochemical method

    Science.gov (United States)

    Geng, Hongmin; Ji, Yuan; Zhang, Jingjing; Gao, Yuchao; Yan, Yu; Wang, Wenquan; Su, Feng; Du, Xiaobo

    2017-11-01

    Nd2Fe14C-based magnet is prepared by a mechanochemical method, namely high-energy ball-milling Nd2Fe11Bx (x = 0-0.15) alloy in heptane (C7H16), followed by annealing to 850 °C in vacuum. Under the action of high-energy ball-milling, Nd2Fe11Bx react with heptane to form NdH2+δ, Fe-(CB), C, etc. H2 is released and Nd2Fe17, Nd2Fe17Cx (x = 0-3), Nd2Fe14C, Nd carbides and α-Fe are formed in the subsequent annealing. C amount depends on ball-milling time t. Long time ball milling or high C content suppresses the formation of 2:17 phase and favors the formation of 2:14:1 phase in the final products. Excessive ball-milling results in the quick increase of α-Fe. The maximum of magnetically hard Nd2Fe14C is obtained at t = 4 h. For Nd2Fe11 samples, there exists considerable quantity of Nd carbides and α-Fe phase appears earlier and increases rapidly with extending the ball-milling time t. The addition of B element shortens the ball-milling time of the formation of maximum Nd2Fe14C and prominently suppresses the formation of Nd carbide and α-Fe. The optimum magnetic properties, coercivity iHc of 1193.7 kA/m, remanence Mr of 580.9 kA/m, maximum magnetic energy product (BH)max of 91.7 kJ/m3 is approaching to its theoretic value of 99.2 kJ/m3 for isotropic Nd2Fe14C magnet, are obtained in Nd2Fe11B0.06 alloy ball milled for 3.5 h.

  13. Thinking out of the Exams Box: Assessment through Talk?

    Science.gov (United States)

    Coultas, Valerie

    2017-01-01

    This article examines the abandonment of talk-based assessment in favour of written exams, even when writing results in less valid assessment. It points to substantial experience of assessment through talk in English and media studies and points to its potential use in other subjects. It is followed by an example, originally designed by the…

  14. Examination of the Factors Influencing the Exam Results

    Science.gov (United States)

    Sitku-Görömbei, Cecília

    2009-01-01

    The defectiveness of the effectiveness of the Hungarian general education revealed in the PISA survey appears in the higher education as well. The "Introduction to Informatics" subject has one of the lowest exam results among the students of the College of Nyíregyháza majoring in Computer Program Designer and Teacher of Computer Science.…

  15. Changes in Student Attributions Due to the Implementation of Central Exit Exams

    Science.gov (United States)

    Oerke, Britta; Maag Merki, Katharina; Holmeier, Monika; Jager, Daniela J.

    2011-01-01

    The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have not been analyzed in a longitudinal section until now. In the present study, the consequences of…

  16. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences

    Science.gov (United States)

    Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009–2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers’ work. Additionally, one questionnaire about teachers’ practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers’ practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries. PMID:27936103

  17. Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences.

    Science.gov (United States)

    Rodríguez-Muñiz, Luis J; Díaz, Patricia; Mier, Verónica; Alonso, Pedro

    2016-01-01

    Curricular issues of subject Applied Mathematics to Social Sciences are studied in relation to university entrance exams performed in several Spanish regions between 2009-2014. By using quantitative and qualitative analyses, it has been studied how these exams align with curriculum and how they produce a washback on curriculum and teachers' work. Additionally, one questionnaire about teachers' practices has been performed, in order to find out how the exams are influencing teaching methodology development. Main results obtained show that evaluation is producing a bias on the official curriculum, substantially simplifying the specific orientation that should guide applied mathematics. Furthermore, teachers' practices are influenced by the exams, and they usually approach their teaching methodology to the frequent types of exams. Also, slight differences among the teachers lead to distinguish two behavioral subgroups. Results can also be useful in an international context, because of the importance of standardized exit exams in OECD countries.

  18. Cumulative Exams in the Introductory Psychology Course

    Science.gov (United States)

    Lawrence, Natalie K.

    2013-01-01

    Many teachers require their students to take cumulative exams, but there are surprisingly few studies that examine the benefits of such exams. The purpose of this study was to determine whether introductory psychology students who take cumulative exams throughout the semester would have better long-term retention than students who take a…

  19. Exit Exam as Academic Performance Indicator

    Science.gov (United States)

    Al Ahmad, Mahmoud; Al Marzouqi, Ali H.; Hussien, Mousa

    2014-01-01

    This paper focuses on the impact of exit exams on different elements of the educational process, namely: curriculum development, students and instructors. A 50-question multiple-choice Exit Exam was prepared by Electrical Engineering (EE) faculty members covering a poll of questions from EE core courses. A copy of the Exit Exam applied during each…

  20. Gender discrimination in exam grading?

    DEFF Research Database (Denmark)

    Rangvid, Beatrice Schindler

    2018-01-01

    Girls, on average, obtain higher test scores in school than boys, and recent research suggests that part of this difference may be due to discrimination against boys in grading. This bias is consequential if admission to subsequent education programs is based on exam scores. This study assesses t...... tendencies are in accordance with statistical discrimination as a mechanism for grading bias in essay writing and with gender-stereotyped beliefs of math being a male domain.......Girls, on average, obtain higher test scores in school than boys, and recent research suggests that part of this difference may be due to discrimination against boys in grading. This bias is consequential if admission to subsequent education programs is based on exam scores. This study assesses...... are scored twice (blind and non-blind). Both strategies use difference-in-differences methods. Although imprecisely estimated, the point estimates indicate a blind grading advantage for boys in essay writing of approximately 5-8% SD, corresponding to 9-15% of the gender gap in essay exam grades. The effect...

  1. Developing a prelicensure exam for Canada: an international collaboration.

    Science.gov (United States)

    Hobbins, Bonnie; Bradley, Pat

    2013-01-01

    Nine previously conducted studies indicate that Elsevier's HESI Exit Exam (E(2)) is 96.36%-99.16% accurate in predicting success on the National Council Licensure Examination for Registered Nurses. No similar standardized exam is available in Canada to predict Canadian Registered Nurse Examination (CRNE) success. Like the E(2), such an exam could be used to evaluate Canadian nursing students' preparedness for the CRNE, and scores on the numerous subject matter categories could be used to guide students' remediation efforts so that, ultimately, they are successful on their first attempt at taking the CRNE. The international collaboration between a HESI test construction expert and a nursing faculty member from Canada, who served as the content expert, resulted in the development of a 180-item, multiple-choice/single-answer prelicensure exam (PLE) that was pilot tested with Canadian nursing students (N = 175). Item analysis data obtained from this pilot testing were used to develop a 160-item PLE, which includes an additional 20 pilot test items. The estimated reliability of this exam is 0.91, and it exhibits congruent validity with the CRNE because the PLE test blueprint mimics the CRNE test blueprint. Copyright © 2013 Elsevier Inc. All rights reserved.

  2. Surrogate gas prediction model as a proxy for Δ14C-based measurements of fossil fuel–CO2

    Science.gov (United States)

    Coakley, Kevin J; Miller, John B; Montzka, Stephen A; Sweeney, Colm; Miller, Ben R

    2016-01-01

    increase the number of Cff estimates by approximately a factor of three. Provided that these estimates are of comparable quality to Δ14C-based estimates, we expect an improved determination of fossil fuel-CO2 emissions. PMID:28180034

  3. Correlation between cystatin C-based formulas, Schwartz formula and urinary creatinine clearance for glomerular filtration rate estimation in children with kidney disease.

    Science.gov (United States)

    Safaei-Asl, Afshin; Enshaei, Mercede; Heydarzadeh, Abtin; Maleknejad, Shohreh

    2016-01-01

    Assessment of glomerular filtration rate (GFR) is an important tool for monitoring renal function. Regarding to limitations in available methods, we intended to calculate GFR by cystatin C (Cys C) based formulas and determine correlation rate of them with current methods. We studied 72 children (38 boys and 34 girls) with renal disorders. The 24 hour urinary creatinine (Cr) clearance was the gold standard method. GFR was measured with Schwartz formula and Cys C-based formulas (Grubb, Hoek, Larsson and Simple). Then correlation rates of these formulas were determined. Using Pearson correlation coefficient, a significant positive correlation between all formulas and the standard method was seen (R(2) for Schwartz, Hoek, Larsson, Grubb and Simple formula was 0.639, 0.722, 0.705, 0.712, 0.722, respectively) (Pformulas could predict the variance of standard method results with high power. These formulas had correlation with Schwarz formula by R(2) 0.62-0.65 (intermediate correlation). Using linear regression and constant (y-intercept), it revealed that Larsson, Hoek and Grubb formulas can estimate GFR amounts with no statistical difference compared with standard method; but Schwartz and Simple formulas overestimate GFR. This study shows that Cys C-based formulas have strong relationship with 24 hour urinary Cr clearance. Hence, they can determine GFR in children with kidney injury, easier and with enough accuracy. It helps the physician to diagnosis of renal disease in early stages and improves the prognosis.

  4. Associations between cystatin C-based eGFR, ambulatory blood pressure parameters, and in-clinic vs. ambulatory blood pressure agreement in older community-living adults

    Science.gov (United States)

    Woodell, Tyler B.; Hughes-Austin, Jan M.; Tran, Tiffany V.; Malhotra, Atul; Abdelmalek, Joseph A.; Rifkin, Dena E.

    2015-01-01

    OBJECTIVES To determine the relationship between chronic kidney disease (measured by cystatin C-based eGFR) and abnormal ambulatory blood pressure (including nocturnal dipping) in healthy older adults. Further, to assess agreement between clinic and ambulatory blood pressure monitoring. METHODS Serum cystatin C levels were measured to calculate eGFR. Participants underwent clinic and 24-hour ambulatory blood pressure measurement. Multiple linear regression, was performed to examine the association between reduced cystatin C-based eGFR (CKDcys) and blood pressure parameters. Bland-Altman analysis was performed to evaluate agreement between clinic and ambulatory measurements. RESULTS Average age was 72. There were 60 individuals with CKDcys (eGFR ambulatory diastolic blood pressure (DBP) (−2 mm Hg, p = 0.048), but not with nocturnal dipping or other blood pressure parameters. Clinic systolic blood pressure (SBP) significantly overestimated mean wake time ambulatory SBP; mean difference was 11 mmHg for those without CKDcys (95% limits of agreement −14 to 35 mmHg) and 14 mmHg for those with CKDcys (95% limits of agreement −13 to 41 mmHg); there was no statistically significant effect modification by CKD status. CONCLUSION In older, seemingly healthy adults, mild CKD was associated with lower ambulatory DBP. The presence of CKD did not affect interpretation of clinic vs. ambulatory blood pressure monitoring, although accuracy of clinic SBP was poor. PMID:26683379

  5. Medical Student Dissection of CadaversImproves Performance on Practical Exams, but not Dissection-Relevant Questions in the NBME Gross Anatomy and Embryology Final Exam

    OpenAIRE

    Leslie Sargent Jones

    2001-01-01

    We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was ...

  6. The art of a pediatric exam.

    Science.gov (United States)

    Riley, Debra

    2014-06-15

    This article discusses incorporating "artistry" into a primary care pediatric exam, a technique that considers a child's cognitive developmental stage, previous medical experiences, and the family's general stressors and fears. Benefits of using the artistic exam technique include decreased fear and anxiety for both the child and parent and fewer unnecessary diagnostic tests. The artistic exam has also been shown to improve adherence to pre- and postcare instructions and improved quality outcomes.

  7. Factors causing exam anxiety in medical students.

    Science.gov (United States)

    Hashmat, Shireen; Hashmat, Masooma; Amanullah, Farhana; Aziz, Sina

    2008-04-01

    To assess examination related anxiety among final professional medical students by VAS (Visual Analogue Scale) and to determine the factors contributing to exam anxiety among final professional medical students A cross sectional study using structured self-administered questionnaire was carried out over four weeks in Dow Medical College using sample size of 120 students. Duration of study was four weeks in May 2006. Survey questionnaire consisted of VAS to measure exam anxiety and seventeen questions regarding life style, study style, psychological problems, and examination system. A total of 120 students out of 200 (60%) filled in the questionnaire. There were 25.8% male and 74.2% female students. The average maximum Exam Anxiety marked on VAS was 64+/-28. Among different factors contributing to exam anxiety, extensive course loads (90.8%), lack of physical exercise (90%) and long duration of exams (77.5%) were the most important factors reported by the students. Most of the students had no knowledge of exam-taking and anxiety-reduction techniques and majority of those who knew these strategies did not implement them. This study indicates moderate level of exam anxiety based on a Visual Analogue Scale in students of a medical college and also highlights factors such as extensive course load, lack of exercise and long duration of exams which contribute to Exam Anxiety.

  8. Protein and lipid oxidative damage in healthy students during and after exam stress.

    Science.gov (United States)

    Nakhaee, Alireza; Shahabizadeh, Fatemeh; Erfani, Mozhgan

    2013-06-13

    Oxidative damage at cellular level is thought to be one of the mechanisms in the pathogenesis of psychological stress (anxiety). The aim of this study was to investigate lipid and protein oxidative damage in exam anxiety conditions. Blood samples were collected in two stages (during the exam period and post vacation) from 51 healthy female students after responding to Beck Anxiety Inventory (BAI) and test anxiety questionnaire. Protein carbonyl, total thiol and malondialdehyde (MDA) levels were determined in serum. Participants reported significantly higher levels of subjective anxiety during the exam period than post vacation. Also the level of total thiol was significantly lower during the exam period compared with post vacation (plevels during the exams were significantly higher than those in post-exam period (plevels and the severity of anxiety (r=-0.45, plevels, also between those markers and anxiety score was found during the exam period. The high level of protein carbonyl and MDA, also low level of total thiol during the exam period demonstrated an oxidative damage to proteins and lipids in stress conditions. Our results suggest that oxidative damage to cellular compounds may be one of the mechanisms involved in the pathogenesis of anxiety. Copyright © 2013 Elsevier Inc. All rights reserved.

  9. Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions.

    Science.gov (United States)

    Turjamaa, Riitta; Hynynen, Marja-Anneli; Mikkonen, Irma; Ylinen, Eeva-Riitta

    2017-11-14

    The purpose of this articl is to explore nursing students' experiences of dialogic group oral exams used in the assessment of a medical nursing course. We discuss a small-group, educator-facilitated exam (dialogue exam). The data were gathered in April 2015 via an online survey including open questions. The participants were nursing students (n = 58) at a University of Applied Sciences. The data were subjected to inductive content analysis. The results suggest that students' experiences of the dialogue exam can be represented by four themes: context bound dynamics, new shared understanding, verified competences and holistic nursing care. The students liked the dialogue exam format, preferring it to the traditional individual written exam. The prerequisite for successful use of the dialogue exam format is that candidates perceived the exam situation as safe. Students need to be given information about the schedule and assessment criteria beforehand and should have some experience of the format. Copyright © 2017 Elsevier Ltd. All rights reserved.

  10. Clinic exam room design: present and future.

    Science.gov (United States)

    Freihoefer, Kara; Nyberg, Gary; Vickery, Christine

    2013-01-01

    This article aims to deconstruct various design qualities and strategies of clinic exam rooms, and discuss how they influence users' interaction and behavior in the space. Relevant literature supports the advantages and disadvantages of different design strategies. Annotated exam room prototypes illustrate the design qualities and strategies discussed. Advancements in technology and medicine, along with new legislative policies, are influencing the way care providers deliver care and ultimately clinic exam room designs. The patient-centered medical home model has encouraged primary care providers to make patients more active leaders of their health plan which will influence the overall functionality and configuration of clinic exam rooms. Specific design qualities discussed include overall size, location of doors and privacy curtains, positioning of exam tables, influence of technology in the consultation area, types of seating, and placement of sink and hand sanitizing dispensers. In addition, future trends of exam room prototypes are presented. There is a general lack of published evidence to support design professionals' design solutions for outpatient exam rooms. Future research should investigate such topics as the location of exam tables and privacy curtains as they relate to patient privacy; typical size and location of consultation table as it relates to patient connection and communication; and placement of sinks and sanitization dispensers as they relate to frequency and patterns of usage. Literature review, outpatient, technology, visual privacy.

  11. Physics Exams that Promote Collaborative Learning

    Science.gov (United States)

    Wieman, Carl E.; Rieger, Georg W.; Heiner, Cynthia E.

    2014-01-01

    The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods.

  12. Exam Question Sequencing Effects and Context Cues

    Science.gov (United States)

    Davis, Doris Bitler

    2017-01-01

    Providing two or more versions of multiple-choice exams has long been a popular strategy for reducing the opportunity for students to engage in academic dishonesty. While the results of studies comparing exam scores under different question-order conditions have been inconclusive, the potential importance of contextual cues to aid student recall…

  13. X-Ray Exam: Scoliosis (For Parents)

    Science.gov (United States)

    ... for Educators Search English Español X-Ray Exam: Scoliosis KidsHealth / For Parents / X-Ray Exam: Scoliosis What's in this article? What It Is Why ... You Have Questions Print What It Is A scoliosis X-ray is a relatively safe and painless ...

  14. Head First PMP A Brain-Friendly Guide to Passing the Project Management Professional Exam

    CERN Document Server

    Stellman, Andrew

    2008-01-01

    Media Reviews "I have been doing project management for over 30 years and am considered a subject matter expert in the PMBOK(r) Guide -Third Edition primarily because I am the Project Manager who led the team that developed this edition. As a consultant I was hired to review and evaluate eight of the top selling PMP Exam Preparation books for their accuracy in following the PMBOK® Guide - Third Edition. I have developed and taught a PMP Exam Prep course for a leading R.E.P., and taught PMP Exam preparation classes for PMI Chapters. I can honestly say that Head First PMP is by far the best P

  15. Video exams and the external examiners

    DEFF Research Database (Denmark)

    Qvist, Palle

    with the exams. Almost all respondents thought that video exams gave the external examiner the possibility to ensure that the demands were in accordance with the defined outcomes and see to that the exams were completed in accordance with the rules. This paper presents results from a questionnaire focusing......The Master’s programme in Problem Based Learning in Engineering and Science, MPBL (www.mpbl.aau.dk), at Aalborg University, is an international programme offering formalized staff development. The programme is online, worldwide and offered on demand. The programme is organized exemplarily...... to the Master’s programme. The programme offers streamed videos in combination with other learning resources. Oral exams have been mediated with the help of Skype and later with Adobe Connect Professional. It has for all participants - students, examiners and external examiners – been both a challenge...

  16. Factors causing exam anxiety in medical students

    National Research Council Canada - National Science Library

    Hashmat, Shireen; Hashmat, Masooma; Amanullah, Farhana; Aziz, Sina

    2008-01-01

    ... (Visual Analogue Scale) and to determine the factors contributing to exam anxiety among final professional medical students A cross sectional study using structured self-administered questionnaire was carried out over four...

  17. LPIC-1 (Exams 101 and 102)

    CERN Document Server

    Smith, Roderick W

    2011-01-01

    Offering you thorough coverage of the new version of the leading Linux certification from Linux Professional Institute (LPI), this book covers both objectives and materials tested in the two required LPIC-1 exams: LPI 101 and LPI 102. You'll certainly appreciate the clear, concise information on key exam topics, including using Linux command line tools, managing software, configuring hardware, managing files and filesystems, working with the X Window system, administering the system, basic networking, and more.

  18. Exam-busting tips how to pass exams the easy way

    CERN Document Server

    Anderson, Gary

    2005-01-01

    The one-stop expert guide to coordinating your lifestyle and your revision during any exam period, for all levels of education For many people, exams represent weeks of furious last-minute cramming and days of torturous apocalyptic judgement. This guide is designed to ease that academic angst. It's time to say goodbye to anxious exam-day tension and embrace the tranquillity of organization.

  19. Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course

    Directory of Open Access Journals (Sweden)

    Juan Carlos Reboredo

    2017-04-01

    Full Text Available Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015 for a first-year undergraduate microeconomics course offered at a Spanish public university, we examined conditional dependence between continuous assessment and final exam grades. Our results would indicate a limited contribution of continuous assessment results to final exam results: the probability of the final exam performance improving on the continuous assessment grade was lower than the probability of the opposite occurring. A consistent exception, however, was students who obtained an A grade for continuous assessment. Our results would cast some doubt on the beneficial effects of continuous assessment advocated by the Bologna Process.

  20. Oral Exams as a Tool for Teaching and Assessment

    Science.gov (United States)

    Sayre, Eleanor C.

    2014-01-01

    Oral exams are a fruitful and practical alternative to written exams in small-enrolment Science classes. In an oral exam, the instructor can assess conceptual understanding, problem-solving, scientific communication skills, and a student's philosophy of science. In contrast, a written exam gives a much poorer picture of how students learn and…

  1. The Effect of Cumulative Tests on the Final Exam

    Science.gov (United States)

    Beagley, Jonathan E.; Capaldi, Mindy

    2016-01-01

    Mathematics teachers often give cumulative final exams, but little research has been done on the effects that cumulative exams given throughout the semester have on student grades and content knowledge. This study went beyond a cumulative final exam, and investigated the benefits of cumulative versus non-cumulative semester exams on students'…

  2. Physics Exam Preparation: A Comparison of Three Methods

    Science.gov (United States)

    Fakcharoenphol, Witat; Stelzer, Timothy

    2014-01-01

    In this clinical study on helping students prepare for an exam, we compared three different treatments. All students were asked to take a practice exam. One group was then given worked-out solutions for that exam, another group was given the solutions and targeted exercises to do as homework based on the result of their practice exam, and the…

  3. Saliva pH as a biomarker of exam stress and a predictor of exam performance.

    Science.gov (United States)

    Cohen, Miri; Khalaila, Rabia

    2014-11-01

    Salivary pH is regulated by the sympathetic and parasympathetic nervous system; therefore, it may serve as a biomarker of stress. To assess the associations between the cognitive and emotional dimensions of exam stress and pH levels, and the predictability of salivary pH in relation to test performance. A prospective study. Eighty-three nursing students answered a questionnaire on stress appraisals, experienced stress, test anxiety (including worry and emotionality subscales) and health behaviors, and gave a saliva sample for measuring pH on the morning of their first term exam and three months later. Their performance on the test (grades) was also recorded. Levels of pH in saliva were higher (levels of acidity were lower) in the post exam compared to the exam period, in parallel to lower threat appraisal, experienced stress, and test anxiety levels post exam. Controlling for smoking, physical activity and working hours per week, pH levels at both time points were predicted by appraised threat regarding the exam situation, experienced stress, and the emotionality dimension of test anxiety. pH at Time 1 predicted performance on the exams and mediated the associations of experienced stress and emotionality subscale with test performance. the present study indicates that pH levels may serve as a reliable, accessible and inexpensive means by which to assess the degree of physiological reactions to exams and other naturalistic stressors. Copyright © 2014 Elsevier Inc. All rights reserved.

  4. Student Exam Analysis (Debriefing) Promotes Positive Changes in Exam Preparation and Learning

    Science.gov (United States)

    Favero, Terence G.; Hendricks, Nora

    2016-01-01

    Traditional exam review sessions, typically conducted orally and in class by the instructor, are intended to identify the most frequently missed or problematic question with the intent of helping students perform better on subsequent exams. The shortcoming of this instructor-led activity is that it tends to focus on issues with content or…

  5. Investigating the Written Exam Scores' Prediction Power of TEOG Exam Scores

    Science.gov (United States)

    Kontas, Hakki; Özpolat, Esen Turan

    2017-01-01

    The purpose of this study was to investigate exam scores' predicting Transition from Primary to Secondary Education (TEOG) exam scores. The research data were obtained from the records of 1035 students studying at the first term of eighth grade in 2015-2016 academic year in e-school system. The research was on relational screening model. Linear…

  6. Exams disadvantage women in introductory biology.

    Directory of Open Access Journals (Sweden)

    Cissy J Ballen

    Full Text Available The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students. Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.

  7. Exams disadvantage women in introductory biology

    Science.gov (United States)

    Cotner, Sehoya

    2017-01-01

    The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all. PMID:29049334

  8. Exams disadvantage women in introductory biology.

    Science.gov (United States)

    Ballen, Cissy J; Salehi, Shima; Cotner, Sehoya

    2017-01-01

    The gender gap in STEM fields has prompted a great deal of discussion, but what factors underlie performance deficits remain poorly understood. We show that female students underperformed on exams compared to their male counterparts across ten large introductory biology course sections in fall 2016 (N > 1500 students). Females also reported higher levels of test anxiety and course-relevant science interest. Results from mediation analyses revealed an intriguing pattern: for female students only, and regardless of their academic standing, test anxiety negatively impacted exam performance, while interest in the course-specific science topics increased exam performance. Thus, instructors seeking equitable classrooms can aim to decrease test anxiety and increase student interest in science course content. We provide strategies for mitigating test anxiety and suggestions for alignment of course content with student interest, with the hope of successfully reimagining the STEM pathway as one that is equally accessible to all.

  9. Research participation improves student's exam performance.

    Science.gov (United States)

    Gil-Gómez de Liaño, Beatriz; León, Orfelio G; Pascual-Ezama, David

    2012-07-01

    Although there have been several attempts to explore for beneficial effects of research participation in social sciences, most of them have mainly explored satisfaction and students learning perceptions (e.g., Bowman & Waite, 2003). Very few works have studied learning by measuring exam performance. Moreover, participation has been usually conceptualized as a mixture of active and passive participation, including in the same measure different practices such as filling up questionnaires, running experiments or reading and answering questions about a journal article or a scientific conference. The present work tries to determine if there is an advantage due to research participation comparing exam performance, satisfaction and perceived learning of the matter Research Methods in Psychology, in three different groups (non-participating, passive and active participating). As we can see in the results, the mere participation benefits exam performance. Results are discussed in terms of the use of research participation as a new powerful active method in education.

  10. Health behavior counseling at annual exams.

    Science.gov (United States)

    Stork, L J; Rooney, B L

    2001-01-01

    To determine if patients expected and desired health behavior discussions at annual exams, and if these discussions motivated high-risk patients to modify a health behavior. 1213 patients seen for an annual exam at Gundersen Clinic were sent a survey. Patients were asked if discussions about weight, exercise, tobacco use and stress occurred at their exam. Patients were also asked if the discussions were expected and desired and if the discussions motivated them to modify a health behavior. 571 surveys were returned. Over 50% of high-risk patients for each health behavior had a discussion. Patients who were overweight, obese, smoked or had excess stress were more likely to want and expect discussions than lower risk counterparts. Obese and overweight patients were also more likely to report being motivated to maintain or lose weight. Patients in need of weight, smoking and stress management counseling expected and desired behavior discussions and were motivated to modify their behavior.

  11. Cytokine dysregulation associated with exam stress in healthy medical students.

    Science.gov (United States)

    Marshall, G D; Agarwal, S K; Lloyd, C; Cohen, L; Henninger, E M; Morris, G J

    1998-12-01

    The mechanisms of stress-related immune alterations have not been fully elucidated. Cell-mediated immune responses as well as antibody and certain cytokines are reported as being suppressed during times of high stress. However, the role of suppression vs dysregulation has not been established in human stress models. The effect of exam stress on regulatory cytokines in 16 healthy medical students was assessed by measuring type-1 (IFN-gamma) and type-2 (IL-10) cytokines from 72-h PHA/PMA-stimulated PBMC 4 weeks before and 48 h after exams. Results demonstrated decreased IFN-gamma accompanied by increased IL-10 during exam stress that resulted in a decreased IFN-gamma:IL-10 ratio. There was a significant correlation between the cytokine response to PHA/PMA and number and subjective adjustment to daily hassles. Additionally, students who reported greater levels of loneliness also reported greater numbers of and poorer subjective adjustment to hassles. The differences were consistent in both males and females but did not correlate with AM cortisol levels. Additionally, when individuals were grouped into high vs low preexam hassle levels, the type-1/type-2 shift in the IFN-gamma:IL-10 ratio occurred in the low hassles group only. These data suggest that psychologically stressful situations shift type-1/type-2 cytokine balance toward type-2 and result in an immune dysregulation rather than overall immunosuppression. This may partially explain the increased incidence of type-2-mediated conditions such as increased viral infections, latent viral expression, allergic/asthmatic reactions, and autoimmunity reported during periods of high stress. Copyright 1998 Academic Press.

  12. Scholars Probe Diverse Effects of Exit Exams

    Science.gov (United States)

    Viadero, Debra

    2009-01-01

    The author reports on a study released in April 2009 that suggests that California's high school exit exams are affecting some student demographic groups more than others. The California study, which was released by the Institute for Research on Education Policy and Practice at Stanford University, is the latest in a small spate of studies…

  13. Automatic Assessment of 3D Modeling Exams

    Science.gov (United States)

    Sanna, A.; Lamberti, F.; Paravati, G.; Demartini, C.

    2012-01-01

    Computer-based assessment of exams provides teachers and students with two main benefits: fairness and effectiveness in the evaluation process. This paper proposes a fully automatic evaluation tool for the Graphic and Virtual Design (GVD) curriculum at the First School of Architecture of the Politecnico di Torino, Italy. In particular, the tool is…

  14. School Quality, Exam Performance and Career Choice

    NARCIS (Netherlands)

    Dustmann, C.; Rajah, N.; van Soest, A.H.O.

    1998-01-01

    The purpose of this paper is to examine the effects of school quality on performance in national exams and the career decision at age 16. We use micro data for the UK, which provides a rich set of variables on parental background, previous achievements, and community variables. We find that,

  15. Introducing Standardized EFL/ESL Exams

    Science.gov (United States)

    Laborda, Jesus Garcia

    2007-01-01

    This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

  16. Undergraduate range management exam: 1999-2014

    Science.gov (United States)

    The Undergraduate Range Management Exam (URME) has been administered to undergraduate students at the Annual Meeting of the Society for Range Management since 1983, with students demonstrating their higher order learning skills and synthesis knowledge of the art and science of rangeland management. ...

  17. Cheating in a dental practical exam

    National Research Council Canada - National Science Library

    Currie, Wendy; Dracopoulos, Susie; Hendry, Graham

    2017-01-01

    ... & Hughes Eur J Dent Educ 16(1):e180–e186, 2012). While there has been an increasing concern about academic dishonesty in written exams and assignments, there appears to be a false sense of security in the integrity of practical assessments...

  18. Validation of a new plasma cystatin C-based formula and the Modification of Diet in Renal Disease creatinine-based formula for determination of glomerular filtration rate.

    Science.gov (United States)

    Sterner, Gunnar; Björk, Jonas; Carlson, Joyce; Grubb, Anders; Nyman, Ulf

    2009-01-01

    New proposed definitions of chronic kidney disease necessitate the development and use of simple and accurate methods for estimating glomerular filtration rate (GFR). Plasma cystatin C has been shown to be a more reliable GFR marker than creatinine and formulae for estimating GFR have been reported. The purpose of this study was to validate a cystatin C-based GFR prediction equation in a different population from the derivation set but using the cystatin C assay of a single laboratory, and to compare the results with that of the creatinine-based Modification of Diet in Renal Disease (MDRD) Study equation. A newly presented formula based on plasma cystatin C and gender and the MDRD formula based on creatinine for estimation of GFR were validated in an unselective patient material. Single sample iohexol clearance was used as the GFR reference method in 406 consecutive patients with GFR varying from normal to poor renal function. The creatinine assay used was standardized to express true plasma creatinine. Median bias (1.1%) and accuracy (79.1% of the estimates within +/-30% of iohexol clearance) of the cystatin C formula were close to the derivation set. The accuracy was significantly higher than that of the original four-variable MDRD equation (73.2%; median bias 9.8%). However, the accuracy did not differ significantly from that of the re-expressed MDRD formula (79.6%; median bias 3.2%) based on true creatinine. Both formulae performed with a low bias and acceptable accuracy up to a GFR of 90 ml/min/1.73 m(2). GFR estimation based on plasma cystatin C performed equally well in the validation as in the derivation set, and was as accurate as the re-expressed MDRD creatinine-based equation.

  19. Cystatin C-based formula is superior to MDRD, Cockcroft-Gault and Nankivell formulae in estimating the glomerular filtration rate in renal allografts.

    Science.gov (United States)

    Qutb, Ammar; Syed, Ghulam; Tamim, Hani M; Al Jondeby, Mohammad; Jaradat, Maha; Tamimi, Waleed; Al Ghamdi, Ghormullah; Al Qurashi, Salem; Flaiw, Ahmed; Hejaili, Fayez; Al Sayyari, Abdulla A

    2009-12-01

    There are conflicting reports on the reliability of the various glomerular filtration rate formula in renal allografts, to assess the performance of various glomerular filtration rate formula in estimating renal function of renal allografts. Glomerular filtration rate was measured using an isotope Tc99m DTPA in 97 renal transplant patients and estimated using modification of diet in renal disease, Cockroft-Gault formula, Nankivell, and a cystatin C-based formula. The overall performance of these formula was evaluated by calculating bias, accuracy and precision. Mean age was 39.8 years (-/+ 12.7), body mass index was 26.9 (-/+ 6.3) and serum creatinine was 114.5 micromol/L (-/+ 39.3). The mean measured glomerular filtration rate was 58.1 mL/min (-/+ 25.6). The bias with modification of diet in renal disease was 7.7 (P = .03), with Cockroft-Gault formula it was 3.2 (P = .3), with Nankivell it was 10.3 (P = .0002), and with cystatin C it was 0.31 (P = .9) The precisions (r) for modification of diet in renal disease, Cockroft-Gault formula, Nankivell, and cystatin C were 0.26 (P = .01), 0.26 (P = .01), 0.42 (P = .0001), and 0.60 (P filtration rate on the performance of these 4 formula. The best correlation, highest precision, accuracy, and least bias were seen when using cystatin C. The largest bias was seen when using Nankivell and modification of diet in renal disease formula.

  20. Performance of the creatinine and cystatin C-based equations for estimation of GFR in Chinese patients with chronic kidney disease.

    Science.gov (United States)

    Yang, Min; Xu, Guang; Ling, Lilu; Niu, Jianying; Lu, Tong; Du, Xin; Gu, Yong

    2017-04-01

    Currently, creatinine- or cystatin C-based glomerular filtration rate (GFR) estimation equation has been recommended to assess GFR in CKD patients. However, it is still obscure whether those equations performed consistently outstandingly in Chinese population. The equations were validated in a population totaling 632 participants (mean age 61.6 ± 12.3 years). The estimated GFR (eGFR) calculated separately by six equations (C-MDRD, C cys , C scr-cys , CKD-EPI scr , CKD-EPI cys , and CKD-EPI scr-cys equations) was compared with the reference GFR (rGFR) measured by the 99m Tc-DTPA renal dynamic imaging method. Participants were divided into age and rGFR specific subgroups. CKD-EPI scr-cys equation had a larger area under receiver operating characteristic curve (ROC AUC ) and relative higher sensitivity (79.8 %) and specificity (93 %) to diagnose CKD. CKD-EPI scr-cys and CKD-EPI cys equations appeared to be more accurate with higher proportion of eGFR within 30 % of rGFR (P 30 ) value. Those two equations performed as well in older people as in the younger population. The CKD-EPI scr-cys equation acquired the highest P 30 (80.9 %) in subgroups with rGFR ≥60 mL/min/1.73 m 2 , while the CKD-EPI cys equation yielded the best performance in the rGFR equations may be the optimal one for patients of moderately to severely injured GFR. Considering the accuracy in the entire range of participants less ideally, the additional of the Chinese racial factor is assumed to be essential.

  1. [Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?].

    Science.gov (United States)

    Matsunuma, Mitsuyasu

    2009-04-01

    This study examined why some high achievers on the course final exam were unsuccessful on the proficiency exam in English. We hypothesized that the learning motives and learning behaviors (learning strategy, learning time) had different effects on the outcomes of the exams. First, the relation between the variables was investigated using structural equation modeling. Second, the learning behaviors of students who got good marks on both exams were compared with students who did well only on the course final exam. The results were as follows. (a) Learning motives influenced test performance via learning behaviors. (b) Content-attached motives influenced all variables concerning learning behaviors. (c) Content-detached motives influenced all variables concerning learning behaviors that were related only to the course final exam. (d) The students who got good marks on both exams performed the learning behaviors that were useful on the proficiency exam more frequently than the students who did well only on the course final exam.

  2. Validating Performance Level Descriptors (PLDs) for the AP® Environmental Science Exam

    Science.gov (United States)

    Reshetar, Rosemary; Kaliski, Pamela; Chajewski, Michael; Lionberger, Karen

    2012-01-01

    This presentation summarizes a pilot study conducted after the May 2011 administration of the AP Environmental Science Exam. The study used analytical methods based on scaled anchoring as input to a Performance Level Descriptor validation process that solicited systematic input from subject matter experts.

  3. An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools.

    Science.gov (United States)

    Kirschstein, Timo; Wolters, Alexander; Lenz, Jan-Hendrik; Fröhlich, Susanne; Hakenberg, Oliver; Kundt, Günther; Darmüntzel, Martin; Hecker, Michael; Altiner, Attila; Müller-Hilke, Brigitte

    2016-01-01

    The amendment of the Medical Licensing Act (ÄAppO) in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality. In the spring of 2014, the students' dean commissioned the "core group" for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and - in analogy to impact factors and third party grants - a ranking among faculty. Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

  4. An algorithm for calculating exam quality as a basis for performance-based allocation of funds at medical schools

    Directory of Open Access Journals (Sweden)

    Kirschstein, Timo

    2016-05-01

    Full Text Available Objective: The amendment of the Medical Licensing Act (ÄAppO in Germany in 2002 led to the introduction of graded assessments in the clinical part of medical studies. This, in turn, lent new weight to the importance of written tests, even though the minimum requirements for exam quality are sometimes difficult to reach. Introducing exam quality as a criterion for the award of performance-based allocation of funds is expected to steer the attention of faculty members towards more quality and perpetuate higher standards. However, at present there is a lack of suitable algorithms for calculating exam quality.Methods: In the spring of 2014, the students‘ dean commissioned the „core group“ for curricular improvement at the University Medical Center in Rostock to revise the criteria for the allocation of performance-based funds for teaching. In a first approach, we developed an algorithm that was based on the results of the most common type of exam in medical education, multiple choice tests. It included item difficulty and discrimination, reliability as well as the distribution of grades achieved. Results: This algorithm quantitatively describes exam quality of multiple choice exams. However, it can also be applied to exams involving short assay questions and the OSCE. It thus allows for the quantitation of exam quality in the various subjects and – in analogy to impact factors and third party grants – a ranking among faculty. Conclusion: Our algorithm can be applied to all test formats in which item difficulty, the discriminatory power of the individual items, reliability of the exam and the distribution of grades are measured. Even though the content validity of an exam is not considered here, we believe that our algorithm is suitable as a general basis for performance-based allocation of funds.

  5. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

    OpenAIRE

    Wright,William; Baston,Kirk

    2017-01-01

    William S Wright,1 Kirk Baston2 1Department of Biomedical Sciences, 2Department of Pathology, University of South Carolina School of Medicine Greenville, Greenville, SC, USA Purpose: The National Board of Medical Examiners® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE) Step 1 in new schools and sch...

  6. Microsoft Windows Vista Exam 70-620 Guide

    CERN Document Server

    Crayton, Christopher

    2007-01-01

    This no-nonsense guide was created with one purpose in mind: to ensure your readiness to pass Microsoft's Windows Vista Configuration Exam 70-620. This Short Cut offers the edge you need to pass, including: Real exam insight, covering structure and question formatsA difficult Windows Vista practice exam to help make sure you really know your stuffInvaluable exam survival test tips

  7. Relationship between manual dexterity and the unified parkinson?s disease rating scale-motor exam

    OpenAIRE

    Hwang, Sujin; Song, Chiang-Soon

    2016-01-01

    [Purpose] The purpose of this study was to examine the relationships between manual dexterity and the Unified Parkinson?s Disease Rating Scale-Motor Exam as a clinical tool for quantifying upper extremity function in persons with Parkinson?s disease. [Subjects and Methods] Thirty-two persons with idiopathic Parkinson?s disease participated in this study. This study measured two clinical outcomes, the box-and-block test and the Unified Parkinson?s Disease Rating Scale-Motor Exam, to investigat...

  8. New technologies to manage exam anxiety.

    Science.gov (United States)

    Grassi, Alessandra; Gaggioli, Andrea; Riva, Giuseppe

    2011-01-01

    A Stress Inoculation Training-based protocol tested if multimedia audio-video content induced emotional changes and reduced exam anxiety in university students. Seventy-five participants took part in six experimental sessions consisting of viewing multimedia content and performing relaxation exercises. Participants were randomly assigned to five experimental groups: 1) audio and video narrative on mobile phone (UMTS); 2) audio and video narrative on DVD (DVD), 3) audio narrative on MP3 player (M3), 4) audio narrative on CD (CD), 5) control group (CTRL). Results showed that audio/video content induced a significant reduction in exam anxiety and an increase of relaxation in students, compared to the audio-only contents.

  9. Enhanced Security for Online Exams Using Group Cryptography

    Science.gov (United States)

    Jung, I. Y.; Yeom, H. Y.

    2009-01-01

    While development of the Internet has contributed to the spread of online education, online exams have not been widely adopted. An online exam is defined here as one that takes place over the insecure Internet, and where no proctor is in the same location as the examinees. This paper proposes an enhanced secure online exam management environment…

  10. Should I Do a Breast Self-Exam? (For Teens)

    Science.gov (United States)

    ... in the Holiday Spirit Cold-Weather Sports Should I Do a Breast Self-Exam? KidsHealth > For Teens > Should I Do a Breast Self-Exam? Print A A A My aunt says I should learn to do a breast self-exam. ...

  11. The Cognitive Abilities of Children: Reflections from an Entrance Exam

    Science.gov (United States)

    Cil, Emine; Cepni, Salih

    2012-01-01

    The basic determiner for the school in which the children who completed their primary education will in at an upper education level in Turkey is the entrance exam carried out nationwide. The items of national exam, called as LDE (Level Determination Exam) which the primary education pupils (aged between 12 and 15) will participate in Turkey were…

  12. Similarity Measures for Exam Timetabling Problems

    OpenAIRE

    Burke, Edmund; Eckersley, Adam; McCollum, Barry; Petrovic, Sanja; Qu, Rong

    2003-01-01

    A large number of heuristic algorithms have been developed over the years which have been aimed at solving examination timetabling problems. However, many of these algorithms have been developed specifically to solve one particular problem instance or a small subset of instances related to a given real-life problem. Our aim is to develop a more general system which, when given any exam timetabling problem, will produce results which are comparative to those of a specially designed heuristic f...

  13. Perceptions of students on the physical exams in clinical nursing practice

    Directory of Open Access Journals (Sweden)

    Maria de Fátima Lima de Oliveira

    2016-05-01

    Full Text Available Objective: to understand the perceptions of students from an undergraduate course in nursing on the importance of physical exams in clinical nursing practice. Methods: a qualitative study with 12 students of a private institution. For data analysis, the method of interpretation of meanings was used, based on the hermeneutic-dialectic perspective. Results: directions have been identified which give the physical exam an objective dimension, in which the accuracy of propaedeutic techniques is essential, and a relational dimension in which to give meaning to human actions permeated by subjectivity, new forms of production clinical nursing care are used. Conclusion: the physical exam contributes to the development of critical thinking in nursing care for the safety of the patient and autonomy to act in the scope of the clinical practice.

  14. Dose measurement in periapical radiographic exams using dosemeter pen: a look at the radioprotection

    Energy Technology Data Exchange (ETDEWEB)

    Oliveira, Renato; Ferreira, Vanessa, E-mail: vanessamachado@ufmg.br [Curso Superior de Tecnologia em Radiologia. Faculdade de Medicina. Universidade Federal de Minas Gerais, Belo Horizonte, MG (Brazil); Pereira, Claubia; Oliveira, Arno H.; Veloso, M.A.F., E-mail: gbarros@nuclear.ufmg.br, E-mail: claubia@nuclear.ufmg.br, E-mail: heeren@nuclear.ufmg.br, E-mail: Dora@nuclear.ufmg.br [Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG (Brazil). Dept. de Engenharia Nuclear

    2011-07-01

    The use of radiology has been a large increase with the crescent accessibility to dental care, orthodontics and aesthetic. Besides the increase in the number of exams, there was an increase in radiation dose during dental exams such as computed tomography. The objective of this work is to evaluate the radiation dose to which the patient is subjected in a peri apical dental radiography. The dose values were measured with a dosimeter pen during radiographs in real exams peri apical with the X-ray equipment Timex 70 C Gnatus. During the exams realization, was maintained, in the holder, the dosimeter pen near to the region of interest. The values collected were recorded in dosimeter pen. These values were compared with the reference doses of the Portaria 453 of ANVISA, this procedure allows to verify if the recommended dose limits for this exam are being respected. These data indicates if the used equipment is calibrated and in good condition of use. It was performed a comparison between the obtained experimental dose values and the values found from computer simulation with the code MCNPX 2.6.0. (author)

  15. Relationship between manual dexterity and the unified parkinson's disease rating scale-motor exam.

    Science.gov (United States)

    Hwang, Sujin; Song, Chiang-Soon

    2016-12-01

    [Purpose] The purpose of this study was to examine the relationships between manual dexterity and the Unified Parkinson's Disease Rating Scale-Motor Exam as a clinical tool for quantifying upper extremity function in persons with Parkinson's disease. [Subjects and Methods] Thirty-two persons with idiopathic Parkinson's disease participated in this study. This study measured two clinical outcomes, the box-and-block test and the Unified Parkinson's Disease Rating Scale-Motor Exam, to investigate the relationships between manual dexterity and the Unified Parkinson's Disease Rating Scale-Motor Exam. [Results] The box-and-block test on the more affected side was positive relationship with the box-and-block test on the less affected side. The Unified Parkinson's Disease Rating Scale-motor exam score had a negative correlation with the box-and-block test results for both sides. [Conclusion] A positive association was noted between manual dexterity and motor function in patients with idiopathic Parkinson disease. The results of this study suggest that the box-and-block test and the Unified Parkinson's Disease Rating Scale-Motor Exam are good clinical measures that quantify upper extremity function and are necessary for the accurate evaluation of patients and to plan intervention strategies.

  16. Assessment of the relationship between stress and temporomandibular joint disorder in female students before university entrance exam (Konkour exam).

    Science.gov (United States)

    Mottaghi, Ahmad; Razavi, S Mohammad; Pozveh, Elham Zamani; Jahangirmoghaddam, Milad

    2011-12-01

    Temporomandibular joint is one of the most complicated joints of the body and plays an important role in the head and neck system. One of the factors affecting the temporomandibular joint and lead to temporomandibular disorder is anxiety with all the events causing it. The aim of this study was to determine a relationship between anxiety and temporomandibular disorders. In this prospective study, subjects were randomly selected. One hundred and thirty pre-university students in Isfahan were evaluated with Ketel's test of anxiety, exam stress test and temporomandibular disorder questionnaires. The evaluation was done in two stages 10 months and 1 month prior to the university entrance exam (Konkour), clinical assessments consisted of masticatory muscles and sternocleidomastoid muscle palpation, temporomandibular joint palpation for pain and noise and its movement, and mouth opening limitations. The Wilcoxon rank test and paired t-test were used to analyze the data and the P value under 0.05 was considered significant. The level of anxiety and occurrence of temporomandibular disorders were increased between two stages and had the highest level in the second stage. There was a significant increase between two stages (P<0.001). The parallel increase of temporomandibular disorders and anxiety between the two stages can suggest a possible relationship between anxiety and temporomandibular disorders. Therefore, the effect of anxiety in triggering temporomandibular disorder symptoms is probable.

  17. WE-D-213AB-03: Preparing for the ABR Diagnostic Medical Physics Board Exams - Oral Exam.

    Science.gov (United States)

    Leng, S; Chen, L; Shu, Y; McCollough, C

    2012-06-01

    Part III (oral exam) is the final part of ABR board exam for Diagnostic Medical Physics. In this exam, each of five oral examiners questions the candidate in each of five question categories. Oral exam has unique challenges to the candidate compared with the written exams. The candidate is expected to have not only adequate knowledge on each aspect of imaging physics, but also extensive clinical experience on different imaging modalities. The candidate needs to demonstrate her/his knowledge and clinical experience by correctly and effectively answering specific questions during the exam. Depending on the response of the candidate to original question, different follow-up questions are usually asked. Therefore, the interaction with examiners plays a critical role in the oral exam. The format and question categories of the oral exam in diagnostic medical physics will be reviewed. Study materials and effective study methods will be discussed. Practical tips on answering questions and interactions with examiners during the oral exam will also be shared. 1. Understand the format and scope of oral exam. 2. Develop an effective method for exam preparation. 3. Learn how to effectively answer questions and interact with examiners during the exam. © 2012 American Association of Physicists in Medicine.

  18. Creatinine-or cystatin C-based equations to estimate glomerular filtration in the general population: impact on the epidemiology of chronic kidney disease

    Science.gov (United States)

    2013-01-01

    Background Chronic kidney disease (CKD) is a major issue in public health. Its prevalence has been calculated using estimation of glomerular filtration rate (GFR) by the creatinine-based equations developed in the Modified Diet in Renal Disease (MDRD) and Chronic Kidney Disease Epidemiology Collaboration (CKD-EPI) study. Recently, new equations based either on cystatin C (CKD-EPI Cys) or both cystatin and creatinine (CKD-EPI mix) have been proposed by the CKD-EPI consortium. The aim of this study was to measure the difference in the prevalence of stage 3 CKD, defined as an estimated GFR less than 60 mL/min/1.73 m2, in a population using these four equations. Methods CKD screening was performed in the Province of Liège, Belgium. On a voluntary basis, people aged over 50 years have been screened. GFR was estimated by the four equations. Stage 3 CKD was defined as a GFR less than 60 mL/min/1.73 m2. Results The population screened consisted of 4189 people (47% were men, mean age 63 ± 7y). Their mean serum creatinine and plasma cystatin C levels were 0.88 ± 0.21 mg/dL and 0.85 ± 0.17 mg/L, respectively. The prevalence of CKD in this population using the MDRD, the CKD-EPI, the CKD-EPI Cys and the CKD-EPI mix equations was 13%, 9.8%, 4.7% and 5%, respectively. The prevalence of CKD was significantly higher with the creatinine-based (MDRD and the CKD-EPI) equations compared to the new cystatin C-based equations. Conclusions Prevalence of CKD varies strongly depending on the method used to estimate GFR. Such discrepancies are of importance and must be confirmed and explained by additional studies, notably by studies using GFR measured with a reference method. Trial registration B70720071509 PMID:23496839

  19. Security+ study guide study guide and practice exam

    CERN Document Server

    Dubrawsky, Ido; Dubrawsky

    2007-01-01

    Over 700,000 IT Professionals Have Prepared for Exams with Syngress Authored Study GuidesThe Security+ Study Guide & Practice Exam is a one-of-a-kind integration of text and and Web-based exam simulation and remediation. This system gives you 100% coverage of official CompTIA Security+ exam objectives plus test preparation software for the edge you need to achieve certification on your first try! This system is comprehensive, affordable, and effective!* Completely Guaranteed Coverage of All Exam ObjectivesAll five Security+ domains are covered in full: General Securi

  20. Class size, type of exam and student achievement

    DEFF Research Database (Denmark)

    Madsen, Erik

    , the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

  1. Class Size, Type of Exam and Student Achievement

    DEFF Research Database (Denmark)

    Madsen, Erik Strøjer

    2011-01-01

    , the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level...... of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam....

  2. Wiley CPA Exam Review 2012, Business Environment and Concepts

    CERN Document Server

    Whittington, O Ray

    2011-01-01

    Everything today's CPA candidates need to pass the CPA Exam Published annually, this comprehensive four-volume paperback reviews all four parts of the CPA exam. Many of the questions are taken directly from previous CPA exams. With 3,800 multiple-choice questions, these study guides provide all the information candidates need to master in order to pass the computerized Uniform CPA Examination. Its unique modular format helps you zero in on those areas that need more attention and organize your study program.Complete sample examThe most effective system available to prepare for the CPA exam-pro

  3. Nursing students collaborating to develop multiple-choice exam revision questions: A student engagement study.

    Science.gov (United States)

    Craft, Judy A; Christensen, Martin; Shaw, Natasha; Bakon, Shannon

    2017-12-01

    Nursing students find bioscience subjects challenging. Bioscience exams pose particular concerns for these students, which may lead to students adopting a surface-approach to learning. To promote student collective understanding of bioscience, improve their confidence for the final exam, and improve deeper understanding of bioscience. In order to address exam anxiety, and improve student understanding of content, this student engagement project involved nursing students collaborating in small groups to develop multiple-choice questions and answers, which became available to the entire student cohort. This study was conducted at two campuses of an Australian university, within a first year bioscience subject as part of the undergraduate nursing programme. All students enrolled in the subject were encouraged to attend face-to-face workshops, and collaborate in revision question writing. Online anonymous questionnaires were used to invite student feedback on this initiative; 79 respondents completed this feedback. Students collaborated in groups to write revision questions as part of in-class activities. These questions were made available on the student online learning site for revision. An online feedback survey was deployed at the conclusion of all workshops for this subject, with questions rated using a Likert scale. Participants indicated that they enjoyed the opportunity to collaborate in this activity, and almost all of these respondents used these questions in their exam preparation. There was strong agreement that this activity improved their confidence for the final exam. Importantly, almost two-thirds of respondents agreed that writing questions improved their understanding of content, and assisted in their active reflection of content. Overall, this initiative revealed various potential benefits for the students, including promoting bioscience understanding and confidence. This may improve their long-term understanding of bioscience for nursing practice

  4. MCSE Core Elective Exams in a Nutshell Covers exams 70-270, 70-297, and 70-298

    CERN Document Server

    Bhardwaj, Pawan

    2006-01-01

    For Windows XP and Windows Server 2003 administrators preparing forMicrosoft Certified Systems Engineer (MCSE) core exam 70-270, and core exams 70-297, and 70-298, this book is invaluable. Not only does it provide the resources you need to succeed on the exams, but to succeed in the real world as well. Think of this book as the notes you would have taken if you were to capture every essential nugget of information related to the skills measured in the core elective exams. To begin with, MCSE Core Elective Exams in a Nutshell allows you to see all of the topics expected for mastery in each

  5. Effect of exams period on prevalence of Myofascial Trigger points and head posture in undergraduate students: Repeated measurements study.

    Science.gov (United States)

    Kalichman, Leonid; Bulanov, Natalie; Friedman, Aryeh

    2017-01-01

    Myofascial Trigger points (MTrPs) may be caused or aggravated by many factors, such as mental stress associated with exams and impaired posture. To compare the prevalence and sensitivity of MTrPs, and forward head position (FHP) during exam period vs. mid-semester among physical therapy students. 39 physical therapy students were palpated for MTrPs in neck and shoulder muscles and were photographed laterally for FHP measurement during the academic semester and during the academic examination period. The subjects showed higher prevalence of active MTrPs in the right Trapezius and Levator Scapula muscles, and higher prevalence of latent MTrPs in the left Sternocleidomastoideus and Levator Scapula muscles during exams, as well as a higher rate of tenderness in suboccipital musculature. Physical therapy students show greater prevalence of MTrPs during exams. The authors recommend implementing preventative programs towards the examination period. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. OCP exam 1Z0-063

    CERN Document Server

    Freeman, Robert G

    2014-01-01

    An updated guide for an updated certification exam! As the most popular database software in the world, Oracle Database 12c has been updated for the first time in nearly six years and the changes are significant. This study guide reviews how Oracle 12c allows multiple instances to be used simultaneously via the cloud. You''ll sharpen your skills to prepare for the three levels of certification: Oracle Certified Associate, Oracle Certified Professional, and Oracle Certified Master. Workbook exercise appendix, test engine, chapter review questions, electronic flashcards, searchable PDF glossary

  7. Diagnostic accuracy of secondary ultrasound exam in blunt abdominal trauma.

    Science.gov (United States)

    Rajabzadeh Kanafi, Alireza; Giti, Masoumeh; Gharavi, Mohammad Hossein; Alizadeh, Ahmad; Pourghorban, Ramin; Shekarchi, Babak

    2014-08-01

    In stable patients with blunt abdominal trauma, accurate diagnosis of visceral injuries is crucial. To determine whether repeating ultrasound exam will increase the sensitivity of focused abdominal sonography for trauma (FAST) through revealing additional free intraperitoneal fluid in patients with blunt abdominal trauma. We performed a prospective observational study by performing primary and secondary ultrasound exams in blunt abdominal trauma patients. All ultrasound exams were performed by four radiology residents who had the experience of more than 400 FAST exams. Five routine intraperitoneal spaces as well as the interloop space were examined by ultrasound in order to find free fluid. All patients who expired or were transferred to the operating room before the second exam were excluded from the study. All positive ultrasound results were compared with intra-operative and computed tomography (CT) findings and/or the clinical status of the patients. Primary ultrasound was performed in 372 patients; 61 of them did not undergo secondary ultrasound exam; thus, were excluded from the study.Three hundred eleven patients underwent both primary and secondary ultrasound exams. One hundred and two of all patients were evaluated by contrast enhanced CT scan and 31 underwent laparotomy. The sensitivity of ultrasound exam in detecting intraperitoneal fluid significantly increased from 70.7% for the primary exam to 92.7% for the secondary exam. Examining the interloop space significantly improved the sensitivity of ultrasonography in both primary (from 36.6% to 70.7%) and secondary (from 65.9% to 92.7%) exams. Performing a secondary ultrasound exam in stable blunt abdominal trauma patients and adding interloop space scan to the routine FAST exam significantly increases the sensitivity of ultrasound in detecting intraperitoneal free fluid.

  8. Proctored versus Unproctored Online Exams: Studying the Impact of Exam Environment on Student Performance

    Science.gov (United States)

    Hollister, Kimberly K.; Berenson, Mark L.

    2009-01-01

    Increasing numbers of universities are offering courses in online and hybrid formats. One challenge in online assessment is the maintenance of academic integrity. We present a thorough statistical analysis to uncover differences in student performance when online exams are administered in a proctored environment (i.e., in class) versus an…

  9. ExamFolder(R) technology integrator

    Science.gov (United States)

    Scott, David K.

    1994-10-01

    Cargo examination systems will integrate multiple sensors because single sensor systems can be defeated. Trials with multiple sensors have also resulted in both increased inspection accuracy and throughput. The traditional integration point for multiple sensor outputs is paper. Cargo inspection analysts must evaluate a file folder containing many interrelated pieces of paper within minutes. File folders with paper have proven to be an obsolete medium for complex data presentation. A computer-based system, ExamFolder Technology Integrator uses an open architecture to receive input from multiple sensors treating each input data set as a document. Documents from any sensor, even those yet to be developed, can be collected, structured, and displayed to the analyst. The documents include, but are not limited to: digital data, imagery, video and digitized voice. The system structures the documents for scrutinizing manifested cargo, shipper, shipping agent, carrier, broker, forwarder and consignee histories. This reduces pressure on the analyst for timely completion of the inspection. The ExamFolder Technology Integrator is an efficient, sensor-vendor independent, computer screen-based, cargo inspection system providing meaningful information to the cargo analyst.

  10. Pediatric Rectal Exam: Why, When, and How.

    Science.gov (United States)

    Orenstein, Susan R; Wald, Arnold

    2016-01-01

    The digital rectal examination (DRE) is performed in children less often than is indicated. Indications for the pediatric DRE include diarrhea, constipation, fecal incontinence, abdominal pain, gastrointestinal bleeding, and anemia. Less well-recognized indications may include abdominal mass, urinary symptoms, neurologic symptoms, urogenital or gynecologic symptoms, and anemia. Indeed, we believe that it should be considered part of a complete physical examination in children presenting with many different complaints. Physicians avoid this part of the physical examination in both children and adults for a number of reasons: discomfort on the part of the health care provider; belief that no useful information will be provided; lack of adequate training and experience in the performance of the DRE; conviction that planned "orders" or testing can obviate the need for the DRE; worry about "assaulting" a patient, particularly one who is small, young, and subordinate; anticipation that the exam will be refused by patient or parent; and concern regarding the time involved in the exam. The rationale and clinical utility of the DRE will be summarized in this article. In addition, the components of a complete pediatric DRE, along with suggestions for efficiently obtaining the child's consent and cooperation, will be presented.

  11. Content validity of manual spinal palpatory exams - A systematic review

    Directory of Open Access Journals (Sweden)

    Reinsch Sibylle

    2003-05-01

    Full Text Available Abstract Background Many health care professionals use spinal palpatory exams as a primary and well-accepted part of the evaluation of spinal pathology. However, few studies have explored the validity of spinal palpatory exams. To evaluate the status of the current scientific evidence, we conducted a systematic review to assess the content validity of spinal palpatory tests used to identify spinal neuro-musculoskeletal dysfunction. Methods Review of eleven databases and a hand search of peer-reviewed literature, published between 1965–2002, was undertaken. Two blinded reviewers abstracted pertinent data from the retrieved papers, using a specially developed quality-scoring instrument. Five papers met the inclusion/exclusion criteria. Results Three of the five papers included in the review explored the content validity of motion tests. Two of these papers focused on identifying the level of fixation (decreased mobility and one focused on range of motion. All three studies used a mechanical model as a reference standard. Two of the five papers included in the review explored the validity of pain assessment using the visual analogue scale or the subjects' own report as reference standards. Overall the sensitivity of studies looking at range of motion tests and pain varied greatly. Poor sensitivity was reported for range of motion studies regardless of the examiner's experience. A slightly better sensitivity (82% was reported in one study that examined cervical pain. Conclusions The lack of acceptable reference standards may have contributed to the weak sensitivity findings. Given the importance of spinal palpatory tests as part of the spinal evaluation and treatment plan, effort is required by all involved disciplines to create well-designed and implemented studies in this area.

  12. Exam anxiety in the undergraduate medical students of Taibah University.

    Science.gov (United States)

    Khoshhal, Khalid I; Khairy, Gamal A; Guraya, Salman Y; Guraya, Shaista S

    2017-04-01

    Assessment is perceived to create highly stressful environment among medical students. Several studies have reported exam-related anxiety symptoms but the contributing factors seem to differ across institutions. This study aimed to determine the prevalence of exam anxiety, gender differences and the variables that moderate exam anxiety among students of a Saudi medical school. A cross-section study was done on 5th year medical students by administering a 12-statement self-administered questionnaire. The degree of exam anxiety was gauged by a visual analog scale. Of 125 students, 111 responded (response rate 89%). About 65% students experienced exam anxiety due to various reasons. Studying all night before exam (28 students; 25.2%) and extensive course load (26 students; 23.4%) were the major confounding factors. Female students experienced more stress due to extensive course load as compared with male students (p = .00). The data about the identified risk factors for exam anxiety can help medical educators to deeply understand the reasons for exam anxiety. There is a need to reassess the amount of study material in undergraduate medical curricula and students need to organize their time management skills to cope with exam anxiety.

  13. Comptia Network+ review guide exam N10-006

    CERN Document Server

    Ferguson, Bill

    2015-01-01

    Be prepared for the Network+ exam CompTIA Network+ Review Guide is your ideal study companion for preparing for the CompTIA Network+ exam (N10-006). This concise review is the perfect companion to the CompTIA Network+ Study Guide and the CompTIA Network+ Deluxe Study Guide, with full exam coverage organized by objective for quick review and reinforcement of key topics. Each of the book's five parts is devoted to a specific domain area of the exam, providing a focused review to bolster areas of weak understanding. You get access to the Sybex test engine, which includes two bonus practice tests

  14. A take-home exam to assess professional skills

    OpenAIRE

    López Álvarez, David; Cruz Díaz, Josep Llorenç; Sánchez Carracedo, Fermín; Fernández Jiménez, Agustín

    2011-01-01

    Professional Skills, such as the ability to communicate effectively or the ability to gather and integrate information, are not easy to teach or to assess. A traditional exam is not the best way of assessing these skills because it is limited both by time and by the resources students are able to consult. Moreover, in a traditional exam it is difficult to assess if professional skills have been acquired in depth. In this paper we propose to substitute the traditional exam by a take-home exam ...

  15. LPIC-1 Linux Professional Institute certification study guide exam 101-400 and exam 102-400

    CERN Document Server

    Bresnahan, Christine

    2015-01-01

    Thorough LPIC-1 exam prep, with complete coverage and bonus study tools LPIC-1Study Guide is your comprehensive source for the popular Linux Professional Institute Certification Level 1 exam, fully updated to reflect the changes to the latest version of the exam. With 100% coverage of objectives for both LPI 101 and LPI 102, this book provides clear and concise information on all Linux administration topics and practical examples drawn from real-world experience. Authoritative coverage of key exam topics includes GNU and UNIX commands, devices, file systems, file system hierarchy, user interf

  16. CompTIA Linux+ study guide exam LX0-103 and exam LX0-104

    CERN Document Server

    Bresnahan, Christine

    2015-01-01

    CompTIA Authorized Linux+ prepCompTIA Linux+ Study Guide is your comprehensive study guide for the Linux+ Powered by LPI certification exams. With complete coverage of 100% of the objectives on both exam LX0-103 and exam LX0-104, this study guide provides clear, concise information on all aspects of Linux administration, with a focus on the latest version of the exam. You'll gain the insight of examples drawn from real-world scenarios, with detailed guidance and authoritative coverage of key topics, including GNU and Unix commands, system operation, system administration, system services, secu

  17. DNA repair capacity in healthy medical students during and after exam stress.

    Science.gov (United States)

    Cohen, L; Marshall, G D; Cheng, L; Agarwal, S K; Wei, Q

    2000-12-01

    There has been extensive research into the effects of stress on immune function but little on the effects of stress on DNA repair capacity (DRC), a process central to maintaining a normal cell cycle. Defective DRC is one of the factors responsible for carcinogenesis. In the present study we assessed DRC in healthy medical students during times of high and low stress. Sixteen medical students were evaluated during the third day of a 5-day exam period and then again 3 weeks later, after vacation. At both time points, participants underwent a brief physical examination, had venous blood drawn, and completed questionnaires to identify subjective stress levels. The DRC was assessed by the host-cell reaction assay, which measures nucleotide excision repair capacity. Participants reported significantly higher levels of subjective stress during the exam period than after vacation. DRC was also significantly higher during the exam period than after vacation, suggesting a positive association between subject stress levels and DRC. The results are discussed in relation to previous findings and implications for cancer research.

  18. Anxiety and Piano Exams: Turkish Prospective Music Teachers' Experiences

    Science.gov (United States)

    Güven, Elif

    2016-01-01

    The purpose of this study is to determine the test anxiety levels of prospective music teachers and their opinions regarding anxiety in piano exams. Test Anxiety Inventory (TAI) and semi-structured interviews were used to meet the purpose. Interviews were conducted with students prior to and after the piano exam. As a result of the study it was…

  19. The Red Effect, Anxiety, and Exam Performance: A Multistudy Examination

    Science.gov (United States)

    Smajic, Adnan; Merritt, Stephanie; Banister, Christina; Blinebry, Amanda

    2014-01-01

    Laboratory studies have established a negative relationship between the color red and academic performance. This research examined whether this effect would generalize to classroom performance and whether anxiety and negative affect might mediate the effect. In two studies, students taking classroom exams were randomly assigned an exam color. We…

  20. Should I Give the Exam before or after the Break?

    Science.gov (United States)

    O'Connor, Kevin J.

    2014-01-01

    This study was designed to help faculty make decisions about when to administer an exam in relation to an in-semester break. Students in multiple sections of an undergraduate educational psychology class were assigned to take an exam either before or after a scheduled 5-day break (Thursday-Monday). A multiple regression analysis revealed the break…

  1. Relationships between Preclinical Course Grades and Standardized Exam Performance

    Science.gov (United States)

    Hu, Yinin; Martindale, James R.; LeGallo, Robin D.; White, Casey B.; McGahren, Eugene D.; Schroen, Anneke T.

    2016-01-01

    Success in residency matching is largely contingent upon standardized exam scores. Identifying predictors of standardized exam performance could promote primary intervention and lead to design insights for preclinical courses. We hypothesized that clinically relevant courses with an emphasis on higher-order cognitive understanding are most…

  2. EFL Teachers' Formal Assessment Practices Based on Exam Papers

    Science.gov (United States)

    Kiliçkaya, Ferit

    2016-01-01

    This study reports initial findings from a small-scale qualitative study aimed at gaining insights into English language teachers' assessment practices in Turkey by examining the formal exam papers. Based on the technique of content analysis, formal exam papers were analyzed in terms of assessment items, language skills tested as well as the…

  3. The Management Skills of Exam Process for Undergraduate Students

    Science.gov (United States)

    Cetin, Filiz; Cetin, Saban

    2017-01-01

    This study aims to identify to what degree undergraduate students are able to manage the exam process to be successful in exams. The study group of the research, which utilizes the survey model, consists of 350 students in total, 185 female and 165 male, attending 4 different teaching programs in Faculty of Education, Gazi University. "The…

  4. Prior-to-Exam: What Activities Enhance Performance?

    Science.gov (United States)

    Rhoads, C. J.; Healy, Therese

    2013-01-01

    Can instructors impact their student performance by recommending an activity just prior to taking an exam? In this study, college students were randomly assigned to one of three treatment groups (study, exercise, or meditation) or a control group. Each group was given two different types of tests; a traditional concept exam, and a non-traditional…

  5. Commitment to Study as a Technique to Improve Exam Performance.

    Science.gov (United States)

    Leeming, Frank C.

    1997-01-01

    Reports on a technique that could increase study time by reducing procrastination. Randomly selected college students (N=197) made written commitments to study for an exam. Students in the commitment condition reported significantly more study time than did students in a control group; they also performed significantly better on the exam. (RJM)

  6. Preparing Students to Take SOA/CAS Exam FM/2

    Science.gov (United States)

    Marchand, Richard J.

    2014-01-01

    This paper provides suggestions for preparing students to take the actuarial examination on financial mathematics, SOA/CAS Exam FM/2. It is based on current practices employed at Slippery Rock University, a small public liberal arts university. Detailed descriptions of our Theory of Interest course and subsequent Exam FM/2 prep course are provided…

  7. Crib Sheets and Exam Performance in a Data Structures Course

    Science.gov (United States)

    Hamouda, Sally; Shaffer, Clifford A.

    2016-01-01

    In this paper, we study the relationship between the use of "crib sheets" or "cheat sheets" and performance on in-class exams. Our extensive survey of the existing literature shows that it is not decisive on the questions of when or whether crib sheets actually help students to either perform better on an exam or better learn…

  8. Follow-groups, Enhancing Learning Potential at Project Exams

    DEFF Research Database (Denmark)

    Tollestrup, Christian H. T.

    2016-01-01

    In the Problem Based, Project Oriented Learning Program of Industrial Design Engineering at AAU students work and are examined/evaluated in groups. Following a period of a 6 years of ban on group-based exams by the government, the return of the group-based exam at Universities in 2014 has...... and the supervisor. Having the group based exam re-introduced sparked the interest for even further utilizing the exam situation for enhancing the learning outcome for each project and at the same time promote a more open atmosphere. Can the students learn even more and/or put their own project learning...... into perspective by seeing other project exams? So in order to investigate whether there was a possibility to further enhance the learning potential and understanding of the learning outcome the study board for the Architecture & Design program opened for a trial period for 2 semesters for voluntarily organizing...

  9. Does requiring graded online homework improve physics exam performance?

    Science.gov (United States)

    Chase, Norma

    2012-02-01

    In a first experiment with using Mastering Physics in a first semester calculus-based course, homework and exam performance was tracked periodically during the semester. As expected, the use of novel technology (and its ability to track which students were persistently working at problem exercises) motivated many students to become more involved with work on assigned physics problems. Although there did appear to be a significant correlation between exam averages and homework scores in the upper half of the exam average distribution, individuals spanning the full range of exam averages (down to 45 percent) earned homework scores as high as those who had performed outstandingly well in exams. In this work, we present results and proposed plausible explanations for the apparent anomaly.

  10. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    Science.gov (United States)

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom’s level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom’s level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

  11. Comparability of Semester and Exit Exam Grades: Long-Term Effect of the Implementation of State-Wide Exit Exams

    Science.gov (United States)

    Maag Merki, Katharina; Holmeier, Monika

    2015-01-01

    A goal in many countries is to institute state-wide exams to base student assessment more firmly on norms for all classes. This raises the question as to the extent to which greater standardization of grading practice can be reached by implementing state-wide exit exams. Since there is a lack of longitudinal studies, we analyzed the effect of the…

  12. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

    Science.gov (United States)

    Wright, Christian D.; Eddy, Sarah L.; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E.

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved…

  13. The Impact of Statewide Exit Exams: A Descriptive Case Study of Three German States with Differing Low Stakes Exam Regimes

    Science.gov (United States)

    van Ackeren, Isabell; Block, Rainer; Klein, E. Dominique; Kuhn, Svenja M.

    2012-01-01

    In this article we present results from a study investigating the impact of three state exit exam systems on teaching and learning in college-preparatory schools. The study compares one state with a traditionally more centralized exam regime, one state that is more de-centralized and one state that has recently switched to more centralized…

  14. Even after Thirteen Class Exams, Students Are Still Overconfident: The Role of Memory for Past Exam Performance in Student Predictions

    Science.gov (United States)

    Foster, Nathaniel L.; Was, Christopher A.; Dunlosky, John; Isaacson, Randall M.

    2017-01-01

    Students often are overconfident when they predict their performance on classroom examinations, and their accuracy often does not improve across exams. One contributor to overconfidence may be that students did not have enough experience, and another is that students may under-use their knowledge of prior exam performance to predict performance on…

  15. Implementation of a standardized digital rectal exam to improve the accuracy of rectocele diagnosis.

    Science.gov (United States)

    Crane, Andrea K; Geller, Elizabeth J; Myers, Erinn M; Fenderson, Jacquia L; Wells, Ellen; Jannelli, Mary; Connolly, AnnaMarie; Matthews, Catherine A

    2015-01-01

    The standardized evaluation of posterior compartment prolapse using the Pelvic Organ Prolapse Quantification (POP-Q) system is limited. The primary objective of this study is to develop and validate the interexaminer reliability of a new system for assessing the posterior vaginal wall for the presence of a rectocele. This was a cross-sectional study of women presenting to an academic urogynecology clinic. Subjects underwent a routine pelvic examination that included a standard POP-Q followed by two Standardized Digital Rectal Exams (SDRE) by two different providers, each blinded to the other's results. The SDRE measures the distance from the leading edge of a posterior bulge to the hymen with a finger in the distal rectum - first visually and then an actual measured distance using a marked cotton swab (Q-tip measurement). Correlations between examiners for the SDRE and the POP-Q were analyzed using Pearson's correlation coefficient (ρ). Eight attending and fellow urogynecologists examined 50 subjects. Mean age was 57.3 years, mean BMI 30.9 kg/m(2), with an overall median POP-Q stage 2 (range 0-3), and median posterior POP-Q stage 1 (range 0-3). Overall, 54 % of women had a noteworthy rectocele by typical digital rectal exam. Interexaminer correlations with SDRE for both the visual assessment (ρ = 0.697, p exam.

  16. Performance analysis of exam gloves used for aseptic rodent surgery.

    Science.gov (United States)

    LeMoine, Dana M; Bergdall, Valerie K; Freed, Carrie

    2015-05-01

    Aseptic technique includes the use of sterile surgical gloves for survival surgeries in rodents to minimize the incidence of infections. Exam gloves are much less expensive than are surgical gloves and may represent a cost-effective, readily available option for use in rodent surgery. This study examined the effectiveness of surface disinfection of exam gloves with 70% isopropyl alcohol or a solution of hydrogen peroxide and peracetic acid (HP-PA) in reducing bacterial contamination. Performance levels for asepsis were met when gloves were negative for bacterial contamination after surface disinfection and sham 'exertion' activity. According to these criteria, 94% of HP-PA-disinfected gloves passed, compared with 47% of alcohol-disinfected gloves. In addition, the effect of autoclaving on the integrity of exam gloves was examined, given that autoclaving is another readily available option for aseptic preparation. Performance criteria for glove integrity after autoclaving consisted of: the ability to don the gloves followed by successful simulation of wound closure and completion of stretch tests without tearing or observable defects. Using this criteria, 98% of autoclaved nitrile exam gloves and 76% of autoclaved latex exam gloves met performance expectations compared with the performance of standard surgical gloves (88% nitrile, 100% latex). The results of this study support the use of HP-PA-disinfected latex and nitrile exam gloves or autoclaved nitrile exam gloves as viable cost-effective alternatives to sterile surgical gloves for rodent surgeries.

  17. Emergency medicine residents' attitudes and opinions of in-training exam preparation

    National Research Council Canada - National Science Library

    Eastin, Travis R; Bernard, Aaron W

    2013-01-01

    Emergency Medicine (EM) residents take the American Board of Emergency Medicine (ABEM) in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam...

  18. FLEX: A Modular Software Architecture for Flight License Exam

    Science.gov (United States)

    Arsan, Taner; Saka, Hamit Emre; Sahin, Ceyhun

    This paper is about the design and implementation of an examination system based on World Wide Web. It is called FLEX-Flight License Exam Software. We designed and implemented flexible and modular software architecture. The implemented system has basic specifications such as appending questions in system, building exams with these appended questions and making students to take these exams. There are three different types of users with different authorizations. These are system administrator, operators and students. System administrator operates and maintains the system, and also audits the system integrity. The system administrator can not be able to change the result of exams and can not take an exam. Operator module includes instructors. Operators have some privileges such as preparing exams, entering questions, changing the existing questions and etc. Students can log on the system and can be accessed to exams by a certain URL. The other characteristic of our system is that operators and system administrator are not able to delete questions due to the security problems. Exam questions can be inserted on their topics and lectures in the database. Thus; operators and system administrator can easily choose questions. When all these are taken into consideration, FLEX software provides opportunities to many students to take exams at the same time in safe, reliable and user friendly conditions. It is also reliable examination system for the authorized aviation administration companies. Web development platform - LAMP; Linux, Apache web server, MySQL, Object-oriented scripting Language - PHP are used for developing the system and page structures are developed by Content Management System - CMS.

  19. Hot topics flashcards for passing the PMP and CAPM exams

    CERN Document Server

    Mulcahy, Rita

    2013-01-01

    If you are looking for a way to prepare for the PMP or the CAPM exam that fits into your busy schedule, these flashcards are it. Now you can study at the office, on a plane or even in your car with RMC's portable and extremely valuable Hot Topics Exam Flashcards-in hard copy or audio CD format. Over 300 of the most important and difficult to recall PMP® and CAPM® exam-related terms and concepts are now available for study as you drive, fly or take your lunch break. Order them both!

  20. MCTS Windows 7 Configuration Study Guide, Exam 70-680

    CERN Document Server

    Panek, William

    2010-01-01

    Prepare for certification in Windows 7 configuration with this all-new study guide. This comprehensive book guides readers through preparation for Microsoft's brand new MCTS: Windows 7, Configuring exam (70-680). You'll find 100% coverage of all exam objectives; practical, real-world scenarios; hands-on exercises, and challenging review questions, both in the book and on the CD included with the book.: Prepares you for the new exam 70-680, the Microsoft Certified Technology Specialist certification for Windows 7; Windows 7 is Microsoft's new operating system releasing in late 2009; Shows you h

  1. Comparing candidates’ beliefs and exam performance in speaking tests

    OpenAIRE

    Pérez-Guillot, Cristina; Zabala-Delgado, Julia

    2015-01-01

    Licencia Creative Commons: Reconocimiento 3.0 España (CC BY 3.0 ES) The development of a language exam is not a linear process but rather a round cycle in which, by using the test, we obtain information that will in turn be applied to improve each of the steps in the cycle. The goal of our study was to analyse students beliefs about their performance in the speaking section of a language proficiency exam and compare them with their actual results in the exam, in order to determine whether...

  2. CCNA Voice Study Guide, Exam 640-460

    CERN Document Server

    Froehlich, Andrew

    2010-01-01

    The ultimate guide to the new CCNA voice network administrator certification exam. The new CCNA Voice exam tests candidates on their ability to implement a Cisco VoIP solution. Network administrators of voice systems will appreciate that the CCNA Voice Study Guide focuses completely on the information required by the exam. Along with hands-on labs and an objective map showing where each objective is covered, this guide includes a CD with the Sybex Test Engine, flashcards, and entire book in PDF format.: The new CCNA Voice certification will be valuable for administrators of voice network syste

  3. CCNA Security Study Guide, Exam 640-553

    CERN Document Server

    Boyles, Tim

    2010-01-01

    A complete study guide for the new CCNA Security certification exam. In keeping with its status as the leading publisher of CCNA study guides, Sybex introduces the complete guide to the new CCNA security exam. The CCNA Security certification is the first step towards Cisco's new Cisco Certified Security Professional (CCSP) and Cisco Certified Internetworking Engineer-Security. With a foreword by CCNA networking authority Todd Lammle, CCNA Security Study Guide fully covers every exam objective. The companion CD includes the Sybex Test Engine, flashcards, and a PDF of the book.: The CCNA Securit

  4. AWS certified solutions architect official study guide associate exam

    CERN Document Server

    Baron, Joe; Bixler, Tim; Gaut, Biff; Kelly, Kevin E; Senior, Sean; Stamper, John

    2017-01-01

    This is your opportunity to take the next step in your career by expanding and validating your skills on the AWS cloud. AWS has been the frontrunner in cloud computing products and services, and the AWS Certified Solutions Architect Official Study Guide for the Associate exam will get you fully prepared through expert content, and real-world knowledge, key exam essentials, chapter review questions, access to Sybex's interactive online learning environment, and much more. This official study guide, written by AWS experts, covers exam concepts, and provides key review on exam topics, including: * Mapping Multi-Tier Architectures to AWS Services, such as web/app servers, firewalls, caches and load balancers * Understanding managed RDBMS through AWS RDS (MySQL, Oracle, SQL Server, Postgres, Aurora) * Understanding Loose Coupling and Stateless Systems * Comparing Different Consistency Models in AWS Services * Understanding how AWS CloudFront can make your application more cost efficient, faster and secure * Implem...

  5. Effects of Apophenia on Multiple-Choice Exam Performance

    Directory of Open Access Journals (Sweden)

    Stephen T. Paul

    2014-11-01

    Full Text Available There is a broad literature on the various issues related to effective exam construction applicable to both on-ground and online course delivery. These guidelines tend to support rather close contact between the instructor and the exam. However, to remain competitive, both textbook and course management providers have developed technologies to automate many aspects of exam construction. As test construction becomes automated, the possibility of inadvertently deviating from demonstrated or intuitive guidelines increases. Two experiments were conducted to examine the degree to which apophenia (perceiving patterns in random data might negatively influence multiple-choice exam performance among college students. Experiment 1 indirectly demonstrated the extent to which certain answer patterns seemed to be tolerated among students (maximum of three repeated answers in comparison with what might be expected from randomly generated exams from Blackboard. Experiment 2 directly examined the effects of answer patterns on exam performance. Participants’ performance declined as the underlying answer patterns became more obvious, and this effect appeared to be particularly strong for the upper level psychology students. The importance and implications of these findings with regard to automated test construction were discussed, and a recommendation is provided.

  6. Are study strategies related to medical licensing exam performance?

    Science.gov (United States)

    West, Courtney; Kurz, Terri; Smith, Sherry; Graham, Lori

    2014-11-02

    To examine the relationship between study strategies and performance on a high stakes medical licensing exam entitled the United States Medical Licensing Examination Step 1. The action research project included seventy nine student participants at the Texas A & M Health Science Center College of Medicine during their pre-clinical education. Data collection included pre-matriculation and matriculation academic performance data, standardized exam data, and the Learning and Study Strategies Instrument. Multiple regression analyses were conducted. For both models, the dependent variable was the Step 1 score, and the independent variables included Medical College Admission Test, Undergraduate Grade Point Average, Year 1 Average, Year 2 Average, Customized National Board of Medical Examiners Average, Comprehensive Basic Science Exam score, and Learning and Study Strategy Instrument sub-scores. Model 2 added Comprehensive Basic Science Self-Assessment average. Concentration (Model 1 - β = .264; Model 2 - β = .254) was the only study strategy correlated with Step 1 performance. The other statistically significant predictors were Customized National Board of Medical Examiners Average (β = .315) and Year 2 Average (β = .280) in Model 1 and Comprehensive Basic Science Self-Assessment Average (β = .338) in Model 2. There does appear to be a relationship between the study strategy concentration and Step 1 licensing exam performance. Teaching students to practice and utilize certain techniques to improve concentration skills when preparing for and taking exams may help improve licensing exam scores.

  7. Análise de exames de imunofluorescência direta para o diagnóstico de tracoma Analysis of direct immunofluorescence exams for trachoma diagnosis

    Directory of Open Access Journals (Sweden)

    Norma H. Medina

    1996-04-01

    Full Text Available Para confirmação de foco de tracoma em locais onde não existiam casos anteriormente relatados, a Secretaria de Estado da Saúde preconiza a realização de exames laboratoriais principalmente pelo fato da doença ter sido considerada erradicada no Estado de São Paulo, Brasil, na década de 70. Foram colhidas, durante investigações epidemiológicas, lâminas de raspado conjuntival de indivíduos com diagnóstico clínico de tracoma inflamatório (TF/TI. Analisaram-se os resultados dos exames laboratoriais por imunofluorescência direta (IFD, quanto à freqüência de exames adequados para análise e sua positividade segundo a quantidade de corpúsculos elementares (EBs encontrados (sensibilidade do teste. Foram estudadas 385 lâminas, sendo que 241 (62,6% foram consideradas adequadas para análise. Considerando-se o critério de positividade de 5 ou + EBs, a sensibilidade do teste foi de 19,9%. O teste de IFD apesar de ser o melhor teste laboratorial para ser utilizado em trabalhos de campo, não apresenta sensibilidade suficiente para confirmar todos os casos clínicos diagnosticados de tracoma, mas pode confirmar a circulação do agente etiológico em uma comunidade. Portanto, em zonas endêmicas o diagnóstico clínico de tracoma continua sendo o critério para confirmação de casos.For the confirmation of trachoma foci in places where no previous cases had been reported, the State Health Secretariat of S. Paulo makes provision for the realization of laboratory exams, particularly because the disease was considered to have been eradicated from the State in the seventies. During the epidemiological investigations, conjuntival scrapings were collected from the subjects with inflamatory trachoma (TF/TI, clinically diagnosed. The results of the immunofluorescence (DFA exams were analysed in the light of the frequency of the appropriate exams and their positive results, by the quantity of elementary bodies (EB found. A total of 385 slides

  8. Effect of University Entrance Exam on Gifted High School Students’ Motivation Scrutinized: An Iranian Perspective

    Directory of Open Access Journals (Sweden)

    Ali Kazemi

    2014-09-01

    Full Text Available Passing University Entrance Exams (UEE successfully has long been a major concern for Iranian high school students. High Schools for the Gifted admit highly intelligent and hardworking students, who reportedly form a remarkable proportion of students admitted in best universities of Iran, through hard entrance exams. This study aimed to investigate attitudes of students educating in High Schools for the Gifted towards learning English, their dominant motivation type (instrumental or integrative, and the likely effect Iranian University Entrance Exam has on their motivation.  For the purpose of this investigation, 166 male and female participants educating in the four grades of high school were selected through Stratified Random Sampling Method from both boys’ and girls’ High Schools for the Gifted. A 26-item questioner previously developed by the researchers, investigating the participants’ attitudes towards English learning, their dominant motivation type, and the likely effect of Iranian UEE on their motivation was administered to them. Descriptive statistics and the analysis of variance were used to analyze the data, and the results revealed that all participants educating in the four grades of high school showed positive attitudes towards English learning, and that 1st and 2nd grade subjects were both instrumentally and integratively motivated, whereas 3rd and 4th graders were instrumentally motivated. The degree of subjects’ concern about the Iranian UEE significantly affected their motivational orientations and prioritization.

  9. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

    Science.gov (United States)

    Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. © 2016 C. D. Wright, S. L. Eddy, et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  10. Carbon 1s photoemission line analysis of C-based adsorbate on (111)In{sub 2}O{sub 3} surface: The influence of reducing and oxidizing conditions

    Energy Technology Data Exchange (ETDEWEB)

    Brinzari, V., E-mail: vbrinzari@mail.ru [State University of Moldova, Chisinau, str. Mateevich 60A, MD-2009, Republic of Moldova (Moldova, Republic of); Cho, B.K. [Gwangju Institute of Science and Technology, Gwangju (Korea, Republic of); Korotcenkov, G., E-mail: ghkoro@yahoo.com [Gwangju Institute of Science and Technology, Gwangju (Korea, Republic of)

    2016-12-30

    Highlights: • C 1s PE line of (111)In{sub 2}O{sub 3} layer after cleaning and gas probing in HV was studied. • C 1s line fine structure is formed by various residual C-based adsorbates. • Some C 1s line features were interpreted as CO adsorption and dissociation. • Redox properties of surface determine either adsorption or dissociation of CO. • Dissociation of CO on oxidized surface is responsible for acceptor-like effect. - Abstract: Synchrotron radiation photoemission study of C 1s line of (111) In{sub 2}O{sub 3} surface was carried out under HV (high vacuum) doses of oxygen, carbon monoxide and water. Gas interaction with the surface was activated by heating of In{sub 2}O{sub 3} monocrystalline film at temperatures of 160 or 250 °C. The study of complex structure of C 1 s line and evolution of its fine components allowed to establish their nature and to propose possible surface adsorbed species and reactions, including a direct chemisorption and dissociation of CO molecules. Reduction or oxidation of the surface determines whether the first (chemisorption) or the second (dissociation) process takes place. The latter is responsible for additional formation of ionosorbed oxygen. Both processes have not been previously reported for In{sub 2}O{sub 3} and for conductive metal oxides.

  11. Employing Computer-Administered Exams in General Psychology: Student Anxiety and Expectations

    Science.gov (United States)

    Schult, Carolyn A.; McIntosh, John L.

    2004-01-01

    Computer-administered exams offer many advantages, but instructors may be reluctant to use them due to concerns that computer anxiety may increase student test anxiety. Introductory psychology students (N = 265) completed surveys prior to their first exam about their anxiety related to the upcoming exam, computers in general, and taking exams on…

  12. A Pilot Study of an Electronic Exam System at an Australian University

    Science.gov (United States)

    Wibowo, Santoso; Grandhi, Srimannarayana; Chugh, Ritesh; Sawir, Erlenawati

    2016-01-01

    This study sought academic staff and students' views of electronic exams (e-exams) system and the benefits and challenges of e-exams in general. The respondents provided useful feedback for future adoption of e-exams at an Australian university and elsewhere too. The key findings show that students and academic staff are optimistic about the…

  13. Influences on classification accuracy of exam sets: an example from vocational education and training

    NARCIS (Netherlands)

    Hubregtse, M.; Eggen, Theodorus Johannes Hendrikus Maria; Eggen, T.J.H.M.; Veldkamp, B.P.

    2012-01-01

    Classification accuracy of single exams is well studied in the educational measurement literature. However, when making important decisions, such as certification decisions, one usually uses several exams: an exam set. This chapter elaborates on classification accuracy of exam sets. This is

  14. Development and Validation of Written Exam Items for the Agricultural Hazardous Occupations Orders (AgHOs) Certification Training Program.

    Science.gov (United States)

    Mann, A J; Field, W E; Tormoehlen, R; French, B F

    2016-04-01

    Research was conducted to develop and validate a pool of exam items that can be used to test the readiness of youth, ages 14-15 years, to be certified under the current federally mandated Agricultural Hazardous Occupations Orders (AgHOs). The AgHOs require training prior to employment in agricultural workplaces that the Secretary of Labor has determined are especially hazardous for youth within the prescribed age range. Under the current provisions of the AgHOs certification process, non-exempt youth seeking employment in agriculture are required to pass a written exam concentrating on safe work practices as partial satisfaction to receive certification of eligibility for employment to perform certain tasks. However, the regulations provide little guidance concerning the format of the exam, subject matter to be covered, degree of difficulty, or minimum passing score. As part of the USDA-sponsored Hazardous Occupations Safety Training in Agriculture (HOSTA) initiative, efforts have been made to develop consistent and evidence-based testing methods for disseminating the test protocols to instructors. The goal was to expand, enhance, and maintain the reliability of the exam item pool for the AgHOs certification process. Item development was based on the HOSTA-supported Gearing Up for Safety: Production Agriculture Safety Training for Youth curriculum. To ensure adequate item availability, the current item pool was expanded to include a minimum of two test items for each of the 157 cognitive-based core competencies developed as part of the Gearing Up curriculum design process. Administering 70-item exams that were generated from the item pool to 568 youth, ages 13-18 years, provided evidence of item validity. The result was a pool of 367 validated exam items.

  15. CompTIA Security+ Study Guide Exam SY0-301

    CERN Document Server

    Dulaney, Emmett

    2011-01-01

    The preparation you need for the new CompTIA Security+ exam SY0-301 This top-selling study guide helps candidates prepare for exam SY0-301 and certification as a CompTIA Security+ administrator. Inside the new, CompTIA Authorized edition, you'll find complete coverage of all Security+ exam objectives, loads of real-world examples, and a CD packed with cutting-edge exam prep tools. The book covers key exam topics such as general security concepts, infrastructure security, the basics of cryptography, and much more. Provides 100% coverage of all exam objectives for the new CompTIA Security+ exam

  16. CompTIA Security+ Review Guide Exam SY0-301

    CERN Document Server

    Stewart, James M

    2011-01-01

    Reinforce your preparation for CompTIA's new Security+ exam with this focused review tool Before you take CompTIA's new Security+ exam SY0-301, reinforce your learning with a thorough review and lots of practice. The new edition of this concise guide helps you do just that. It covers all six domains of exam SY0-301, all exam objectives, and includes a helpful "Exam Essentials" section after each domain to help you zero in on what you need to know for the exam. A companion CD offers additional study tools, including two complete practice exams, over a hundred electronic flashcards, and more.Rev

  17. Exam stressors, modulating variables and academic failure

    OpenAIRE

    Arturo Barraza Macías; Oscar Rodríguez

    2010-01-01

    This research was raised four objectives: a) to establish the profile of stress descriptive review of the higher education students, b) identify areas that cause more stress on the students of higher education when presenting a review c ) distinguish socio-demographic variables and situational which provide significant differences in stress examination of students in higher education d) determining the relationship between stress examination and the number of subjects disapproved of the stude...

  18. COAMFTE accreditation and California MFT licensing exam success.

    Science.gov (United States)

    Caldwell, Benjamin E; Kunker, Shelly A; Brown, Stephen W; Saiki, Dustin Y

    2011-10-01

    Professional accreditation of graduate programs in marital and family therapy (MFT) is intended to ensure the strength of the education students receive. However, there is great difficulty in assessing the real-world impact of accreditation on students. Only one measure is applied consistently to graduates of all MFT programs, regardless of accreditation status: licensure examinations. Within California, COAMFTE-accredited, regionally (WASC) accredited, and state-approved programs all may offer degrees qualifying for licensure. Exam data from 2004, 2005, and 2006 (n = 5,646 examinees on the Written Clinical Vignette exam and n = 3,408 first-time examinees on the Standard Written Exam) were reviewed to determine the differences in exam success among graduates of programs at varying levels of accreditation. Students from COAMFTE-accredited programs were more successful on both California exams than were students from other WASC-accredited or state-approved universities. There were no significant differences between (non-COAMFTE) WASC-accredited universities and state-approved programs. Differences could be related to selection effects, if COAMFTE programs initially accept students of higher quality. Implications for therapist education and training are discussed. © 2011 American Association for Marriage and Family Therapy.

  19. Diagnosis of Alzheimer's disease in Brazil: Supplementary exams

    Directory of Open Access Journals (Sweden)

    Paulo Caramelli

    Full Text Available Abstract This article presents a review of the recommendations on supplementary exams employed for the clinical diagnosis of Alzheimer's disease (AD in Brazil published in 2005. A systematic assessment of the consensus reached in other countries, and of articles on AD diagnosis in Brazil available on the PUBMED and LILACS medical databases, was carried out. Recommended laboratory exams included complete blood count, serum creatinine, thyroid stimulating hormone (TSH, albumin, hepatic enzymes, Vitamin B12, folic acid, calcium, serological reactions for syphilis and serology for HIV in patients aged younger than 60 years with atypical clinical signs or suggestive symptoms. Structural neuroimaging, computed tomography or - preferably - magnetic resonance exams, are indicated for diagnostic investigation of dementia syndrome to rule out secondary etiologies. Functional neuroimaging exams (SPECT and PET, when available, increase diagnostic reliability and assist in the differential diagnosis of other types of dementia. The cerebrospinal fluid exam is indicated in cases of pre-senile onset dementia with atypical clinical presentation or course, for communicant hydrocephaly, and suspected inflammatory, infectious or prion disease of the central nervous system. Routine electroencephalograms aid the differential diagnosis of dementia syndrome with other conditions which impair cognitive functioning. Genotyping of apolipoprotein E or other susceptibility polymorphisms is not recommended for diagnostic purposes or for assessing the risk of developing the disease. Biomarkers related to the molecular alterations in AD are largely limited to use exclusively in research protocols, but when available can contribute to improving the accuracy of diagnosis of the disease.

  20. Self-directed learning modules for independent learning: IELTS exam preparation

    OpenAIRE

    Brian R. Morrison

    2011-01-01

    Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengt...

  1. Alone in the Crowd: I Failed the ABGC Certification Exam.

    Science.gov (United States)

    Colón, Christine

    2016-08-01

    The American Board of Genetic Counseling (ABGC) certification examination (often referred to as "the board exam") has become a milestone within the field of genetic counseling. For many, it is the final standardized test taken and indicates the examinee has met "the standards of minimal competence to practice as a genetic counselor" (Bulletin 2015). Although voluntary, certification is strongly encouraged, and in some employment situations, required. Although recent statistics indicate the majority of those who take the test pass, each year there are those who sit for the test unsuccessfully. Despite this fact, exam failure and tools for dealing with this experience are not often broached in the literature. This essay recalls my experiences with a failed exam attempt and the subsequent emotional turmoil. It also aims to start the conversation regarding the difficulty of coping with the "secret" shame of public, professional failure, and suggests there is room for further discussion and resource development in this area.

  2. Exam stressors, modulating variables and academic failure

    Directory of Open Access Journals (Sweden)

    Arturo Barraza Macías

    2010-07-01

    Full Text Available This research was raised four objectives: a to establish the profile of stress descriptive review of the higher education students, b identify areas that cause more stress on the students of higher education when presenting a review c distinguish socio-demographic variables and situational which provide significant differences in stress examination of students in higher education d determining the relationship between stress examination and the number of subjects disapproved of the students in higher education. It is based on the model theoretically systemic cognoscitivism academic stress which is derived from the slope of transaccionalista Research Program Person-environment. To achieve these goals, a study was conducted transectional not experimental and correlational through the implementation of the Inventory Stress Test to 343 students, of the Preparatory Lomas of the city of Durango, in the state of Durango, Mexico. Its main results allow establishing a descriptive profile of stress examination of students in higher education, as well as confirm the modulatory effect of the variables and gender semester and the positive correlation between stress and the number of examination subject disapproved.

  3. Passing the ITIL V3 intermediate exams the study guide

    CERN Document Server

    Bernard, Pierre

    2011-01-01

    This book helps people prepare for the ITIL® Intermediate qualification exams. It contains tips for selecting the appropriate course, preparation and finally what trainers and examiners expect you to achieve during pre-exam training sessions. Additionally, this book covers tips on reading and understanding the syllabi, scenarios, supplemental information, and sample question and the answers.Written by a respected ITIL trainer and reviewed by other global professionals this unique work provides clear and concise guidance for all those seeking to build on the ITIL training they have received at

  4. Database trial impact on graduate nursing comprehensive exams.

    Science.gov (United States)

    Pionke, Katharine; Huckstadt, Alicia

    2015-10-01

    While the authors were doing a test period of databases, the question of whether or not databases affect outcomes of graduate nursing comprehensive examinations came up. This study explored that question through using citation analysis of exams that were taken during a database trial and exams that were not. The findings showed no difference in examination pass/fail rates. While the pass/fail rates did not change, a great deal was learned in terms of citation accuracy and types of materials that students used, leading to discussions about changing how citation and plagiarism awareness were taught.

  5. MR detection of retinal hemorrhages: correlation with graded ophthalmologic exam.

    Science.gov (United States)

    Beavers, Angela J; Stagner, Anna M; Allbery, Sandra M; Lyden, Elizabeth R; Hejkal, Thomas W; Haney, Suzanne B

    2015-08-01

    Dilated fundoscopic exam is considered the gold standard for detecting retinal hemorrhage, but expertise in obtaining this exam is not always immediately available. MRI can detect retinal hemorrhages, but correlation of the grade or severity of retinal hemorrhage on dilated fundoscopic exam with retinal hemorrhage visibility on MRI has not been described. To determine the value of standard brain protocol MRI in detecting retinal hemorrhage and to determine whether there is any correlation with MR detection of retinal hemorrhage and the dilated fundoscopic exam grade of hemorrhage. We conducted a retrospective chart review of 77 children exam or retinal camera images. A staff pediatric radiologist and radiology resident reviewed the MR images. Retinal hemorrhages were graded by a chief ophthalmology resident on a 12-point scale based on the retinal hemorrhage type, size, location and extent as seen on review of retinal camera images and detailed reports by ophthalmologists. Higher scores indicated increased severity of retinal hemorrhages. There was a statistically significant difference in the median grade of retinal hemorrhage examination between children who had retinal hemorrhage detected on MRI and children who did not have retinal hemorrhage detected on MRI (P = 0.02). When examination grade was categorized as low-grade (1-4), moderate-grade (5-8) or high-grade (>8) hemorrhage, there was a statistically significant association between exam grade and diagnosis based on MRI (P = 0.008). For example, only 14% of children with low-grade retinal hemorrhages were identified on MRI compared to 76% of children with high-grade hemorrhages. MR detection of retinal hemorrhage demonstrated a sensitivity of 61%, specificity of 100%, positive predictive value of 100% and negative predictive value of 63%. Retinal hemorrhage was best seen on the gradient recalled echo (GRE) sequences. MRI using routine brain protocol demonstrated 61% sensitivity and 100% specificity

  6. Official (ISC)2 guide to the CISSP exam

    CERN Document Server

    Hansche, Susan; Hare, Chris

    2003-01-01

    Candidates for the CISSP exam can now go directly to the source for study materials that are indispensable in achieving certification. The Official (ISC)2 Guide to the CISSP Exam is derived from the actual CBK review course created and administered by the non-profit security consortium (ISC)2. In addition to being an invaluable study guide, this book is detailed enough to serve as an authoritative information security resource. Both of the guide's co-authors are CISSPs, and the entire text has been reviewed and approved by Hal Tipton, Co-Founder and Past President of ISSA and Co-Founder of (I

  7. MR detection of retinal hemorrhages: correlation with graded ophthalmologic exam

    Energy Technology Data Exchange (ETDEWEB)

    Beavers, Angela J.; Allbery, Sandra M. [University of Nebraska Medical Center, Department of Radiology, Omaha, NE (United States); Children' s Hospital and Medical Center, Department of Radiology, Omaha, NE (United States); Stagner, Anna M.; Hejkal, Thomas W. [University of Nebraska Medical Center, Department of Ophthalmology, Omaha, NE (United States); Children' s Hospital and Medical Center, Department of Ophthalmology, Omaha, NE (United States); Lyden, Elizabeth R. [University of Nebraska Medical Center, College of Public Health, Omaha, NE (United States); Haney, Suzanne B. [Children' s Hospital and Medical Center, Department of Pediatrics, Omaha, NE (United States); University of Nebraska Medical Center, Department of Pediatrics, Omaha, NE (United States)

    2015-08-15

    Dilated fundoscopic exam is considered the gold standard for detecting retinal hemorrhage, but expertise in obtaining this exam is not always immediately available. MRI can detect retinal hemorrhages, but correlation of the grade or severity of retinal hemorrhage on dilated fundoscopic exam with retinal hemorrhage visibility on MRI has not been described. To determine the value of standard brain protocol MRI in detecting retinal hemorrhage and to determine whether there is any correlation with MR detection of retinal hemorrhage and the dilated fundoscopic exam grade of hemorrhage. We conducted a retrospective chart review of 77 children <2 years old who were seen for head trauma from April 2007 to July 2013 and had both brain MRI and dilated fundoscopic exam or retinal camera images. A staff pediatric radiologist and radiology resident reviewed the MR images. Retinal hemorrhages were graded by a chief ophthalmology resident on a 12-point scale based on the retinal hemorrhage type, size, location and extent as seen on review of retinal camera images and detailed reports by ophthalmologists. Higher scores indicated increased severity of retinal hemorrhages. There was a statistically significant difference in the median grade of retinal hemorrhage examination between children who had retinal hemorrhage detected on MRI and children who did not have retinal hemorrhage detected on MRI (P = 0.02). When examination grade was categorized as low-grade (1-4), moderate-grade (5-8) or high-grade (>8) hemorrhage, there was a statistically significant association between exam grade and diagnosis based on MRI (P = 0.008). For example, only 14% of children with low-grade retinal hemorrhages were identified on MRI compared to 76% of children with high-grade hemorrhages. MR detection of retinal hemorrhage demonstrated a sensitivity of 61%, specificity of 100%, positive predictive value of 100% and negative predictive value of 63%. Retinal hemorrhage was best seen on the gradient

  8. Online review courses as preparation for first term remedial exams

    OpenAIRE

    Ricardo Domínguez-Reyes; Juan Meléndez; Aarón Hernández-Pérez

    2015-01-01

    At Universidad Carlos III de Madrid we have developed a review course (R-Course) with a SPOC structure intended for students who failed the first term regular exams. The purpose of the course is to help students prepare for the remedial exams at the same time they study the second term courses. The R-Course is implemented in an Open-EDX platform that holds digital documents, both theory and solved exercise videos, platform integrated exercises, and forums. The content of the course is divided...

  9. A study of exam related anxiety amongst medical students

    Directory of Open Access Journals (Sweden)

    B Pahwa

    2008-01-01

    Full Text Available Background: The present study focuses on pre-examination anxiety amongst medical students & its personality co-relates. Material & Method : 91 medical students were administered Eysenck Personality Questionnaire to determine predominant personality trait if any and Beck′s Anxiety Inventory. Results : There was an increase in anxiety levels prior to exam, more so in females and in students with neuroticism and extraversion temperaments. Conclusion: Anxiety levels increase in medical students prior to exams and are associated with certain personality traits, though the difference is not statistically significant.

  10. Preparticipation Exams: How to Detect a Teenage Crisis.

    Science.gov (United States)

    Donahue, Parnell

    1990-01-01

    Sport-specific preparticipation examinations do not address social problems (drug abuse, suicide, murder, accidents, and sex) epidemic among teenagers, but they are often the only contact these youth have with a physician. This article discusses these risk factors and presents methods for assessing them during preparticipation exams. (SM)

  11. Using Oral Exams to Assess Communication Skills in Business Courses

    Science.gov (United States)

    Burke-Smalley, Lisa A.

    2014-01-01

    Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

  12. Strategies Instruction to Improve the Preparation for English Oral Exams

    Science.gov (United States)

    Abad, José Vicente; Alzate, Paula Andrea

    2016-01-01

    This article presents the results of an inter-institutional research study that assessed the impact of strategies instruction on students' preparation for and performance in oral exams. Two teacher-researchers at different universities trained 26 students in their respective B1-English-level courses in using language learning strategies. The study…

  13. Assessment in undergraduate medical education: a review of course exams

    Directory of Open Access Journals (Sweden)

    Allison A. Vanderbilt

    2013-03-01

    Full Text Available Introduction: The purpose of this study is to describe an approach for evaluating assessments used in the first 2 years of medical school and report the results of applying this method to current first and second year medical student examinations. Methods: Three faculty members coded all exam questions administered during the first 2 years of medical school. The reviewers discussed and compared the coded exam questions. During the bi-monthly meetings, all differences in coding were resolved with consensus as the final criterion. We applied Moore's framework to assist the review process and to align it with National Board of Medical Examiners (NBME standards. Results: The first and second year medical school examinations had 0% of competence level questions. The majority, more than 50% of test questions, were at the NBME recall level. Conclusion: It is essential that multiple-choice questions (MCQs test the attitudes, skills, knowledge, and competency in medical school. Based on our findings, it is evident that our exams need to be improved to better prepare our medical students for successful completion of NBME step exams.

  14. Cheating on Exams: The Case of Israeli Students

    Science.gov (United States)

    Siniver, Erez

    2013-01-01

    The phenomenon of cheating on exams, which harms both the reputation of an academic institution and the students who don't cheat, is becoming increasingly common. We attempt to shed light on this phenomenon using data from a survey of graduates of the College of Management Academic Studies in Israel. Three aspects of the problem are examined: 1)…

  15. Exploring Diabetic Foot Exam Performance in a Specialty Clinic.

    Science.gov (United States)

    Pocuis, Jesse; Li, Sam Man-Hoi; Janci, Mary M; Thompson, Hilaire J

    2017-02-01

    Detection of diabetic foot complications is key to amputation prevention. This study used survey and retrospective record review to examine the relationship between frequency and performance of clinician's diabetic foot examinations on performance of patient home self-foot examinations. An additional aim was to assess clinician performance of annual foot examination per American Diabetes Association (ADA) guidelines in a specialty clinic. The relationships between demographic characteristics, diabetic foot ulcer beliefs, health literacy, HbA1c level, and foot self-exam performance was also examined. No relationship was found between the performance frequency of foot examinations by providers and patient self-examination ( N = 88). The presence of specific barriers to self-management was significantly higher in those patients who did not complete daily home self-foot examinations. Only 16% of patients' charts reviewed met the ADA criteria for a complete annual foot exam. Motivational interviewing during patient visits could be a strategy to break down barriers to self-foot exam performance. Furthermore, the development of an Electronic Medical Record (EMR)-based diabetic foot exam template to improve provider documentation may improve compliance with ADA recommendations.

  16. Rumor Has It: Investigating Teacher Licensure Exam Advice Networks

    Science.gov (United States)

    Baker-Doyle, Kira; Petchauer, Emery

    2015-01-01

    In many countries, including the United States, England, Korea, Hong Kong, and Japan, individuals must pass some form of examination for entry into or completion of a teacher education program (Wang, Coleman, Coley, & Phelps, 2003). These exams are meant to act as gatekeeping mechanisms for teacher quality. In the majority of the countries…

  17. Chronic diseases risk factors and access to health exams among ...

    African Journals Online (AJOL)

    Using data from the World Health Survey (WHS) carried out in South Africa in 2003, the aim of this study is to establish chronic diseases risk factors and access to preventive exams for cervical and breast cancer among South African women. The sample included in this analysis included 1236 women 18 years and above.

  18. IT Service Management A guide for ITIL Foundation Exam candidates

    CERN Document Server

    Brewster, Ernest; Lawes, Aidan; Sansbury, John

    2012-01-01

    ITIL® is a framework for IT service management and provides best management practice to meet ISO/IEC 20k. This guide introduces ITIL to Foundation Exam candidates and offers a practical understanding of IT service management. The new edition is fully updated and contains several additional processes. An ITIL® licensed product.

  19. Student-Produced Videos for Exam Review in Mathematics Courses

    Science.gov (United States)

    Hulsizer, Heidi

    2016-01-01

    Videos have been used in classrooms for decades, but student-produced video has recently become a viable, economical option to enhance learning. Students were asked to create videos to be used for their exam review in two different undergraduate mathematics courses: Differential Equation and Complex Analysis. Students were then surveyed about…

  20. Mini‑Mental State Exam versus Montreal Cognitive Assessment in ...

    African Journals Online (AJOL)

    Background: Mini‑mental state exam (MMSE) was used several times but no study has examined cognition on the Montreal Cognitive Assessment (MoCA) in diabetes and diabetic retinopathy (DR). In this study, we compared MMSE with MoCA in patients with DR and searched for an association between the severity of DR ...

  1. Estudo retrospectivo dos níveis de ácido hipúrico urinário em exames de toxicologia ocupacional A retrospective study analysis of urinary hippuric acid levels in occupational toxicology exams

    Directory of Open Access Journals (Sweden)

    Kelly Cristina Gonzalez

    2010-06-01

    Full Text Available O ácido hipúrico é o principal metabólito do tolueno, solvente amplamente utilizado em processos industriais e com importantes efeitos tóxicos, fato que justifica a preocupação em monitorar regularmente sujeitos com risco de exposição ocupacional a este solvente. O objetivo deste trabalho foi avaliar os níveis de ácido hipúrico encontrados em trabalhadores submetidos à monitorização biológica. Foi realizado um estudo retrospectivo com dados dos anos de 2002 a 2005, no qual foram analisados os resultados e a situação do empregado na oportunidade do exame (periódico, demissional e admissional. Os resultados indicam uma redução significativa nos níveis de ácido hipúrico em 2005. Exames periódicos obtiveram resultados superiores aos exames admissionais e demissionais, e não foi verificada diferença significativa nas proporções dos sujeitos agrupados de acordo com a situação funcional em cada um dos intervalos estabelecidos segundo o valor de referência e o índice biológico máximo permitido. Os níveis de ácido hipúrico detectados indicam um baixo de risco de exposição ao tolueno na população avaliada, provavelmente em decorrência da preocupação crescente com a implantação de medidas de higiene ocupacional.Hippuric acid is the primary metabolite of toluene, a solvent widely used in industrial processes with considerable toxic effects, a fact which justifies regularly monitoring individuals with occupational exposure to this solvent. This work aims at evaluating urinary hippuric acid levels found in workers subject to biological monitoring. A retrospective study was carried out with data referring from 2002 to 2005, in which exams results and employment status were analyzed (periodic, post-employment, and pre-employment exams. Results indicate a significant reduction in hippuric acid levels for 2005. Periodic exams presented higher results than pre-employment and post-employment exams. No significant

  2. An Objective Structured Clinical Exam to Assess Semiology Skills of Medical Students.

    Science.gov (United States)

    Pereira, Vitor Hugo; Morgado, Pedro; Gonçalves, Mónica; Costa, Liliana; Sousa, Nuno; Cerqueira, João José

    2016-12-30

    Mastery of history taking and physical exam skills is a key competence of medical students. Objective Structured Clinical Examinations are the gold standard to assess these competencies, but their implementation in Portugal is poorly documented. We describe the implementation and our seven years experience with a high-stakes Objective Structured Clinical Examination to assess these skills in the School of Medicine, University of Minho. Our Objective Structured Clinical Examination is in place since 2010 and has been subject to continuous improvements, including the adoption of a standard setting procedure and an increase in the number of stations. Grades in our exam are well distributed and discriminate among students. History taking grades are lower and have remained stable throughout the years while physical examination scores have risen. The exam is reliable, with internal consistency above 0.45 and a G-coefficient of 0.74. It is also feasible, with a total testing time of approximately 20 hours for 140 students, and the involvement of 18 standardized patients and 18 faculty assessors. More importantly, it was able to engage the students, who recognize its importance. The most important validity criterion of our, and any Objective Structured Clinical Examination, would be predictive validity,the ability to predict the performance of students in the clinical context. Our approach to a high-stakes Objective Structured Clinical Examination shows that it is feasible, reliable, valid and fair and can be implemented with success in the Portuguese setting.

  3. THE SUBSTANTIATION OF SEMESTER COMPLEX EXAM TEST AND OBJECTIVE STRUCTURED CLINICAL EXAMINATION OBJECTIVITY FOR KNOWLEDGE AND SKILLS ASSESSMENT OF THE INTERNAL MEDICINE PROPEDEUTICS

    Directory of Open Access Journals (Sweden)

    V. P. Martsenyuk

    2012-12-01

    Full Text Available The article deals with an experience of implementing innovative teaching and assessment methods, as well as learning practical skills, while conducting Internal Medicine Propedeutics in I. Ya. Horbachevsky Ternopil State Medical University. According to the subject evaluation results, the objectivity of semester exam test and objective structured clinical examination has been substantiated.

  4. Effect of Repeated/Spaced Formative Assessments on Medical School Final Exam Performance

    Directory of Open Access Journals (Sweden)

    Edward K. Chang

    2017-06-01

    Discussion: Performance on weekly formative assessments was predictive of final exam scores. Struggling medical students will benefit from extra cumulative practice exams while students who are excelling do not need extra practice.

  5. Emotional maladjustment and suicide risk among high school students during the period of preparation for final exam

    Directory of Open Access Journals (Sweden)

    Letfullina Kh.R.

    2017-01-01

    Full Text Available The article describes the present stage of studying the effect of final exam (USE to the psycho-emotional state of high school students. The article presents the results of study structural and dynamic characteristics of emotional maladjustment and suicide risk among high school students during the period of preparation for final exam. The sample consisted of 27 boys and 33 girls aged 16-18 years studying in state budgetary educational institution city of Moscow "School №293 named after A. T. Tvardovskii". Status of the emotional sphere of the subjects and the level of suicide risk were assessed using Teilor's Manifest Anxiety Scale, State-Trait Anxiety Inventory, Beck Depression Inventory and Questionnaire suicide risk. The obtained data were subjected to mathematical and statistical analysis (T-test Wilcoxon, the rank correlation coefficient of Spearman. The research allowed to identify four specific psychological stages of preparation for final exam, described the dynamics of indicators of emotional maladjustment and suicidal risk at each stage.

  6. Opening Up in the Classroom: Effects of Expressive Writing on Graduate School Entrance Exam Performance

    OpenAIRE

    Frattaroli, J; Thomas, M.; Lyubomirsky, S

    2011-01-01

    Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had s...

  7. The ExamBase Project at the University of Auckland 2001-2005

    OpenAIRE

    Holley, Rose

    2005-01-01

    Exam papers have always been a heavily used resource in University of Auckland libraries. Prior to 2001 the library provided hard copies of exam papers in all its 15 libraries. These were heavily used at all times of the year, especially in the weeks leading up to exams. In 1996 the University Library first began to explore the possibility of providing past exam papers electronically to University students and staff. In 2001 a trial pilot project was carried out, which was successful result...

  8. Experience using radio frequency laptops to access the electronic medical record in exam rooms.

    OpenAIRE

    Dworkin, L. A.; Krall, M.; Chin, H.; Robertson, N.; Harris, J.; Hughes, J.

    1999-01-01

    Kaiser Permanente, Northwest, evaluated the use of laptop computers to access our existing comprehensive Electronic Medical Record in exam rooms via a wireless radiofrequency (RF) network. Eleven of 22 clinicians who were offered the laptops successfully adopted their use in the exam room. These clinicians were able to increase their exam room time with the patient by almost 4 minutes (25%), apparently without lengthening their overall work day. Patient response to exam room computing was ove...

  9. Emergency medicine residents? attitudes and opinions of in-training exam preparation

    OpenAIRE

    Eastin, Travis R; Bernard, Aaron W

    2013-01-01

    Travis R Eastin, Aaron W BernardDepartment of Emergency Medicine, The Ohio State University College of Medicine, Columbus, OH, USAPurpose: Emergency Medicine (EM) residents take the American Board of Emergency Medicine (ABEM) in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam. Though many residencies have in-training exam preparation activities, there is little data on the effectiveness of these efforts. This study aimed to el...

  10. Increased signal intensities in the dentate nucleus and globus pallidus on unenhanced T1-weighted images: evidence in children undergoing multiple gadolinium MRI exams

    Energy Technology Data Exchange (ETDEWEB)

    Hu, Houchun H.; Pokorney, Amber; Towbin, Richard B.; Miller, Jeffrey H. [Phoenix Children' s Hospital, Department of Medical Imaging and Radiology, Phoenix, AZ (United States)

    2016-10-15

    Recent reports have suggested residual gadolinium deposition in the brain in subjects undergoing multiple contrast-enhanced MRI exams. These findings have raised some concerns regarding gadolinium-based contrast agent (GBCA) usage and retention in brain tissues. To summarize findings of hyperintense brain structures on precontrast T1-weighted images in 21 children undergoing multiple GBCA MRI exams. This retrospective study involved 21 patients, each of whom received multiple MRI examinations (range: 5-37 exams) with GBCA over the course of their medical treatment (duration from first to most recent exam: 1.2-12.9 years). The patients were between 0.9 and 14.4 years of age at the time of their first GBCA exam. Regions of interest were drawn in the dentate nucleus and the globus pallidus on 2-D fast spin echo images acquired at 1.5 T. The signal intensities of these two structures were normalized by that of the corpus callosum genu. Signal intensity ratios from these patients were compared to control patients of similar ages who have never received GBCA. Signal intensity ratios increased between the first and the most recent MRI exam in all 21 patients receiving GBCA, with an increase of 18.6%±12.7% (range: 0.5% to 47.5%) for the dentate nucleus and 12.4%±7.4% (range: -1.2% to 33.7%) for the globus pallidus (P<0.0001). Signal intensity ratios were also higher in GBCA patients than in controls (P<0.01). The degree of signal intensity enhancement did not correlate with statistical significance to the cumulative number or volume of GBCA administrations each patient received, the patient's age or the elapsed time between the first and most recent GBCA MRI exams. These results in children are consistent with recent findings in adults, suggesting possible gadolinium deposition in the brain. (orig.)

  11. Uncovering an Existential Barrier to Breast Self-exam Behavior

    Science.gov (United States)

    Goldenberg, Jamie L.; Arndt, Jamie; Hart, Joshua; Routledge, Clay

    2008-01-01

    The present research applies an analysis derived from terror management theory to the health domain of breast examination, and in doing so uncovers previously unrecognized factors that may contribute to women’s reluctance to perform breast self-examinations (BSEs). In Study 1, when concerns about mortality were primed, reminders of human beings’ physical nature (i.e., creatureliness) reduced intentions to conduct BSEs compared to reminders of humans’ uniqueness. In Study 2, women conducted shorter exams on a breast model (an experience found to increase death-thought accessibility) when creatureliness was primed compared to a uniqueness and no essay condition. In Study 3, after a creatureliness prime, women performed shorter BSEs when a placebo did not provide an alternative explanation for their discomfort compared to when it did. Advances for theory and breast self-exam promotion are discussed. PMID:19255593

  12. KPG oral exams: task design considerations and actual performance

    Directory of Open Access Journals (Sweden)

    Eleftheria Nteliou

    2012-02-01

    Full Text Available This paper presents a task analysis model that has been designed for the oral tasks of the Greek State Exams for foreign language certification (known as KPG. The theoretical background of the model is based on the systemic functional approach to language use as well as on the notion of genre as both process and product. The purpose of this paper is to show how the model has been applied to describe and analyze the tasks designed for the KPG oral exams at levels B1 and B2. The analysis of the oral task rubrics shows that the generic process specified by the task is likely to lead test takers to particular lexicogrammatical choices, which, in turn, cause differences in the expected language performance. Implications for future research, language teaching and testing are mentioned.

  13. Online review courses as preparation for first term remedial exams

    Directory of Open Access Journals (Sweden)

    Ricardo Domínguez-Reyes

    2015-09-01

    Full Text Available At Universidad Carlos III de Madrid we have developed a review course (R-Course with a SPOC structure intended for students who failed the first term regular exams. The purpose of the course is to help students prepare for the remedial exams at the same time they study the second term courses. The R-Course is implemented in an Open-EDX platform that holds digital documents, both theory and solved exercise videos, platform integrated exercises, and forums. The content of the course is divided in videos of less than 10 minutes in length, allowing students to include the R-Course in any schedule and making it compatible with the second term courses. Interactive platform integrated exercises have been devised under different types of methodologies to increase the motivation of the students, and the platform forums give students and tutors a space to discuss and interact for a well-rounded academic experience.

  14. The Value of Analysis of Standardized Placement Exams: A Case Study of Cell Structure.

    Science.gov (United States)

    Blystone, Robert V.

    This study focused on potential pedagological uses of standardized placement exams. A sample of 250 exams of the May 1984 Biology Advanced Placement (AP) exam was obtained and student responses to the question on cell structure were analyzed. The frequency of particular responses to the question is listed and trends and patterns in the responses…

  15. Improving Patient Safety: Avoiding Unread Imaging Exams in the National VA Enterprise Electronic Health Record.

    Science.gov (United States)

    Bastawrous, Sarah; Carney, Benjamin

    2017-06-01

    In the current digital and filmless age of radiology, rates of unread radiology exams remain low, however, may still exist in unique environments. Veterans Affairs (VA) health care systems may experience higher rates of unread exams due to coexistence of Veterans Health Information Systems and Technology Architecture (VistA) imaging and commercial picture archiving and communication systems (PACS). The purpose of this patient safety initiative was to identify any unread exams and causes leading to unread exams. Following approval by departmental quality assurance committee, a comprehensive review was performed of all radiology exams within VistA imaging from July 1, 2009 to June 30, 2014 to identify unread radiology exams. Over the 5-year period, the total unread exam rate was calculated to be 0.17%, with the highest yearly unread exam rate of 0.25%. The leading majority of unread exam type was plain radiographs. Analysis revealed unfinished dictations, unassociated accession numbers, technologist errors, and inefficient radiologist work lists as top contributors to unread exams. Once unread radiology exams were discovered and the causes identified, valuable process changes were implemented within our department to ensure simultaneous tracking of all unread exams in VistA imaging as well as the commercial PACS.

  16. Multiple-Choice and Short-Answer Exam Performance in a College Classroom

    Science.gov (United States)

    Funk, Steven C.; Dickson, K. Laurie

    2011-01-01

    The authors experimentally investigated the effects of multiple-choice and short-answer format exam items on exam performance in a college classroom. They randomly assigned 50 students to take a 10-item short-answer pretest or posttest on two 50-item multiple-choice exams in an introduction to personality course. Students performed significantly…

  17. Academic Achievement by Graduates from For-Profit and Nonprofit Institutions: Evidence from CPA Exam Performance

    Science.gov (United States)

    Mittelstaedt, H. Fred; Morris, Michael H.

    2017-01-01

    This study shows that graduates from nonprofit educational institutions outperform graduates from for-profit institutions on the four sections of the certified public accountant (CPA) exam. Specifically, it (1) documents univariate differences in CPA exam scores, score distributions, pass rates, and time to complete the CPA exam; (2) investigates…

  18. An Exploration into Improving Examinees' Acceptance of Participation in an Online Exam

    Science.gov (United States)

    Liu, I-Fan; Chen, Ruey-Shin; Lu, Hao-Chun

    2015-01-01

    With the rapid development of the Internet and information technology, the issues related to online exams have become the concern of an increasing number of researchers. At present, the biggest challenges for the integration of web communication technology into online exams are the ability to detect cheating behaviors during the exam, and the…

  19. A Process of Students and Their Instructor Developing a Final Closed-Book Mathematics Exam

    Science.gov (United States)

    Rapke, Tina

    2016-01-01

    This article describes a study, from a Canadian technical institute's upgrading mathematics course, where students played a role in developing the final closed-book exam that they sat. The study involved a process where students developed practice exams and solutions keys, students sat each other's practice exams, students evaluated classmates'…

  20. Do You Prefer to Have the Text or a Sheet with Your Physics Exams?

    Science.gov (United States)

    Hamed, Kastro M.

    2008-01-01

    Many high school and introductory college physics instructors ponder the choice between "open text" exams versus "facts and formulae sheet" exams. Other alternatives are closed book/closed notes exams or an instructor-prepared sheet of facts and relevant formulas. There is no agreement on merit. Rehfuss strongly opposes allowing students to use…

  1. The AP Calculus Exam Reading Experience: Implications for Teacher Classroom Practice and Student Comprehension

    Science.gov (United States)

    Corcoran, Mimi

    2017-01-01

    This dissertation explores the views and experiences of high school calculus teachers and college mathematics professors on the professional development which occurs at the annual national AP Calculus exam grading. This professional development experience comes in several forms: the exam briefing sessions, the actual reading of the exams, the…

  2. Building the ACS Exams Anchoring Concept Content Map for Undergraduate Chemistry

    Science.gov (United States)

    Murphy, Kristen; Holme, Thomas; Zenisky, April; Caruthers, Heather; Knaus, Karen

    2012-01-01

    The ability to coherently assess content knowledge throughout an entire undergraduate career represents a significant advantage for programmatic assessment strategies. Chemistry, as a discipline, has an unusual tool in this regard because of the nationally standardized exams from the ACS Exams Institute. These exams are norm-referenced and allow…

  3. The Unified State Exam in Russia: Problems and Perspectives

    OpenAIRE

    Denisova-Schmidt, Elena; Leontyeva, Elvira

    2014-01-01

    Since 2009, all Russian students have had to pass the EGE (Unified State Exam), which serves as both school finals and university entrance examinations. The EGE was planned as an efficient instrument to counter corruption in university admission and to promote student mobility. Since its inception, the EGE has only fulfilled half of these goals: while mobility has increased significantly, corruption persists. The paper explains some of the reasons for this. [http://ejournals.bc.edu/ojs/in...

  4. STUDENT MISCONCEPTIONS OF ENGLISH PROFICIENCY EXAM ESSAY EXPECTATIONS

    OpenAIRE

    AMBURGEY, BRENT

    2016-01-01

    Data provided by ETS, the company that creates and administers the TOEFL exam, reveals that Japanese students perform poorly relative to students in other Asian countries. The Japanese English education system's relative lack of focus on speaking and listening skills explains the poor performance on those areas of the test. However, Japanese students do spend significant time studying grammar, vocabulary, and writing, which presents an apparent inconsistency with TOEFL writing scores. This pa...

  5. Tablet computer enhanced training improves internal medicine exam performance

    OpenAIRE

    Baumgart, Daniel C.; Wende, Ilja; Grittner, Ulrike

    2017-01-01

    Background Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP? (medical knowledge self-assessment program) exam performance. Methods In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test ...

  6. Can formative quizzes predict or improve summative exam performance?

    Science.gov (United States)

    Zhang, Niu; Henderson, Charles N R

    2015-03-01

    Despite wide use, the value of formative exams remains unclear. We evaluated the possible benefits of formative assessments in a physical examination course at our chiropractic college. Three hypotheses were examined: (1) Receiving formative quizzes (FQs) will increase summative exam (SX) scores, (2) writing FQ questions will further increase SE scores, and (3) FQs can predict SX scores. Hypotheses were tested across three separate iterations of the class. The SX scores for the control group (Class 3) were significantly less than those of Classes 1 and 2, but writing quiz questions and taking FQs (Class 1) did not produce significantly higher SX scores than only taking FQs (Class 2). The FQ scores were significant predictors of SX scores, accounting for 52% of the SX score. Sex, age, academic degrees, and ethnicity were not significant copredictors. Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. We concluded that nonthreatening FQs may be used to enhance student learning and suggest that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams.

  7. Can formative quizzes predict or improve summative exam performance?*

    Science.gov (United States)

    Zhang, Niu; Henderson, Charles N.R.

    2015-01-01

    Objective Despite wide use, the value of formative exams remains unclear. We evaluated the possible benefits of formative assessments in a physical examination course at our chiropractic college. Methods Three hypotheses were examined: (1) Receiving formative quizzes (FQs) will increase summative exam (SX) scores, (2) writing FQ questions will further increase SE scores, and (3) FQs can predict SX scores. Hypotheses were tested across three separate iterations of the class. Results The SX scores for the control group (Class 3) were significantly less than those of Classes 1 and 2, but writing quiz questions and taking FQs (Class 1) did not produce significantly higher SX scores than only taking FQs (Class 2). The FQ scores were significant predictors of SX scores, accounting for 52% of the SX score. Sex, age, academic degrees, and ethnicity were not significant copredictors. Conclusion Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. We concluded that nonthreatening FQs may be used to enhance student learning and suggest that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams. PMID:25517737

  8. Are tutor-students capable of writing good biochemistry exams?

    Directory of Open Access Journals (Sweden)

    Sé Alexandre B.

    2004-05-01

    Full Text Available In a previous article we described the relevance of student seminars for the learning process of appliedbiochemistry for medical and nutrition students (Hermes-Lima et al., Biochem. Mol.Biol.Educ. 30:30-34,2002. First semester students of a basic biochemistry course (BioBio are divided in 10 groupsof 5 members, and each group is assigned to a specic topic (diabetes, cholesterol, etc under thesupervision of a tutor-student. The tutors have already coursed BioBio and are currently undertakingan advanced biochemistry course. In order to evaluate the learning of applied biochemistry for BioBiostudents a true or false exam (TFE is performed. This exam is made of 50 questions (5 on eachtopic elaborated by the tutors under the supervision of the teacher. The TFE corresponds to 10percent of the grade of BioBio and focus on clinical and/or applied biochemistry situations. At theend of the exam, BioBio students were asked to share their opinions about TFEs (n = 401, from2001/1 to 2003/2. When asked to give a 0-to-4 score regarding (a the diculty level of the test,(b the technical quality and (c if the exam makes an appropriate evaluation of applied biochemistryknowledge, the scores were 2.9, 3.4 and 2.9, respectively. BioBio students were also asked if they ndvalid to be evaluated by a tutor-made exam and if they would like to participate in the making ofTFEs; 96 and 58 percent answered yes, respectively.In another survey, we interviewed former BioBio students from the 2nd to the 7th semesters (n=95about TFEs (since 1999-1 regarding technical aspects, which included (1 clarity of questions, (2 levelof diculty, (3 clinical application and (4 thinking (as opposed to memorizing abilities demanded;the 0-to-4 scores were 3.1, 2.9, 2.6, and 2.5, respectively. Other four questions were on the validityof tutors writing TFEs and their capacity to perform such a task; the average score was 3.2. Oursurveys show the students good acceptance of the seminar system

  9. Integrating The Integrated Skin Exam film into medical education.

    Science.gov (United States)

    Lofgreen, Seth; Lehrer, Michael; Bennett, Paige; Garg, Amit; Dunnick, Cory A

    2016-11-15

    AbstractBackgroundThe mortality rate for melanoma continues to rise and the greatest improvement in melanoma survival is attributable to early detection with skin cancer screening exams. However, physicians feel that limited training in the examination of skin and limited clinical time both serve as barriers to adequately assess high-risk lesions.ObjectiveTo test the use of The Integrated Skin Exam film as an instructional tool to teach the examination of skin in a live classroom setting, outside of the purview of the original formal study.MethodsIdentical cross-sectional surveys were administered pre- and post-film to a class of first-year medical students at the time of viewing The Integrated Skin Exam film. Results were compared to the initial assessment of this film as a teaching tool in a research setting.ResultsOf the maximum 182 possible surveys administered, we collected 148 pre-surveys and 142 post-surveys (81.3% and 78.0% 33 response rates, respectively). After viewing the film, students showed improvement in identification of high-risk demographic 34 groups (79.3% vs 58.9%, p<0.001) and high-risk anatomic sites in both women (91.9% vs 59.6%, p<0.001) and men (92% vs 35 62.1%, p<0.001). Students demonstrated increased confidence in the skin cancer examination (SCE) (52.2% vs 6.9%, p<0.001) and a greater proportion (74.4% vs 48.3%, p<0.001) of students believed less than 3 minutes was required to integrate a skin cancer exam (SCE) into the routine examination.ConclusionsThe Integrated Skin Exam film is a valuable training tool as proven by increased knowledge of, and improved attitudes about the 2 SCE after viewing the film. In addition, there was a striking similarity in outcomes when using this film in a live classroom 3 environment compared to the original study setting.

  10. CWAP Certified Wireless Analysis Professional Official Study Guide Exam PW0-270

    CERN Document Server

    Westcott, David A; Miller, Ben; Mackenzie, Peter

    2011-01-01

    The official study guide for the Certified Wireless Analysis Professional certification from CWNPFour leading wireless experts thoroughly prepare you for the vendor-neutral CWAP exam administered by CWNP, the industry leader for enterprise Wi-Fi training and certification.  This official study guide not only covers all exam objectives for the CWAP exam, it also prepares you to administer and troubleshoot complex enterprise WLAN environments.Covers all exam objectives for the Certified Wireless Analysis Professional (CWAP) examCovers 802.11 physical (PHY) and 802.11 MAC layer frame formats and

  11. CompTIA Network+ Review Guide Exam N10-005

    CERN Document Server

    Ferguson, Bill

    2012-01-01

    Fast, focused review for the latest CompTIA Network+ Exam N10-005 CompTIA's Network+ certification is the leading non-vendor networking certification in the world and has become the standard certification for networking professionals. Make sure you're ready for CompTIA's new Network+ certification (exam N10-005) with this new edition of Sybex's CompTIA Network+ Review Guide. This concise guide is efficiently organized by exam objectives and covers all five exam domains. The book also includes 50 chapter review questions, as well as access to two online practice exams, and much more. It's the p

  12. CompTIA network+ study guide exam N10-006

    CERN Document Server

    Lammle, Todd

    2015-01-01

    All-star N10-006 prep, fully updated for the new exam The CompTIA Network+ Study Guide is your one-stop comprehensive resource in preparing for exam N10-006 Bestselling author and networking Guru Todd Lammle guides you through 100% of all exam objectives detailing the fundamental concepts you will need to know to prepare for the exam. Coverage includes network technologies, installation and configuration, media and topologies, security, and much more, plus practical examples drawn from real-world situations. You also gain access to practice exams and electronic flashcards that facilitate info

  13. CompTIA Network+ Review Guide (Exam N10-004)

    CERN Document Server

    Ferguson, Bill

    2009-01-01

    Serving as a concise, focused study aid to help you prepare for the leading non-vendor-specific networking certification exam, this book features more review questions and study review features than any other guide, with over 120 review questions, two bonus exams, and electronic Flashcard, as well as a searchable Glossary of Terms database on CD-ROM. Fully updated for the first revision of the CompTIA Network+ exam since 2005, the book is organized by exam objectives and broken into six parts corresponding to the six domain areas of the Network+ exam: technologies, media and topologies, device

  14. Item Analysis an Effective Tool for Assessing Exam Quality, Designing Appropriate Exam and Determining Weakness in Teaching

    Directory of Open Access Journals (Sweden)

    Ghadam Ali Talebi

    2013-10-01

    Full Text Available Introduction: Item analysis is an integrate component of course assessment which helps observe the item characteristics and improve the quality of the course exam. It also provides a guide for improving the teaching method to enhance the students’ learning outcomes. However, item analysis results may not be applied to adjust the way teachers teach and improve the items characteristics. The purpose of this study was to determine the effect of item analysis in improving assessment and teaching quality. Methods: The Item characteristics of the final exam for kinesiology course for physiotherapy students in 2 semesters were studied. Improved and good multiple choice questions (MCQs were then conducted for another semester, followed by application of both good MCQs and improved teaching for the other semester. The item characteristics were compared to observe any effect of good MCQs and teaching on educational performance. Results: The good MCQs along with the improved teaching were associated with the greater mean score and the students who passed the exam rather than those with only good MCQs. The percentage of easy questions (42.5% in students who received good MCQs and improved teaching compared with those (15% who only received good MCQs indicated that the improved pool of questions were shifted from medium to easier questions. Conclusion: We concluded that the item analysis should be followed by revised and improved teaching method. It appears that improved item characteristics are associated with improved teaching method and possibly with an improvement in students’ learning.

  15. Should the MCAT exam be used for medical school admissions in Canada?

    Science.gov (United States)

    Eskander, Antoine; Shandling, Maureen; Hanson, Mark D

    2013-05-01

    In light of the structural and content changes to the Medical College Admission Test (MCAT) to be implemented in 2015 and the recent diversity- and social-accountability-based recommendations of the Future of Medical Education in Canada (FMEC) project, the authors review and reexamine the use of the MCAT exam in Canadian medical school admissions decisions.This Perspective article uses a point-counterpoint format to discuss three main advantages and disadvantages of using the MCAT exam in the medical school admissions process, from a Canadian perspective. The authors examine three questions regarding the FMEC recommendations and the revised MCAT exam: (1) Is the MCAT exam equal and useful in Canadian admissions? (2) Does the MCAT exam affect matriculant diversity? and (3) Is the MCAT exam a strong predictor of future performance? They present the most recent arguments and evidence for and against use of the MCAT exam, with the purpose of summarizing these different perspectives for readers.

  16. Beyond the cover test: the motor half of the sensorimotor exam.

    Science.gov (United States)

    Arnoldi, Kyle

    2013-01-01

    The cover tests fulfill both the "sensory" and the "motor" requirements of the sensorimotor exam because they not only detect and quantify strabismus but also evaluate control. Control is achieved through various types of vergence, but vergence is not the only type of eye movement that is integral to fusion. The function of all eye movements is to position and maintain similar images on corresponding areas of the retinae in order to sustain binocular vision. Therefore, a complete motor exam should include evaluation of all eye movement systems. Such an exam can be performed without expensive and complicated equipment, without supplementary education, without significantly extending exam time, and within the confines of an average exam lane, because much of the exam is concealed within the standard sensorimotor evaluation. The term "sensorimotor exam" underscores the fact that sensory and motor fusion, and their respective cortical pathways, are inextricably linked, and function simultaneously and cooperatively to achieve normal visual experience.

  17. Stress, coping, and psychological health of vocational high school nursing students associated with a competitive entrance exam.

    Science.gov (United States)

    Wang, Huey-Fen; Yeh, Mei Chang

    2005-06-01

    An important issue for the nursing education system in Taiwan is to reinforce nursing education to enhance competence levels for entry to nursing specialties. Consequently, to meet the prospective demands of technical manpower, not only do nursing students in college and vocational schools pursue further studies, but they also take competitive entrance exams. Using a descriptive cross-sectional design, the study examined the following among nursing students in vocational high schools: (1) perception and sources of entrance exam stress and use of coping behaviors; (2) the effect of difference in entrance exam stress levels on coping behaviors used, and (3) measurement of coping function to determine which coping behavior works best for buffering the impact of stress on psychological health during a preparatory stage of a college and university entrance exam. The subjects were 441 third-year nursing students of vocational high schools in northern Taiwan, recruited by convenience sampling. Three measurements were adopted: Stress perceived scale, Coping behavior inventory, and a Chinese health questionnaire. Results showed that the five main stressors of entrance exam stress, in descending order, were taking tests, the student's own aspirations, learning tasks, teacher's aspirations and parent's aspirations. Students generally used problem-focused coping strategies including optimistic action and social support to deal with the entrance exam stress, but use of emotion-focused coping strategies including avoidance and emotional disturbance was significantly increased as perceived level of stress rose. Two-way analyses of variance (2-way ANOVA) revealed that problem-focused coping had a positive main effect of alleviating psychological distress. A significant interaction was observed between stress perceived and problem-focused coping used for psychological health. Further examination of the interaction effect showed that problem-focused coping behaviors were potentially

  18. Expanding subjectivities

    DEFF Research Database (Denmark)

    Lundgaard Andersen, Linda; Soldz, Stephen

    2012-01-01

    A major theme in recent psychoanalytic thinking concerns the use of therapist subjectivity, especially “countertransference,” in understanding patients. This thinking converges with and expands developments in qualitative research regarding the use of researcher subjectivity as a tool to understa...

  19. Evaluation of the Plastic Surgery In-Service Training Exam: Lower Extremity Questions.

    Science.gov (United States)

    Silvestre, Jason; Basta, Marten N; Serletti, Joseph M; Chang, Benjamin

    2015-01-01

    To facilitate the training of plastic surgery residents, we analyzed a knowledge-based curriculum for plastic and reconstructive surgery of the lower extremity. The Plastic Surgery In-Service Training Exam (PSITE) is a commonly used tool to assess medical knowledge in plastic surgery. We reviewed the lower extremity content on 6 consecutive score keys (2008-2013). Questions were classified by taxonomy, anatomy, and subject. Answer references were quantified by source and relative year of publication. Totally, 107 questions related to the lower extremity (9.1% of all questions) and 14 questions had an associated image (13.1%). Questions required decision making (49%) over interpretation (36%) and direct recall (15%) skills (p training during plastic surgery residency. Study efforts focused on the most common topics and references will enhance trainee preparation for lower extremity PSITE questions. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  20. Psychiatry resident-led tutorials increase medical student knowledge and improve national board of medical examiners shelf exam scores.

    Science.gov (United States)

    McKean, A J S; Palmer, B A

    2015-06-01

    Psychiatry residents have tremendous potential as educators. The authors envisioned residents as small-group tutors, efficiently assessing and correcting knowledge deficits using cases with discussion prompts and teaching points. They empirically tested whether this improves knowledge acquisition. Senior residents delivered eight tutorials during clerkship, which covered child and adolescent psychiatry, anxiety, mood, psychotic, cognitive, and substance use disorders. A 50-item multiple-choice quiz was administered at the beginning and end of clerkship. National Board of Medical Examiners (NBME) shelf exam scores from intervention year were compared to the 4 years prior to resident involvement. Mean score on the initial quiz was 34.5 ± 3.7 and 41.8 ± 3.5 on second attempt (p exam during intervention year was 83.2 ± 8.9 and for the four prior years was 78.0 ± 9.3, which was significant (p = 0.002). Resident-led tutorials provide an effective means of increasing psychiatric knowledge and improving performance on NBME subject exams.

  1. Development of the Exams Data Analysis Spreadsheet as a Tool to Help Instructors Conduct Customizable Analyses of Student ACS Exam Data

    Science.gov (United States)

    Brandriet, Alexandra; Holme, Thomas

    2015-01-01

    The American Chemical Society Examinations Institute (ACS-EI) has recently developed the Exams Data Analysis Spread (EDAS) as a tool to help instructors conduct customizable analyses of their student data from ACS exams. The EDAS calculations allow instructors to analyze their students' performances both at the total score and individual item…

  2. Investigating the Variables in a Mock Exam Study Session Designed to Improve Student Exam Performance in an Undergraduate Behavior Modification and Therapy Course

    Science.gov (United States)

    Dotson, Wesley H.

    2010-01-01

    The purpose of the present study was to identify components of an optional mock exam review session (e.g. requiring students to write answers, providing students grading keys for questions) responsible for improvements in student performance on application-based short-essay exams in an undergraduate behavior modification course. Both…

  3. Determining organ doses from computed tomography scanners using cadaveric subjects

    Science.gov (United States)

    Griglock, Thomas M.

    The use of computed tomographic (CT) imaging has increased greatly since its inception in 1972. Technological advances have increased both the applicability of CT exams for common health problems as well as the radiation doses used to perform these exams. The increased radiation exposures have garnered much attention in the media and government agencies, and have brought about numerous attempts to quantify the amount of radiation received by patients. While the overwhelming majority of these attempts have focused on creating models of the human body (physical or computational), this research project sought to directly measure the radiation inside an actual human being. Three female cadaveric subjects of varying sizes were used to represent live patients. Optically-stimulated luminescent (OSL) dosimeters were used to measure the radiation doses. A dosimeter placement system was developed, tested, and optimized to allow accurate and reproducible placement of the dosimeters within the cadaveric subjects. A broad-beam, 320-slice, volumetric CT scanner was utilized to perform all CT exams, including five torso exams, four cardiac exams, and three organ perfusion exams. Organ doses ranged in magnitude from less than 1 to over 120 mGy, with the largest doses measured for perfusion imaging. A methodology has been developed that allows fast and accurate measurement of actual organ doses resulting from CT exams. The measurements made with this methodology represent the first time CT organ doses have been directly measured within a human body. These measurements are of great importance because they allow comparison to the doses measured using previous methods, and can be used to more accurately assess the risks from CT imaging.

  4. Photographic art in exam rooms may reduce white coat hypertension.

    Science.gov (United States)

    Harper, Michael B; Kanayama-Trivedi, Stacy; Caldito, Gloria; Montgomery, David; Mayeaux, E J; DelRosso, Lourdes M

    2015-12-01

    Blood pressure (BP) elevation in medical office settings in patients who are normotensive in nonmedical settings is an effect known as 'white coat hypertension'. This phenomenon is thought to be due to situational anxiety caused by the experience of visiting a doctor and the anxiety-inducing nature of the medical office. Our study was designed to determine if carefully selected photographic art could counter the anxiety that causes white coat hypertension and lead to lower BP recordings in some patients. 117 adults, non-pregnant patients from the Louisiana State University Health Sciences Center Family Medicine Resident Clinic participated in this study. After the triage nurse measured the BP, the patients were randomly placed in either an exam room with standard medical posters (control room) or in an exam room with photographic art (photo room). The BP was measured in the exam room. After the medical visit, the patients switched rooms and the BP was measured a third time. The patients were asked to fill out a questionnaire to identify room preference. On average, the BP obtained in the control rooms was higher than that obtained in the photo rooms. There was a statistically significant difference between the mean arterial pressure, systolic BP and diastolic BP between the control room and the photo room. Landscape photographic art may have the beneficial effect of reducing BP in medical office examination rooms. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  5. Tablet computer enhanced training improves internal medicine exam performance.

    Science.gov (United States)

    Baumgart, Daniel C; Wende, Ilja; Grittner, Ulrike

    2017-01-01

    Traditional teaching concepts in medical education do not take full advantage of current information technology. We aimed to objectively determine the impact of Tablet PC enhanced training on learning experience and MKSAP® (medical knowledge self-assessment program) exam performance. In this single center, prospective, controlled study final year medical students and medical residents doing an inpatient service rotation were alternatingly assigned to either the active test (Tablet PC with custom multimedia education software package) or traditional education (control) group, respectively. All completed an extensive questionnaire to collect their socio-demographic data, evaluate educational status, computer affinity and skills, problem solving, eLearning knowledge and self-rated medical knowledge. Both groups were MKSAP® tested at the beginning and the end of their rotation. The MKSAP® score at the final exam was the primary endpoint. Data of 55 (tablet n = 24, controls n = 31) male 36.4%, median age 28 years, 65.5% students, were evaluable. The mean MKSAP® score improved in the tablet PC (score Δ + 8 SD: 11), but not the control group (score Δ- 7, SD: 11), respectively. After adjustment for baseline score and confounders the Tablet PC group showed on average 11% better MKSAP® test results compared to the control group (pmedical problem solving were journal articles looked up on PubMed or Google®, and books. Our study provides evidence, that tablet computer based integrated training and clinical practice enhances medical education and exam performance. Larger, multicenter trials are required to independently validate our data. Residency and fellowship directors are encouraged to consider adding portable computer devices, multimedia content and introduce blended learning to their respective training programs.

  6. Determination of the Health Belief and Attitude of Women Regarding Breast Cancer and Breast Self-Exam.

    Science.gov (United States)

    Ertem, Gül; Dönmez, Yelda Candan; Dolgun, Eda

    2017-04-01

    This study has been carried out with the purpose of determining the belief and attitude of women regarding breast cancer and breast self-exam and the factors which affect the performance frequency of breast self-exam and it is a descriptive kind of study. Data has been collected through questionnaire forms created by the researchers based on literature information and Champion Health Belief Model Scale. Data collection was collected via face-to-face interviews with the patients. Questionnaire forms were applied to 350 women who accepted to participate in the study. Data was analyzed frequency, percentage, t-test and x2 test with SPSS for Windows 12.0. Average age of women who were included in the study was found to be 33.25±10.27. Average point for the sensitivity sub-dimension of the women within the scope of study was 7.79±2.38, average score for the seriousness sub-dimension 23.30±5.82, average score for the benefit sub-dimension 15.48±4.03, average score for the obstacle sub-dimension was 26.34±7.64, average score of health motivation sub-dimension was 32.77±9.11 and average score for the self-confidence sub-dimension was 25.20±5.02. The beliefs of women regarding the subject should be developed by providing in-service training regarding breast cancer and breast self-exam. It can be suggested that studies be carried out analyzing the effect of the attempts for increasing the performance frequency of breast self-exam of women on the beliefs and attitudes.

  7. What grading can tell about a course - and it's exam

    DEFF Research Database (Denmark)

    Christiansen, Thomas Bøhm

    2004-01-01

    The purpose of this article is to illustrate how the data from grading students in a course can give valuable feedback to 1) the effectiveness and efficiency of the exam and 2) if there are aspects of the learning process that need attention. Before investigating three propositions, the article...... briefly describes a newly-developed course in Operations Management at the Technical University of Denmark. Since the introduction it has increased the number of students by more than 20% annually. The findings are that male students get significantly higher grades than females, and that a certain part...

  8. Riot at the calc exam and other mathematically bent stories

    CERN Document Server

    Adams, Colin

    2009-01-01

    What's so funny about math? Lots! Especially if you're mathematically bent. In the world of Colin Adams, differential equations bring on tears of laughter. Hollywood producers hire algebraic geometers to punch up a script. In this world, math and humor are synonymous. Riot at the Calc Exam is a proof of this fact. A collection of humorous math stories, this book gives a window into mathematics and the culture of mathematicians. Appropriate for mathematicians, math students, math teachers, lay people with an interest in mathematics, and indeed everyone else. This book is a romp through the wild

  9. CCENT study guide exam 100-101 (ICND1)

    CERN Document Server

    Lammle, Todd

    2013-01-01

    The latest offering from Cisco Expert Todd Lammle for the New CCENT Certification Written by industry expert and Cisco networking guru, Todd Lammle, CCENT Study Guide improves on the popular Sybex Study Guide approach by providing 100 percent coverage of the ICND1 (#100-101) exam objectives. The book contains detailed information and examples on crucial Cisco networking topics, and provides practical examples and insights drawn from Todd's almost 30 years of real-world experience. You'll also have access to dozens of hands-on labs to get the necessary experience needed to pass

  10. Benefits from Taking a Private Tutorial Course for Exam Preparation?

    DEFF Research Database (Denmark)

    la Cour, Lisbeth; Milhøj, Anders

    In this paper we analyze the effects of taking an extra private tutorial course on the passing probability and the grade in a course in Macroeconomics at the Business Diploma study program at Copenhagen Business School. The topic is of interest as the students are not supposed to need such an extra...... course in order to perform well at the exam but still more than 50 % of a cohort signs up for the courses. Our data come from the administrative systems at Copenhagen Business School and they are merged with survey data on student satisfaction and tutorial participation. Based on simple regression...

  11. Will students pass a competitive exam that they failed in their dreams?

    Science.gov (United States)

    Arnulf, Isabelle; Grosliere, Laure; Le Corvec, Thibault; Golmard, Jean-Louis; Lascols, Olivier; Duguet, Alexandre

    2014-10-01

    We tested whether dreams can anticipate a stressful exam and how failure/success in dreams affect next-day performance. We collected information on students' dreams during the night preceding the medical school entrance exam. Demographic, academic, sleep and dream characteristics were compared to the students' grades on the exam. Of the 719 respondents to the questionnaire (of 2324 total students), 60.4% dreamt of the exam during the night preceding it. Problems with the exam appeared in 78% of dreams and primarily involved being late and forgetting answers. Reporting a dream about the exam on the pre-exam night was associated with better performance on the exam (p=.01). The frequency of dreams concerning the exam during the first term predicted proportionally higher performance on the exam (R=0.1, p=.01). These results suggest that the negative anticipation of a stressful event in dreams is common and that this episodic simulation provides a cognitive gain. Copyright © 2014 Elsevier Inc. All rights reserved.

  12. Emergency medicine residents' attitudes and opinions of in-training exam preparation

    Directory of Open Access Journals (Sweden)

    Eastin TR

    2013-08-01

    Full Text Available Travis R Eastin, Aaron W BernardDepartment of Emergency Medicine, The Ohio State University College of Medicine, Columbus, OH, USAPurpose: Emergency Medicine (EM residents take the American Board of Emergency Medicine (ABEM in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam. Though many residencies have in-training exam preparation activities, there is little data on the effectiveness of these efforts. This study aimed to elicit resident perspectives about the exam and exam preparation in order to generate hypotheses and better inform future preparation efforts.Methods: Second- and third-year EM residents at a single institution were interviewed using a semi-structured format. Qualitative methodology was used to analyze the data.Results: Thirteen EM residents participated in the study. Eight major themes and 18 sub-themes were identified. These were further characterized as relating to the exam itself or to exam preparation. Residents generally value the in-training exam. Sixty-nine percent noted that it provided an assessment of their current knowledge and deficiencies. Thirty-eight percent noted that it improved familiarity with the qualifying exam. Regarding exam preparation, residents stated that a question format was preferred, especially when accompanying explanations were of high quality. Additionally, practical considerations, such as portability, impacted resident selection of study tools.Conclusion: Residents value the in-training exam as a marker of their academic progress and for their ability to gain familiarity with the qualifying exam. They prefer question-based preparation over text-based learning, as long as there is a detailed explanation of each answer. Educators creating structured in-training review may want to focus on question-based material with detailed explanations.Keywords: examination preparation, graduate medical education, in-training examination

  13. Emergency medicine residents’ attitudes and opinions of in-training exam preparation

    Science.gov (United States)

    Eastin, Travis R; Bernard, Aaron W

    2013-01-01

    Purpose Emergency Medicine (EM) residents take the American Board of Emergency Medicine (ABEM) in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam. Though many residencies have in-training exam preparation activities, there is little data on the effectiveness of these efforts. This study aimed to elicit resident perspectives about the exam and exam preparation in order to generate hypotheses and better inform future preparation efforts. Methods Second- and third-year EM residents at a single institution were interviewed using a semi-structured format. Qualitative methodology was used to analyze the data. Results Thirteen EM residents participated in the study. Eight major themes and 18 sub-themes were identified. These were further characterized as relating to the exam itself or to exam preparation. Residents generally value the in-training exam. Sixty-nine percent noted that it provided an assessment of their current knowledge and deficiencies. Thirty-eight percent noted that it improved familiarity with the qualifying exam. Regarding exam preparation, residents stated that a question format was preferred, especially when accompanying explanations were of high quality. Additionally, practical considerations, such as portability, impacted resident selection of study tools. Conclusion Residents value the in-training exam as a marker of their academic progress and for their ability to gain familiarity with the qualifying exam. They prefer question-based preparation over text-based learning, as long as there is a detailed explanation of each answer. Educators creating structured in-training review may want to focus on question-based material with detailed explanations. PMID:24062620

  14. Emergency medicine residents' attitudes and opinions of in-training exam preparation.

    Science.gov (United States)

    Eastin, Travis R; Bernard, Aaron W

    2013-01-01

    Emergency Medicine (EM) residents take the American Board of Emergency Medicine (ABEM) in-training exam, and performance on this exam has been shown to correlate to performance on the ABEM qualifying exam. Though many residencies have in-training exam preparation activities, there is little data on the effectiveness of these efforts. This study aimed to elicit resident perspectives about the exam and exam preparation in order to generate hypotheses and better inform future preparation efforts. Second- and third-year EM residents at a single institution were interviewed using a semi-structured format. Qualitative methodology was used to analyze the data. Thirteen EM residents participated in the study. Eight major themes and 18 sub-themes were identified. These were further characterized as relating to the exam itself or to exam preparation. Residents generally value the in-training exam. Sixty-nine percent noted that it provided an assessment of their current knowledge and deficiencies. Thirty-eight percent noted that it improved familiarity with the qualifying exam. Regarding exam preparation, residents stated that a question format was preferred, especially when accompanying explanations were of high quality. Additionally, practical considerations, such as portability, impacted resident selection of study tools. Residents value the in-training exam as a marker of their academic progress and for their ability to gain familiarity with the qualifying exam. They prefer question-based preparation over text-based learning, as long as there is a detailed explanation of each answer. Educators creating structured in-training review may want to focus on question-based material with detailed explanations.

  15. Graphical modeling for item difficulty in medical faculty exams.

    Science.gov (United States)

    Tomak, L; Bek, Y; Cengiz, M A

    2016-01-01

    There are different indexes used in the evaluation of exam results. One important index is the difficulty level of the item that is also used in this study to obtain control charts. This article offers some suggestions for the improvement of multiple-choice tests using item analysis statistics. The graphical modeling is important for the rapid and comparative evaluation of test results. The control chart is a tool that can be used to sharpen our teaching and testing skills by inspecting the weaknesses of measurements and producing reliable items. The research data for the application of control charts were obtained using the results of the fourth and fifth-grade student's exams at Ondokuz Mayis University, Faculty of Medicine. I-chart or moving range chart (MR) is preferred for whole variable data. It is seen that all observations are within control limits for I-chart, but three points on MR-chart are settled on the LCL. Using X--chart with subgroups, it was determined that control measurements were within the upper and lower limits in both charts. The difficulty levels of items were examined by obtaining different variable control charts. The difficulty level of the two items exceeded the upper control limit in R- and S-charts. The control charts have the advantage for classifying items as acceptable or unacceptable based on item difficulty criteria.

  16. Exams? Why worry? Interpreting anxiety as facilitative and stress appraisals.

    Science.gov (United States)

    Strack, Juliane; Esteves, Francisco

    2015-01-01

    The present study examined why people differ in how they appraise the same stressful situation (an approaching exam). We explored whether interpreting anxiety as a facilitative emotion can affect the type of stress appraisal people make. One hundred and three undergraduate students took part in this study, which lasted for 10 days (leading up to an exam). The students completed a daily self-reported evaluation of anxiety, emotional exhaustion, and stress experienced. The findings suggest a process by which a stressful time can be experienced as motivating rather than threatening or emotionally exhausting. For example, interpreting anxiety as facilitative moderated the relationship between anxiety and stress appraisals. When interpreting their anxiety as facilitative, individuals showed a higher tendency to make challenge stress appraisals and a lower tendency to appraising the stressor as a threat. These differences were especially visible with high levels of anxiety. Furthermore, interpreting anxiety as facilitative was negatively associated with emotional exhaustion, but positively associated with the academic performance. These findings suggest an explanation why people differ in how they appraise the same stressor: how people interpret their anxiety may to a large part affect how they appraise difficult events and situations.

  17. Needs Analysis and Course Design; A Framework for Designing Exam Courses

    Directory of Open Access Journals (Sweden)

    Reza Eshtehardi

    2017-09-01

    Full Text Available This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.

  18. [Difference analysis among majors in medical parasitology exam papers by test item bank proposition].

    Science.gov (United States)

    Jia, Lin-Zhi; Ya-Jun, Ma; Cao, Yi; Qian, Fen; Li, Xiang-Yu

    2012-04-30

    The quality index among "Medical Parasitology" exam papers and measured data for students in three majors from the university in 2010 were compared and analyzed. The exam papers were formed from the test item bank. The alpha reliability coefficients of the three exam papers were above 0.70. The knowledge structure and capacity structure of the exam papers were basically balanced. But the alpha reliability coefficients of the second major was the lowest, mainly due to quality of test items in the exam paper and the failure of revising the index of test item bank in time. This observation demonstrated that revising the test items and their index in the item bank according to the measured data can improve the quality of test item bank proposition and reduce the difference among exam papers.

  19. Examining ethics - developing a comprehensive exam for a bioethics master's program.

    Science.gov (United States)

    Schonfeld, Toby; Stoddard, Hugh; Labrecque, Cory Andrew

    2014-10-01

    Assessing mastery of bioethics in a graduate program requires careful attention not simply to the content knowledge and skill development of students but also to the principles of sound assessment processes. In this article, we describe the rationale, development process, and features of the comprehensive exam we created as a culminating experience of a master's program in bioethics. The exam became the students' opportunity to demonstrate the way they were able to integrate course, textual, and practical knowledge gained throughout the experience of the program. Additionally, the exam assessed students' proficiency in the field of bioethics and their ability to critically and constructively analyze bioethical issues. In this article, we offer tips to other exam creators regarding our experiences with question and answer development, scoring of the exam, and relationships between coursework and exam preparation and completion. We also include a sample rubric for others to see how we determined which student answers were satisfactory.

  20. Opening up in the classroom: effects of expressive writing on graduate school entrance exam performance.

    Science.gov (United States)

    Frattaroli, Joanne; Thomas, Michael; Lyubomirsky, Sonja

    2011-06-01

    Our study sought to determine whether experimental disclosure could improve exam performance and psychological health in students taking a graduate school entrance exam. Students preparing for the GRE, MCAT, LSAT, or PCAT were randomly assigned to write expressively about their upcoming exam or to a neutral writing condition. Participants completed measures of depressive symptoms and test anxiety before and after writing, and exam scores were collected. The experimental disclosure group had significantly higher test scores and significantly lower pre-exam depressive symptoms than the neutral writing group. Although benefits for depressive symptoms were found in expressive writers regardless of exam type, the advantage of expressive writing for test performance was only observed in students taking the MCAT or LSAT.

  1. Red vs. green: Does the exam booklet color matter in higher education summative evaluations? Not likely.

    Science.gov (United States)

    Arthur, Winfred; Cho, Inchul; Muñoz, Gonzalo J

    2016-10-01

    We examined the so-called "red effect" in the context of higher education summative exams under the premise that unlike the conditions or situations where this effect typically has been obtained, the totality of factors, such as higher motivation, familiarity with exam material, and more reliance on domain knowledge that characterize high-stakes testing such as those in operational educational settings, are likely to mitigate any color effects. Using three naturally occurring archival data sets in which students took exams on either red or green exam booklets, the results indicated that booklet color (red vs. green) did not affect exam performance. From a scientific perspective, the results suggest that color effects may be attenuated by factors that characterize high-stakes assessments, and from an applied perspective, they suggest that the choice of red vs. green exam booklets in higher education summative evaluations is likely not a concern.

  2. SUBJECT INDEX

    Indian Academy of Sciences (India)

    Subject Index. Variation of surface electric field during geomagnetic disturbed period at Maitri, Antarctica. 1721. Geomorphology. A simple depression-filling method for raster and irregular elevation datasets. 1653. Decision Support System integrated with Geographic. Information System to target restoration actions in water-.

  3. Physical therapy for chronic scrotal content pain with associated pelvic floor pain on digital rectal exam.

    Science.gov (United States)

    Farrell, M Ryan; Dugan, Sheila A; Levine, Laurence A

    2016-12-01

    Chronic scrotal content pain (CSCP) is a common condition that can be challenging to manage definitively. A cohort of patients with CSCP have referred pain from myofascial abnormalities of the pelvic floor and therefore require treatment modalities that specifically address the pelvic floor such as pelvic floor physical therapy (PFPT). Retrospective chart review of all men with a pelvic floor component of CSCP presenting to our tertiary care medical center and undergoing PFPT from 2011-2014. Patients with CSCP and pain/tightness on pelvic floor evaluation with 360° digital rectal exam (DRE) were referred to a physiotherapist for PFPT. CSCP was defined as primary unilateral or bilateral pain of the testicle, epididymis and/or spermatic cord that was constant or intermittent, lasted greater than 3 months, and significantly interfered with daily activities. Long term follow up was conducted by office visit and physical therapy chart review. Thirty patients, mean age of 42 years (range 18-75), were followed for a median of 13 months (range 3-48). Median pre-PFPT pain score was 6/10 (range 2-10). After a mean of 12 PFPT sessions (IQR 6-16), pain improved in 50.0% of patients, median decrease in pain was 4.5/10 (range 1-10). Complete resolution of pain occurred in 13.3%, 44.0% had none to minor residual pain. Following PFPT, fewer subjects required pain medication compared with prior to PFPT (44.0% versus 73.3%, p = 0.03). For men with CSCP and a positive pelvic floor exam with DRE, we recommend a trial of PFPT as an effective and non-operative treatment modality.

  4. A comprehensive and cost-effective preparticipation exam implemented on the World Wide Web.

    Science.gov (United States)

    Peltz, J E; Haskell, W L; Matheson, G O

    1999-12-01

    Mandatory preparticipation examinations (PPE) are labor intensive, offer little routine health maintenance and are poor predictors of future injury or illness. Our objective was to develop a new PPE for the Stanford University varsity athletes that improved both quality of primary and preventive care and physician time efficiency. This PPE is based on the annual submission, by each athlete, of a comprehensive medical history questionnaire that is then summarized in a two-page report for the examining physician. The questionnaire was developed through a search of MEDLINE from 1966 to 1997, review of PPE from 11 other institutions, and discussion with two experts from each of seven main content areas: medical and musculoskeletal history, eating, menstrual and sleep disorders, stress and health risk behaviors. Content validity was assessed by 10 sports medicine physicians and four epidemiologists. It was then programmed for the World Wide Web (http:// www.stanford.edu/dept/sportsmed/). The questionnaire demonstrated a 97 +/- 2% sensitivity in detecting positive responses requiring physician attention. Sixteen physicians administered the 1997/98 PPE; using the summary reports, 15 found improvement in their ability to provide overall medical care including health issues beyond clearance; 13 noted a decrease in time needed for each athlete exam. Over 90% of athletes who used the web site found it "easy" or "moderately easy" to access and complete. Initial assessment of this new PPE format shows good athlete compliance, improved exam efficiency and a strong increase in subjective physician satisfaction with the quality of screening and medical care provided. The data indicate a need for improvement of routine health maintenance in this population. The database offers opportunities to study trends, risk factors, and results of interventions.

  5. Chaperone Use by Residents During Pelvic, Breast, Testicular, and Rectal Exams

    OpenAIRE

    Ehrenthal, Deborah B; Farber, Neil J.; Collier, Virginia U; Aboff, Brian M

    2000-01-01

    We designed a questionnaire survey to study internal medicine residents' plans to use a chaperone during the pelvic, breast, rectal, and testicular examinations. We found chaperone use by male and female residents differed markedly, and neither group planned to use chaperones universally. When examining female patients, male residents overall were very likely to use a chaperone during a pelvic exam, but less likely for the breast exam and rectal exam. For the female resident, there was a sign...

  6. Sleep quality during exam stress: the role of alcohol caffeine and nicotine

    OpenAIRE

    Matthias Zunhammer; Peter Eichhammer; Volker Busch

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perce...

  7. Final Exam Scores in Introductory Economics Courses: Effect of Course Delivery Method and Proctoring

    OpenAIRE

    Wachenheim, Cheryl J.

    2007-01-01

    There is a small but growing body of research exploring student learning in online courses. The current study compares student performance on the final exam in introductory economics courses taught online and in the classroom and considers the effect of proctoring the final exam. Students who took a course in the classroom did better on a proctored final exam than those taking the course online.

  8. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    OpenAIRE

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I...

  9. An investigation of the issues involved in creating a bank of exam questions

    OpenAIRE

    Truscott, Harriet

    2010-01-01

    The project explored the potential for the University Library to provide staff and students with personalised resources and services, taking as a test case the Faculties' archives of past exam papers, attempting to provide students with a single web-page linking to all the past exam papers for the exams they are registered to take. This work was conducted as part of the Arcadia Programme, a three year programme funded by a grant from the Arcadia Fund.

  10. The Role of Online Diagnostic Exams on the Higher Education Students Performance

    OpenAIRE

    Elshaiekh Mohamed , Nour Eldin; Fadlalla Ali, Musa

    2017-01-01

    International audience; Most of the current international exams and certificates have been changed to be conducted electronically online ; and in addition to keep up with current evaluation of ICT, this mechanism is used to improve the Higher Education institutions (HEI) students performance, the online diagnostic exams maybe is the one of ICT tools that could help effectively current century students. This paper focuses on studying the role of the online diagnostic exams and its impact on HE...

  11. Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!

    Science.gov (United States)

    Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary

    2012-12-01

    It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments against giving more exams, including the general "pain" associated with examinations, as well as reduced teaching time, since classroom sessions are dedicated to exams rather than lecturing. We present evidence that increasing the number of exams in fact does lead to better learning success, less cheating and guessing on homework, and better student course evaluations.

  12. Pilot study: relative dose of the TLD, OSL and Radiochromic film applied in CT exams dosimetry

    Energy Technology Data Exchange (ETDEWEB)

    Kikuti, C.F. [Universidade Federal do Mato Grosso do Sul (UFMS), Campo Grande, MS (Brazil). Hospital Universitario Maria Aparecida Pedrossian; Maia, R.S.I.; Romano, R.F.T.; Daros, K. A.C., E-mail: daros.kellen@unifesp.br [Universidade Federal de Sao Paulo (UNIFESP), Sao Paulo, SP (Brazil). Escola Paulista de Medicina. Departamento de Diagnostico por Imagem

    2015-07-01

    At DDI/UNIFESP, the abdomen and chest CT exams correspond to 38% of the exams, becoming the focus of studies. The aim of this study is to assess the relative dose using TLDs, OSLs and RF for the evaluation of the dose distribution in the skin in abdomen CT exams. The simulation of the CT exam was performed in an anthropomorphic phantom, using a CT scanner Philips, Brilliance/64 and TLDs, OSLs and RF fixed along the sagittal axis of the phantom. The OSLs showed similar performance to the TLDs and RF shows low accuracy, resulting in an average value (0.927±0.022). (author)

  13. CompTIA A+ complete study guide exams 220-801 and 220-802

    CERN Document Server

    Docter, Quentin; Skandier, Toby

    2012-01-01

    CompTIA Authorized, fully updated Study Guide for the leading IT certification: CompTIA A+ CompTIA A+ is the de facto certification for IT technicians. Some vendors even require employees to achieve certification as part of their job training. This book prepares you for both required exams: 220-801 and 220-802. Totally updated to cover the 2012 exams, this popular prep guide covers all the exam objectives. Readers will also have access to additional study tools, including the Sybex Test Engine with bonus practice exams, electronic flashcards, and a glossary of important terms in searchable PD

  14. MCTS (Exams 70-640, 70-642 and 70-643)

    CERN Document Server

    Panek, William

    2011-01-01

    The must-have study guide for all three Windows Server 2008 R2 MCTS examsNetwork administrators boost their value to their employers with certification, and Microsoft?s three Windows Server 2008 exams offer certification specialties in configuring Active Directory, Network Infrastructure, and Applications Infrastructure. With complete coverage to prepare you for all three exams, this comprehensive study guide has three times the value. Real-world scenarios and hands-on exercises supplement the information to facilitate learning.The three Windows Server 2008 R2 exams (70-640, 70-642, and 70-643

  15. CompTIA Project+ Study Guide: Exam PK0-003

    CERN Document Server

    Heldman, Kim

    2010-01-01

    Prepare for CompTIA's newly updated Project+ certification exam. CompTIA is offering the first major update to its Project+ certification in six years, and this in-depth study guide from project management industry experts Kim and William Heldman is the perfect preparation for the new exam. You'll find complete coverage of all exam objectives, including key topics such as project planning, execution, delivery, closure, and others.: CompTIA's Project+ is the foundation-level professional exam in the complex world of project management; certified project managers often choose to go on and obtain

  16. MCSA Windows Server 2012 R2 administration study guide exam 70-411

    CERN Document Server

    Panek, William

    2015-01-01

    Complete exam coverage, hands-on practice, and interactive studytools for the MCSA: Administering Windows Server 2012 R2 exam70-411 MCSA: Windows Server 2012 R2 Administration Study Guide: Exam70-411 provides comprehensive preparation for exam 70-411:Administering Windows Server 2012 R2. With full coverage of allexam domains, this guide contains everything you need to know to befully prepared on test day. Real-world scenarios illustrate thepractical applications of the lessons, and hands-on exercises allowyou to test yourself against everyday tasks. You get access to aninteractive practice te

  17. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    Science.gov (United States)

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

  18. MCTS Microsoft Windows 7 Configuration Study Guide Exam 70-680

    CERN Document Server

    Panek, William

    2011-01-01

    A fully updated study guide for MCTS exam 70-680 Demand for experienced, qualified Windows 7 administrators remains high. IT professionals seeking certification in Windows 7 administration will find everything they need to learn to pass the MCTS exam (70-680) in this complete Sybex Study Guide. Updated to cover the most recent version of the exam, this comprehensive guide examines all the exam objectives, using real-world scenarios, hands-on exercises, and challenging review questions.Certification in Windows 7 administration is highly prized by IT professionals and employers; this comprehensi

  19. MCSA Windows Server 2012 R2 installation and configuration study guide exam 70-410

    CERN Document Server

    Panek, William

    2015-01-01

    Master Windows Server installation and configuration withhands-on practice and interactive study aids for the MCSA: WindowsServer 2012 R2 exam 70-410 MCSA: Windows Server 2012 R2 Installation and ConfigurationStudy Guide: Exam 70-410 provides complete preparationfor exam 70-410: Installing and Configuring Windows Server 2012 R2.With comprehensive coverage of all exam topics and plenty ofhands-on practice, this self-paced guide is the ideal resource forthose preparing for the MCSA on Windows Server 2012 R2. Real-worldscenarios demonstrate how the lessons are applied in everydaysettings. Reader

  20. Cloud essentials CompTIA authorized courseware for exam CLO-001

    CERN Document Server

    Hausman, Kirk; Sampaio, Telmo

    2013-01-01

    CompTIA-Authorized courseware for the Cloud Essentials Exam (CLO-001) What better way to get up to speed on cloud computing than with this new book in the popular Sybex Essentials series? Cloud Essentials covers the basics of cloud computing and its place in the modern enterprise. Explore public and private clouds; contrast the ""as a service"" models for PaaS, SaaS, IaaS, or XaaS platforms; plan security; and more. In addition, the book covers the exam objectives for the both the CompTIA Cloud Essentials (Exam CLO-001) exam and the EXIN Cloud Computing Foundation (EX0-1

  1. The effect of marriage on utilization of colorectal endoscopy exam in the United States

    National Research Council Canada - National Science Library

    Stimpson, Jim P; Wilson, Fernando A; Watanabe-Galloway, Shinobu; Peek, M Kristen

    2012-01-01

    This study examines the association between marriage and colorectal endoscopy exam, and whether this association varies by gender and financial benefits of marriage including improved access to health...

  2. CompTIA Network+ Study Guide Exam N10-005

    CERN Document Server

    Lammle, Todd

    2012-01-01

    Todd Lammle's latest CompTIA Network+ Study Guide, now updated for the new exam! CompTIA's Network+ certification tells the world you have the skills to install, configure, and troubleshoot today's basic networking hardware peripherals and protocols. But first, you have to pass the exam! This detailed CompTIA Authorized study guide by networking guru Todd Lammle has everything you need to prepare for the CompTIA's new Network+Exam N10-005. All exam objectives are covered. He thoroughly explains key topics, offers plenty of practical examples, and draws upon his own invaluable 25+ years of netw

  3. Testing the ecological validity of the Trier Social Stress Test: Association with real-life exam stress.

    Science.gov (United States)

    Henze, Gina-Isabelle; Zänkert, Sandra; Urschler, David F; Hiltl, Tanja J; Kudielka, Brigitte M; Pruessner, Jens C; Wüst, Stefan

    2017-01-01

    The Trier Social Stress Test (TSST) is the most widely used laboratory stress protocol in psychoneuroendocrinology. Despite its popularity, surprisingly few attempts have been made to explore the ecological validity of the TSST. In the present study, 31 young healthy subjects (24 females) were exposed to the TSST about 4 weeks before completing an oral exam on a separate day. Salivary cortisol levels increased significantly in response to both stimuli (TSST: F(2.21, 66.33)=5.73, p=0.004; oral exam: F(1.98, 59.28)=4.38, p=0.017) with similar mean response curves and significant correlations between cortisol increases and areas under the response curves (increase: r=0.67; AUC: r=0.56; both p≤0.01). Correspondingly, changes in positive and negative affect did also show significant correlations between conditions (increase: positive affect: r=0.36; negative affect: r=0.50; both: p≤0.05; AUC: positive affect: r=0.81; negative affect: r=0.70; both p≤0.01) while mean time course dynamics were significantly different (positive affect: F(2.55, 76.60)=10.15, p=0.001; negative affect: F(1.56, 46.82)=23.32, p=0.001), indicating that the oral exam had a more pronounced impact on affect than the TSST. Our findings provide new evidence for the view that cortisol as well as subjective stress responses to the TSST are indeed significantly associated with acute stress responses in real life. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Auto-exame das mamas entre estudantes de medicina Breast self-examination among medical students

    Directory of Open Access Journals (Sweden)

    Ruffo de Freitas Júnior

    1999-06-01

    Full Text Available Objetivo: avaliar o nível de conhecimento e prática do auto-exame da mama entre os estudantes do curso médico e determinar possíveis fatores associados a esta prática. Métodos: foi utilizado um questionário que continha informações sobre os alunos e o seu conhecimento a respeito do auto-exame, permitindo ainda, verificar entre as alunas a prática do mesmo. Utilizaram-se os testes do qui quadrado e "t" de Student, quando aplicáveis, para verificar a associação de alguns fatores com o auto-exame. Resultados: dos 348 questionários respondidos, 55 (16% pertenciam aos alunos do 5º ano (estudantes que haviam cursado a Disciplina de Ginecologia da Universidade Federal de Goiás, 43% eram mulheres, 62% tinham familiares médicos e 17% apresentavam história familiar de câncer de mama. Em relação ao conhecimento do auto-exame, 95% conheciam o método. Das 149 estudantes, apenas 64% o praticavam. Os motivos para não fazê-lo eram: por ser muito jovem (24%, por não acreditar que pudesse acontecer com ela (4%, por medo (9% e por preguiça (19%, sendo que 44% das alunas não souberam explicar o motivo. Tanto o conhecimento quanto a prática do auto-exame não estiveram associados ao ano do curso médico, história familiar de câncer de mama ou à presença de familiar médico. Conclusão: o auto-exame é conhecido por praticamente todos os estudantes de medicina mesmo assim, um terço das estudantes não o praticam. Com isso ressalta-se a importância do auto-exame no curso médico, a fim de que os alunos possam levar mais informações à população, não limitando esta tarefa aos meios de comunicação.Purpose: to evaluate the knowledge and practice of breast self-examination among medical students and to determine possible factors associated with this practice. Method: the authors used a questionnaire to gather information about the students and their knowledge of this self-examination. This questionnaire also allowed the authors to

  5. The Relationship Between Teachers' Self-efficacy Perception of Application-Based Educational Technology and Material Development Skills and Their Students' Level Certifying Exam Scores

    Directory of Open Access Journals (Sweden)

    İlhan Varank

    2013-12-01

    Full Text Available The purpose of the study is to investigate the relationship between 6th., 7th., and 8th grade Turkish, math, science and technology, social sciences and foreign language teachers' self-efficacy perception of application-based educational technology and material development skills and their students' Level Certifying Exam scores. A total of 256 Turkish, math, science and technology, social sciences and foreign language teachers and their students from 48 elementary schools located in a city and one of its close districts in Inner Aegean area participated in the study. The significance levels of the models established to explain students' Level Certifying Exam performance show differences from subject to subject and from grade to grade. Similar results were found for the significance levels of the variables used in the models

  6. Disorders of Sex Development: Pediatric Psychology and the Genital Exam.

    Science.gov (United States)

    Tishelman, Amy C; Shumer, Daniel E; Nahata, Leena

    2017-06-01

    To provide suggestions for clinical care of youth with disorders of sex development (DSD) and their families, by drawing on preexisting pediatric psychology literature with a particular focus on child sexual abuse (CSA) genital exams. Relevant peer-reviewed papers published since 1990 in the CSA literature were systematically reviewed, as well as an illustrative sample of general pediatric psychology papers. Empirical research from the CSA literature provided information on prevalence of distress and the impact of provider behavior, the importance of preparation, and proposed interventions. Expert recommendations from CSA literature and general findings gleaned from pediatric psychology also address these issues. Psychological findings in the CSA pediatric population suggest that fears and anxieties are not universal and can be linked to a number of variables. Based on this review, we make a number of recommendations for potential interventions for youth with DSD and their families, emphasizing the need for further clinical research.

  7. Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

    Science.gov (United States)

    Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

    2017-01-01

    George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.

  8. The University Entrance Exam that Diversified and the Problem

    Science.gov (United States)

    Kondo, Osamu

    The percentage of students who go on to universities or junior colleges is over fifty percent which is more than half of high school students. However the nation's birthrate is in decline and the total number of university-age children shows a declining tendency. Hence we cannot expect an increase in the number of applicants in the future. On the other hand, the number of universities has been increasing year by year. The competition among universities to survive is very fierce. The diversification of entrance examination is a symbol of this competition. By diversifying entrance exams, universities aimed at the quality of excellent students in the beginning. However, they have changed their direction to pursue the quantity of students. As of Today the entrance examination is losing its original starting function which means most or all applicants can enter universities. It is time all of the universities return to its starting line.

  9. An integrator final exam at the end of the engineering degrees to evaluate the acquired competences

    Science.gov (United States)

    Perdigones, A.; Sánchez, E.; Valiño, V.; Tarquis, A. M.

    2010-05-01

    In the last decade strong changes in the design of university degrees have occurred in Spain, affecting real competences acquired by graduates. The new degrees often provide students greater freedom in shaping their curriculum which results in many cases in a problem for their training. In engineering degrees of Spain, the final project, that allows to know the integrated skills of the students in engineering subjects, is not compulsory anymore; it can be substituted for other specific types of work that often do not involve skills valued by the companies of the industrial sector. This situation may create doubts about the real competences of the graduates. In the present study, a final exam (voluntary) has been carried out during three years to assess competences in engineering students in the last course of the degree in agricultural engineering (diploma of five years) and agricultural technical engineering (diploma of three years) at the Polytechnic University of Madrid (Spain). They took part 132 students in the years 2006, 2007 and 2008. The exam had a common format, with three parts assessing skills in construction, machinery and electrical installations. The results showed the evolution in the training of students, and the relationship between skills acquired and late differences in the learning process. The most important conclusions were that the attainment levels was lower than expected, but generally consistent with the training received by each group of students. In particular, the low number of hours of subjects in electrical installations in certain groups of students was evident when evaluating the skills acquired. The results indicated that they aim to increase the number of hours in certain subjects and groups of students, if a graduate is to get qualified. The authors recommend an examination similar to the raised, integrator type, in all programs that do not have any overall final assessment in order to conduct a quality control of graduates

  10. Question-writing as a learning tool for students--outcomes from curricular exams.

    Science.gov (United States)

    Jobs, Alexander; Twesten, Christoph; Göbel, Anna; Bonnemeier, Hendrik; Lehnert, Hendrik; Weitz, Gunther

    2013-06-21

    Writing exam questions can be a valuable learning tool. We asked students to construct multiple choice questions for curricular exams in Internal Medicine. The questions for the particular exams were chosen from a pool of at least 300 student-written questions. The uncorrected pool was accessible to all students. We studied the influence of this approach on the students' learning habits and their test results. We hypothesized that creating a pool of their own questions for the exams could encourage students to discuss the learning material. All students had to pass 4 exams in 7 fields of Internal Medicine. Three exams were comprised of 20 questions, and we applied the new method in one of these exams. The fourth exam was comprised of 30 questions, 15 of which were chosen from a students' pool. After all exams had been completed we asked the students to fill in a web-based questionnaire on their learning habits and their views on the new approach. The test-results were compared to the results of the lecturers' questions that defined high and low performing students. A total of 102 students completed all four exams in a row, 68 of whom filled in the questionnaire. Low performing students achieved significantly better results in the students' questions. There was no difference in the number of constructed questions between both groups of students. The new method did not promote group work significantly. However, high performing students stated a stronger wish to be rewarded by good performance. Creating a curricular exam by choosing questions from a pool constructed by students did not influence the learning habits significantly and favored low performing students. Since the high performing students sought to be rewarded for their efforts, we do not consider the approach applied in our study to be appropriate.

  11. Correlation of the NBME advanced clinical examination in EM and the national EM M4 exams.

    Science.gov (United States)

    Hiller, Katherine; Miller, Emily S; Lawson, Luan; Wald, David; Beeson, Michael; Heitz, Corey; Morrissey, Thomas; House, Joseph; Poznanski, Stacey

    2015-01-01

    Since 2011 two online, validated exams for fourth-year emergency medicine (EM) students have been available (National EM M4 Exams). In 2013 the National Board of Medical Examiners offered the Advanced Clinical Examination in Emergency Medicine (EM-ACE). All of these exams are now in widespread use; however, there are no data on how they correlate. This study evaluated the correlation between the EM-ACE exam and the National EM M4 Exams. From May 2013 to April 2014 the EM-ACE and one version of the EM M4 exam were administered sequentially to fourth-year EM students at five U.S. medical schools. Data collected included institution, gross and scaled scores and version of the EM M4 exam. We performed Pearson's correlation and random effects linear regression. 305 students took the EM-ACE and versions 1 (V1) or 2 (V2) of the EM M4 exams (281 and 24, respectively) [corrected].The mean percent correct for the exams were as follows: EM-ACE 74.9 (SD-9.82), V1 83.0 (SD-6.39), V2 78.5 (SD-7.70) [corrected]. Pearson's correlation coefficient for the V1/EM-ACE was 0.53 (0.43 scaled) and for the V2/EM-ACE was 0.58 (0.41 scaled) [corrected]. The coefficient of determination for V1/ EM-ACE was 0.73 and for V2/EM-ACE 0.71 (0.65 and .49 for scaled scores) [ERRATUM]. The R-squared values were 0.28 and 0.30 (0.18 and 0.13 scaled), respectively [corrected]. There was significant cluster effect by institution. There was moderate positive correlation of student scores on the EM-ACE exam and the National EM M4 Exams.

  12. FormScanner: Open-Source Solution for Grading Multiple-Choice Exams

    Science.gov (United States)

    Young, Chadwick; Lo, Glenn; Young, Kaisa; Borsetta, Alberto

    2016-01-01

    The multiple-choice exam remains a staple for many introductory physics courses. In the past, people have graded these by hand or even flaming needles. Today, one usually grades the exams with a form scanner that utilizes optical mark recognition (OMR). Several companies provide these scanners and particular forms, such as the eponymous…

  13. Check your English vocabulary for FCE + all you need to pass your exams

    CERN Document Server

    Wyatt, Rawdon

    2009-01-01

    This workbook is designed to help students studying for the FCE (First Certificate Examination). This University of Cambridge exam is taken by over 250,000 people worldwide every year and is one of the most popular English Language Teaching (ELT) exams.

  14. Exam anxiety induces significant blood pressure and heart rate increase in college students.

    Science.gov (United States)

    Zhang, Zhihong; Su, Hai; Peng, Qiang; Yang, Qing; Cheng, Xiaoshu

    2011-01-01

    To investigate the relationship between the anxiety and blood pressure (BP) and heart rate (HR) increase in peri-exam period. Sixty-four college students(20.0 ± 0.1 year old) were included in this study. The BP and HR were measured in the morning and in the evening for 3 days during the prereview (ba), review, and exam periods. The BP and HR increase amplitudes (HRIA) of review and exam periods were from the difference of corresponding values and basic values, and the BPIA/baBP and HRIA/baHR were calculated. All of the students completed the Self-Rating Anxiety score (SAS) questionnaire the first day of the exam period. Scores over 50 points were used as the standard for anxiety. From the prereview to exam periods, the BP and HR increased gradually. The exam SBPIA (4.3 ± 1.3 vs. 0.3 ± 0.5 mmHg, P anxiety group than in the no-anxiety group. The SBPIA/DBPIA and HRIA showed a similar profile also(9.7 ± 2.1 vs. 1.9 ± 0.9 bpm, P anxiety score; meanwhile, their exam BPIAs and HRIAs were significantly higher than their corresponding group. The BP and HR increase in the review and exam period, anxiety is an important factor of BP and HR increase.

  15. Scholars Probe Diverse Effects of Exit Exams: State Graduation Tests Found to Hit Certain Groups Harder

    Science.gov (United States)

    Viadero, Debra

    2009-01-01

    A study released last week suggesting that California's high school exit exams are affecting some student demographic groups more than others is the latest in a small spate of studies pointing to trade-offs from policies that require high school students to pass state tests to graduate. Twenty-six states have exit exams in place or will by 2012,…

  16. A Comparison of Online vs. Proctored Final Exams in Online Classes

    Science.gov (United States)

    Mozes-Carmel, Abraham; Gold, Stuart S.

    2009-01-01

    This study examined the question of the relationship between the modality used to administer a final exam and the student outcomes achieved on the final exam in online university courses. This question directly addressed the issues of 1) the ongoing and dynamic growth of online university offerings and 2) the need for online universities to employ…

  17. Providing the Answers Does Not Improve Performance on a College Final Exam

    Science.gov (United States)

    Glass, Arnold Lewis; Sinha, Neha

    2013-01-01

    In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students'…

  18. Prolonged reduction of salivary immunoglobulin A (sIgA) after a major academic exam.

    Science.gov (United States)

    Deinzer, R; Kleineidam, C; Stiller-Winkler, R; Idel, H; Bachg, D

    2000-09-01

    In a previous study we observed a continuous reduction of salivary IgA concentration ([sIgA]) during a period of academic stress. This reduction of sIgA concentration exceeded the stress period by at least 1 week. The present study aimed to replicate and extend our previous finding. In particular, we wanted to examine the time of recovery of [sIgA] alterations associated with academic stress. Twenty-seven participants in a major medical exam and 27 controls not participating in any exam during the study provided daily saliva samples (immediately after awakening), from the 6th day prior to their last exam until the 14th day afterwards, for analysis of salivary IgA. Data were averaged for the last weeks of exams and the first and second week after exams, respectively. A prolonged reduction of sIgA in exam students as compared to controls was observed. Fourteen days post-stress sIgA concentrations of exam students were still significantly lower than control levels (P=0.004). No recovery was observable. At the same time exam students and controls did not differ in terms of self-reported stress and recovery. Psychological and immunological stress effects may be dissociated, the latter considerably exceeding the stress period. A closer look at the temporal dynamics of stress-induced immune alterations might increase our understanding of psychoimmuno relationships.

  19. Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction

    Science.gov (United States)

    Nummer, Brian A.; Guy, Stanley M.; Bentley, Joanne P. H.

    2010-01-01

    Food Safety Manager's Certification is offered through a state-local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access…

  20. The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map I: General Chemistry

    Science.gov (United States)

    Holme, Thomas; Murphy, Kristen

    2012-01-01

    To provide tools for programmatic assessment related to the use of ACS Exams in undergraduate chemistry courses, the ACS Exams Institute has built a content map that applies to the entire undergraduate curriculum. At the top two levels, the grain size of the content classification is large and spans the entire undergraduate curriculum. At the…

  1. Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam

    Science.gov (United States)

    Khoshaim, Heba Bakr; Rashid, Saima

    2016-01-01

    Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…

  2. The Challenges of Using the WebCAPE Placement Exam in an Advanced Spanish Grammar Class

    Science.gov (United States)

    Turner, Robert L., III

    2017-01-01

    This study attempts to ascertain if the WebCAPE placement exam can be used to measure improvement in an upper division grammar course. The WebCAPE online placement exam is a widely used instrument designed to help university language programs place students into the basic language course best corresponding to their proficiency level. This is done…

  3. Research and Teaching: Correcting Missed Exam Questions as a Learning Tool in a Physiology Course

    Science.gov (United States)

    Rozell, Timothy G.; Johnson, Jessica; Sexten, Andrea; Rhodes, Ashley E.

    2017-01-01

    Students in a junior- and senior-level Anatomy and Physiology course have the opportunity to correct missed exam questions ("regrade") and earn up to half of the original points missed. The three objectives of this study were to determine if: (a) performance on the regrade assignment was correlated with scores on subsequent exams, (b)…

  4. Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention

    Science.gov (United States)

    Soicher, Raechel N.; Gurung, Regan A. R.

    2017-01-01

    Previous research has indicated that an intervention called "exam wrappers" can improve students' metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students' metacognition and academic performance when used in only one course per academic term. A…

  5. Two-Stage Exams Improve Student Learning in an Introductory Geology Course: Logistics, Attendance, and Grades

    Science.gov (United States)

    Knierim, Katherine; Turner, Henry; Davis, Ralph K.

    2015-01-01

    Two-stage exams--where students complete part one of an exam closed book and independently and part two is completed open book and independently (two-stage independent, or TS-I) or collaboratively (two-stage collaborative, or TS-C)--provide a means to include collaborative learning in summative assessments. Collaborative learning has been shown to…

  6. Levels of Music Performance Anxiety and Test Anxiety of Turkish Prospective Music Teachers in Piano Exams

    Science.gov (United States)

    Guven, Elif

    2017-01-01

    The purpose of this study was to determine the anxiety of prospective music teachers (N = 129) during piano exams and to examine the effects of peer and self-assessments on anxiety and exam achievement of individuals with high performance and test anxiety (n = 5). Female students were more anxious compared to males, students of the fourth class…

  7. Effects of Online Testing on Student Exam Performance and Test Anxiety

    Science.gov (United States)

    Stowell, Jeffrey R.; Bennett, Dan

    2010-01-01

    Increased use of course management software to administer course exams online for face-to-face classes raises the question of how well test anxiety and other emotions generalize from the classroom to an online setting. We hypothesized that administering regular course exams in an online format would reduce test anxiety experienced at the time of…

  8. Factors Affecting Success in the Professional Entry Exam for Accountants in Brazil

    Science.gov (United States)

    Lima Rodrigues, Lúcia; Pinho, Carlos; Bugarim, Maria Clara; Craig, Russell; Machado, Diego

    2018-01-01

    This paper explores factors that have affected the success of candidates in the professional entry exam conducted by Brazil's Federal Council of Accounting. We analyse results of 18,948 candidates who sat for the exam in 2012, using a logistic regression model and the key indicators used by government to monitor the performance of higher education…

  9. The Impact of Assessment Policy on Learning: Replacement Exams or Grade Dropping

    Science.gov (United States)

    MacDermott, Raymond J.

    2013-01-01

    Instructors often debate the merits of alternate grading policies such as dropping the lowest exam or offering an additional exam to replace the lowest score. To date, there has been little research conducted on the impact of these policies on performance. In this study, the author investigates student performance in intermediate macroeconomics…

  10. Like Climbing Jacob's Ladder: An Art-Based Exploration of the Comprehensive Exam Process

    Science.gov (United States)

    Shields, Sara Scott

    2015-01-01

    The comprehensive exam process is a rite of passage in the scholarly world, and as such the movements of this process often feel like a guarded secret to graduate students. As a PhD candidate, I left the comprehensive exam process feeling both initiated and inundated. This article is an attempt to uncover the secret that is the comprehensive exam…

  11. Cheating on Multiple-Choice Exams: Monitoring, Assessment, and an Optional Assignment

    Science.gov (United States)

    Nath, Leda; Lovaglia, Michael

    2009-01-01

    Academic dishonesty is unethical. Exam cheating is viewed as more serious than most other forms (Pincus and Schmelkin 2003). The authors review the general cheating problem, introduce a program to conservatively identify likely cheaters on multiple-choice exams, and offer a procedure for handling likely cheaters. Feedback from students who confess…

  12. Additional Support for the Information Systems Analyst Exam as a Valid Program Assessment Tool

    Science.gov (United States)

    Carpenter, Donald A.; Snyder, Johnny; Slauson, Gayla Jo; Bridge, Morgan K.

    2011-01-01

    This paper presents a statistical analysis to support the notion that the Information Systems Analyst (ISA) exam can be used as a program assessment tool in addition to measuring student performance. It compares ISA exam scores earned by students in one particular Computer Information Systems program with scores earned by the same students on the…

  13. CCNA Cisco Certified Network Associate Study Guide: Exam 640-801

    CERN Document Server

    Lammle, Todd

    2006-01-01

    Here's the book you need to prepare for Cisco's revised CCNA exam, 640-801. This new edition of the best-selling CCNA Study Guide provides in-depth coverage of every CCNA exam objective, practical information on Cisco internetworking solutions and hundreds of challenging review questions.

  14. Does Eating Breakfast Affect the Performance of College Students on Biology Exams?

    Science.gov (United States)

    Phillips, Gregory W.

    2005-01-01

    This study examined the breakfast eating habits of 1,259 college students over an eleven year period to determine if eating breakfast had an impact upon their grade on a General Biology exam. The study determined that there was a significant difference in the performance on the exam with a higher percent of the participants, who had eaten…

  15. A Study of the Technological, Instructional, and Motivational Factors Affecting PHR Certification Exam Outcomes

    Science.gov (United States)

    Bonner, David M.

    2012-01-01

    Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set…

  16. Utilizing the American Board of Surgery in-training exam in a ...

    African Journals Online (AJOL)

    Utilizing the American Board of Surgery in-training exam in a Rwandan surgical residency program: Alignment of exam topics with the University of Rwanda general surgery curriculum. ... Of this, 76% of medical knowledge and 71% of patient care content was covered in UR curriculum. 41% of operations and procedures ...

  17. Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

    Science.gov (United States)

    Lin, Tin-Chun

    2014-01-01

    A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

  18. The impact of exams anxiety on the level of triglycerides in university female students.

    Science.gov (United States)

    Maimanee, Tahia A

    2010-04-01

    Anxiety affects the level of blood fats such as the triglycerides according to several studies conducted in various conditions causing anxiety as exam for the university students. The health experts suggested that the anxiety works to stimulate the autonomic nervous system which in turn leads to the appearance of a group of physiologic symptoms. The current study showed the changes happened in the triglycerides' levels in the female university students before and after exams at the intermediate anxiety level compared to other high and low levels of anxiety. In addition, there was a difference in triglycerides' levels in female students of college of Science before and after exam. This difference did not appear in case of other colleges. The exam type had an impact as the significant difference appeared in the triglycerides' levels during the periodical tests and these differences did not appear in the final exam.

  19. A Discourse Of Doctoral Qualifying Exam: A Self Observation And Reflection

    Directory of Open Access Journals (Sweden)

    Yazid Basthomi

    2016-02-01

    Full Text Available This study, concern itself with a discourse of doctoral qualifying exam, an underresearched area of doctoral studies in the Indonesian context, concerns itself with a discourse of doctoral qualifying exam. The data for this study were drawn from naturalistic observations taking place during the doctoral ventures of the present researcher. Another methodological characteristic of the present study is the employment of selective self-reflections on the personal narratives of the researcher. The researcher attended some ten doctoral qualifying exams at one graduate school of one of Indonesian universities. The study arrived at two conspicuous features characterizing doctoral qualifying exams. Results of some comparative observations taking place in Thailand, Australia, and the United Sates are also presented to help clarify the characterization of the doctoral qualifying exams in the Indonesian university. Some recommendations for future research concerning doctoral studies will conclude the article

  20. A Multidiscipline Study of Education Program Accreditation Type and Certification Exam Performance.

    Science.gov (United States)

    Babcock, Ben

    2016-11-01

    To examine the relationship between radiologic technologists' performance on 3 medical certification exams and the type of accredited education program they attended. Data came from 3 certification exam programs administered by the American Registry of Radiologic Technologists (ARRT). The author used simple means and mixed-effect models to analyze 13 years of data. The difference in performance between programs with and without programmatic accreditation, as modeled with linear mixed-effect models, amounted to approximately 2 exam questions out of 200 for radiography, no difference for nuclear medicine technology, and approximately 4 questions out of 200 for radiation therapy. Exam performance differences among the accreditation types were not large, if they indeed existed, for ARRT certification exam data. © 2016 American Society of Radiologic Technologists.

  1. Lack of Association between Blood Pressure Management by Anesthesia Residents and Competence Committee Evaluations or In-training Exam Performance: A Cohort Analysis.

    Science.gov (United States)

    Sessler, Daniel I; Makarova, Natalya; Riveros-Perez, Ricardo; Brown, David L; Kimatian, Stephen

    2016-02-01

    Prompt treatment of severe blood pressure instability requires both cognitive and technical skill. The ability to anticipate and respond to episodes of hemodynamic instability should improve with training. The authors tested the hypothesis that the duration of severe hypotension during anesthesia administered by residents correlates with concurrent adjusted overall performance evaluations by the Clinical Competence Committee and subsequent in-training exam scores. The authors obtained data on 70 first- and second-year anesthesia residents at the Cleveland Clinic. Analysis was restricted to adults having noncardiac surgery with general anesthesia. Outcome variables were in-training exam scores and subjective evaluations of resident performance ranked in quintiles. The primary predictor was cumulative systolic arterial pressure less than 70 mmHg. Secondary predictors were administration of vasopressors, frequency of hypotension, average duration of hypotensive episodes, and blood pressure variability. The primary statistical approach was mixed-effects modeling, adjusted for potential confounders. The authors considered 15,216 anesthesia care episodes. A total of 1,807 hypotensive episodes were observed, lasting an average of 32 ± 20 min (SD) per 100 h of anesthesia, with 68% being followed by vasopressor administration. The duration of severe hypotension (systolic pressure less than 70 mmHg) was associated with neither Competence Committee evaluations nor in-training exam scores. There was also no association between secondary blood pressure predictors and either Competence Committee evaluations or in-training exam results. There was no association between any of the five blood pressure management characteristics and either in-training exam scores or clinical competence evaluations. However, it remains possible that the measures of physiologic control, as assessed from electronic anesthesia records, evaluate useful but different aspects of anesthesiologist

  2. Work pressure and the type A behavior pattern exam stress in male medical students.

    Science.gov (United States)

    Lovallo, W R; Pincomb, G A; Edwards, G L; Brackett, D J; Wilson, M F

    1986-01-01

    The psychologic and physiologic effects of variations in occupational stress on Type A (coronary-prone) and Type B men have not previously been examined. Accordingly, 58 male medical students in two successive first-year classes (32 As, 26 Bs defined by interview) were tested for mood states, perception of work pressure, and for pituitary-adrenal and cardiovascular function during a period of minimal work pressure (no exams for 1 week) and during maximal work pressure (final exam week). All observations were made at the beginning of the school day, while the students were studying course material in the building where classes were held and study modules were located. Perceived stress and self-ratings of dysphoric moods increased significantly (ps less than 0.0005) for both groups during exams compared to no exams. Plasma cortisol concentrations increased significantly (+20%) from no exams to exams for both As and Bs. Heart rate increased significantly to exams (+8%) and did so slightly more for As (+9%) than for Bs (+7%), with As showing significantly higher rates in the work setting at both times. Systolic blood pressure increased nonsignificantly for both groups. The effect of the higher heart rate and the slight systolic blood pressure rise produced a significantly greater rate-pressure product for As than for Bs at both exams and no exams (p less than 0.005), with As showing a larger rise to exams than did Bs (+11% vs. +8%). Results indicate that the As had a higher level of tonic cardiovascular activation in the work place than the Bs, and that this was additive with the effects of increased work pressure.

  3. An evaluation of the core physical exam in patients with minor peripheral chief complaints.

    Science.gov (United States)

    Rodriguez, R M; Phelps, M A

    2007-12-01

    We sought to determine (1) how often and why emergency medicine resident physicians perform core physical exams in patients with minor peripheral chief complaints (MCCs); and (2) the clinical impact this practice. This prospective observational study was conducted at an urban emergency department with a 4 year emergency medicine residency. Charts of all emergency department patients presenting with MCCs in June-September 2003 were reviewed by blinded assistants for documentation of (1) core physical exams; (2) abnormal core physical exam findings; and (3) additional work up, treatment or follow up related to abnormal core physical exam findings. In May-June 2004 all emergency medicine residents were asked how often they perform core physical exams on emergency department patients with MCCs and their motivating factors for this practice. 297 patients met MCC inclusion/exclusion criteria. Among the 591 total cardiac, lung and abdominal exams performed, 8 (1.4%, 95% confidence interval (CI) 0.7% to 2.7%) were abnormal and only 1 (0.1%, 95% CI 0% to 0.1%) finding led to further testing (ECG); none prompted change in treatment or follow up. All 46 eligible emergency medicine residents were evaluated; 72% (33) performed core physical exams in half or more patients with MCCs. Their primary reasons were to screen the underserved emergency department population, the belief that such exams are standard of care, and establishment of physician-patient rapport. Because they want to screen an underserved population, establish rapport, and meet what they believe is a standard of care, most emergency medicine residents performed core exams on patients with MCCs. Abnormal core physical exam findings are unusual and rarely lead to further testing or change in management.

  4. [Admission to residence training in Portugal: analysis of the National Exam results between 2006 and 2011].

    Science.gov (United States)

    Pavão Martins, Isabel

    2013-01-01

    In Portugal, new medical graduates undertake every year the Exame Nacional de Seriação, to be ranked for the available postgraduate residency posts within the National Health Service. Exame Nacional de Seriação is a multiple choice questions test on internal medicine. This study analyses the Exame Nacional de Seriação results between 2006 and 2011, to identify the variables that predict its score. Academic (graduating University, final classification) and biographic data (gender, nationality) of 8956 candidates were analyzed and related to the Exame Nacional de Seriação' score. A linear regression analysis was performed to determine the predictors of that score. There were significant differences in the proportion of candidates coming from each National Medical School attending the Exame Nacional de Seriação, and minor but significant discrepancies in their classification. The percentage of international medical graduates increased to 15% in the last two years. Candidates' gender, nationality (Portuguese or other), year of exam, graduating medical school and final graduating classification had a significant relation with ENS score, explaining 39% of Exame Nacional de Seriação' variance. Final graduating classification was the single most predictive variable, which correlation with Exame Nacional de Seriação' score varied between .679 and .586 across Portuguese Medical Schools, but was weak among candidates graduated abroad. Pregraduate training (Final Graduating Classification and Medical School) is related to Exame Nacional de Seriação' score, particularly among national graduates. This data might be relevant to understand the impact of the changes on Exame Nacional de Seriação about to be implemented.

  5. Temporal structure of first-year courses and success at course exams: comparison of traditional continual and block delivery of anatomy and chemistry courses.

    LENUS (Irish Health Repository)

    Salopek, Daniela

    2012-01-31

    AIM: To evaluate students\\' academic success at delivered in a traditional continual course, spread over the two semesters, or in alternating course blocks. METHOD: We analyzed the data on exam grades for Anatomy and Chemistry courses in the first year of the curriculum for academic year 2001\\/02, with the traditional continual delivery of the courses (n=253 for chemistry and n=243 for anatomy), and academic year 2003\\/04, with block delivery of the courses (n=255 for Chemistry and n=260 for Anatomy). Grades from the final examination were analyzed only for students who sat the exam at the first available exam term and passed the course. For the Anatomy block course, grades at 2 interim written tests and 2 parts of the final exam (practical stage exam and oral exam) in each block were analyzed for students who passed all interim tests and the final exam. RESULTS: There were no differences between two types of course delivery in the number of students passing the final examination at first attempt. There was a decrease in passing percentage for the two Anatomy block course student groups in 2003\\/04 (56% passing students in block 1 vs 40% in block 2, P=0.014). There was an increase in the average grades from 2001\\/02 to 2003\\/04 academic year due to an increase in Chemistry grades (F1,399=18.4, P<0.001, 2 x 2 ANOVA). There was no effect of the sequence of their delivery (F1,206=1.8, P=0.182, 2 x 2 ANOVA). There was also a significant difference in grades on interim assessments of Anatomy when it was delivered in the block format (F3,85=28.8, P<0.001, between-within subjects 2 x 4 ANOVA). CONCLUSIONS: The type of course delivery was not associated with significant differences in student academic success in Anatomy and Chemistry courses in the medical curriculum. Students can successfully pass these courses when they are delivered either in a continual, whole year format or in a condensed time format of a course block, regardless of the number and type of

  6. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools.

    Science.gov (United States)

    Wright, William S; Baston, Kirk

    2017-01-01

    The National Board of Medical Examiners® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME®) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated "yes" or "no" to the initial question "Does your institution administer the NBME CBSE prior to the USMLE Step 1?". A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools.

  7. The new AP Physics exams: Integrating qualitative and quantitative reasoning

    Science.gov (United States)

    Elby, Andrew

    2015-04-01

    When physics instructors and education researchers emphasize the importance of integrating qualitative and quantitative reasoning in problem solving, they usually mean using those types of reasoning serially and separately: first students should analyze the physical situation qualitatively/conceptually to figure out the relevant equations, then they should process those equations quantitatively to generate a solution, and finally they should use qualitative reasoning to check that answer for plausibility (Heller, Keith, & Anderson, 1992). The new AP Physics 1 and 2 exams will, of course, reward this approach to problem solving. But one kind of free response question will demand and reward a further integration of qualitative and quantitative reasoning, namely mathematical modeling and sense-making--inventing new equations to capture a physical situation and focusing on proportionalities, inverse proportionalities, and other functional relations to infer what the equation ``says'' about the physical world. In this talk, I discuss examples of these qualitative-quantitative translation questions, highlighting how they differ from both standard quantitative and standard qualitative questions. I then discuss the kinds of modeling activities that can help AP and college students develop these skills and habits of mind.

  8. Predicting early academic success: HESI Admissions Assessment Exam.

    Science.gov (United States)

    Knauss, Parry J; Willson, Pamela

    2013-01-01

    Student retention is a major challenge for undergraduate nursing programs, with the highest attrition occurring in the first year of the nursing curriculum. Admission criteria have been studied extensively but usually as related to end-of-program outcomes such as National Council Licensure Examination for Registered Nurses success. The purpose of this study was to examine the relationship between HESI Admission Assessment (A(2)) scores and academic performance in the 2 first-semester nursing courses of an associate degree program, Nursing-1 and Nursing-2. Findings indicated that the composite A(2) scores were strongly correlated with both Nursing-1 and Nursing-2 final course grades. Of the scores on the 4 component A(2) exams completed by the sample students (basic math skills, reading comprehension, vocabulary/general knowledge, and grammar), vocabulary/general knowledge scores had the strongest relationship to final course grades in both nursing courses. The authors concluded that A(2) scores facilitated evidence-based admission decisions. Copyright © 2013 Elsevier Inc. All rights reserved.

  9. Test anxiety: state, trait and relationship with exam satisfaction.

    Science.gov (United States)

    Ping, Loh Tze; Subramaniam, Kavitha; Krishnaswamy, Saroja

    2008-04-01

    Test anxiety is defined as the reaction to stimuli that is associated with an individual's experience of testing or evaluating situations. This study aims to examine the fluctuation pattern of anxiety symptoms during a clinical examination and its relationship with underlying anxiety traits. Fourth year medical students of Penang Medical College undertaking the Ophthalmology clinical examination participated in this study. First phase of the survey, on anxiety symptoms was conducted immediately after the Ophthalmology clinical examination while the second phase, on pre-existing anxiety traits was conducted six weeks later with the aid of STAI instrument. Responses for both stages were combined and analyzed. Sixty-three of 122 students responded to both phases of the study, giving a response rate of 52%. All symptoms except trembling peaked 10 minutes before the exam begun showing a downward progression with no resurgence thereafter. Students with pre-existing anxiety traits had high anxiety scores 10 minutes into the examination and while with the examiners. Anticipatory anxiety is a source of concern and can effect performance and appropriate steps should be taken to help the students with this. A few other studies should be done to conclude.

  10. How tandem gait stumbled into the neurological exam: a review.

    Science.gov (United States)

    Margolesky, Jason; Singer, Carlos

    2017-09-11

    Tandem gait testing is an integral part of the neurological exam. It is informative in a wide variety of disorders ranging from cerebellar disease to vestibular and peripheral neuropathies, parkinsonism, and other neurodegenerative conditions. We discuss the history and development of tandem gait testing as well as its technique, utility, and limitations in the assessment of neurological conditions. Tandem gait has emerged as a tool in the assessment of cerebellar disease, Huntington disease, idiopathic Parkinson's disease, atypical parkinsonism, peripheral neuropathies, and vestibulopathies. Its origin can be deduced from experimental observation and clinical experience as far back as the early nineteenth century. Despite the long history and ubiquitous performance of tandem gait testing, there is no standardized, guideline-based protocol to model for more homogenous research and clinical practices. Such a protocol should be developed using historical texts and manuscripts as well as the consensus of the medical research community. With standard protocols, further studies could define the sensitivity of abnormal tandem gait testing in cerebellar disorders, more diffuse neurodegeneration, and peripheral pathologies. Tandem gait can be a useful marker of dysfunction in neurologic conditions whose pathologies extend beyond the vermis or vestibulocerebellar module to include interconnected networks throughout the nervous system.

  11. [The role of ultrasonography exam in orbital-ocular tumors].

    Science.gov (United States)

    Ciocâlteu, Alina Mihaela; Ardeleanu, S; Checheriţă, I A

    2011-01-01

    Ophthalmology is one of the specialties that have particularly benefited from the contribution of ultrasonography exam as a method of investigation. Ultrasonography is very much essential for diagnostic to complement other clinical and laboratory investigations, providing images in real time. The basic principle of diagnostic ultrasound is to study and to interpret the changes they undergo when crossing ultrasonic waves diverse biological properties different sound, and such injuries can be traced in the dynamics or can be documented on photographic paper and thus can diagnose correct certain eye diseases. The indications for performing ultrasound consist in: measurement of distances and volumes, examine difficult or inaccessible case of opaque media; ophthalmoscopic view of a mass lesion, examine the orbit or optic nerve. The advantages of ultrasound for orbital-ocular tumors are represented by the fact that ultrasound is a noninvasive method, safe, well tolerated, less expensive that the advantage of determining the position and distance from structures ocular tumor. High frequency ultrasound provides excellent resolution of 0-1 to 0.01 mm, and serial scans allow tracking progress and measuring lesion diameters tumor while allowing monitoring and evaluation of stereotactic radiation treatments applied to small tumors. In conclusion ultrasound allows not only early diagnosis of eye tumors, but accurate assessment of the proposed therapy and of the evolution of detected mass lesions or tumors.

  12. Stress and Performance: Effects of Subjective Work Load and Time Urgency.

    Science.gov (United States)

    Friend, Kenneth E.

    1982-01-01

    Measured subjective work load, time urgency, and other stress/motivation variables for management personnel taking a demanding problem-solving exam. Data suggest increases in psychological stresses like subjectively high work load and time urgency uniformly impair performance across the whole range of these variables. (Author)

  13. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    Science.gov (United States)

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not see the need to modify their study strategies for critical thinking, because the MC exam format has not changed. To test the effect of exam format, I used two sections of an introductory biology class. One section was assessed with exams in the traditional MC format, the other section was assessed with both MC and constructed-response (CR) questions. The mixed exam format was correlated with significantly more cognitively active study behaviors and a significantly better performance on the cumulative final exam (after accounting for grade point average and gender). There was also less gender-bias in the CR answers. This suggests that the MC-only exam format indeed hinders critical thinking in introductory science classes. Introducing CR questions encouraged students to learn more and to be better critical thinkers and reduced gender bias. However, student resistance increased as students adjusted their perceptions of their own critical-thinking abilities. PMID:22949426

  14. Correlation Between Students' Dental Admission Test Scores and Performance on a Dental School's Competency Exam.

    Science.gov (United States)

    Carroll, Alexander M; Schuster, Gregory M

    2015-11-01

    The aim of this study was to investigate whether there was a statistically significant positive correlation between dental students' Dental Admission Test (DAT) scores, particularly on the Perceptual Ability Test (PAT), and their performance on a dental school's competency exam. Scores from the written and clinical competency exam administered in the fall quarter of the fourth year of the curriculum at Midwestern University College of Dental Medicine-Arizona were compared to DAT scores of all 216 members of the graduating classes of 2012 and 2013. It was hypothesized that students who performed highly on one or more sections of the DAT would perform highly on the competency exam. Backward stepwise regression analyses were used to analyze the data. The results showed that the PAT scores were most strongly correlated with the competency exam scores and were a positive predictor for all three clinical sections of the exam (operative dentistry, periodontics, and endodontics). Positive predictors for the written portion of the exam were total DAT score for patient assessment and treatment planning and the DAT reading comprehension score for prosthodontics; there were no predictors for periodontics. The total variance explained by the results ranged from 4% to 15%. While statistically significant relationships were found between the students' PAT scores and clinical performance, DAT scores explained relatively little variance in the competency exam scores. According to these findings, neither the PAT nor any of the DAT components contributed to predicting these students' clinical performance.

  15. Auricular Acupuncture for Exam Anxiety in Medical Students—A Randomized Crossover Investigation

    Science.gov (United States)

    Klausenitz, Catharina; Hacker, Henriette; Hesse, Thomas; Kohlmann, Thomas; Endlich, Karlhans; Hahnenkamp, Klaus; Usichenko, Taras

    2016-01-01

    Auricular acupuncture (AA) is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p exam (p = 0.018). Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants. PMID:28033320

  16. [Relieving pre-exam anxiety syndrome with wrist-ankle acupuncture: a randomized controlled trial].

    Science.gov (United States)

    Shu, Shi; Li, Tong-ming; Fang, Fan-fu; He, Hou-luo; Zhou, Qing-hui; Gu, Wei; Zhou, Shuang

    2011-06-01

    Pre-exam anxiety syndrome is a common condition occurring in pre-exam students and directly affects their examination performance and physical state. Wrist-ankle acupuncture has significant therapeutic effects in treating mental disorders and may also relieve the symptoms of pre-exam anxiety syndrome. To assess the therapeutic effect of wrist-ankle acupuncture on pre-exam anxiety syndrome. A total of 60 students who met the inclusion criteria of pre-exam anxiety syndrome were enrolled from a university in Shanghai and they were randomly divided into treatment group and control group. There were 30 cases in each group, and no case failed to follow-up. In the treatment group, wrist-ankle acupuncture was adopted to point upper 1 bilaterally (impression between flexor carpi ulnaris tendon and ulnar margin), and there was no requirement for Deqi (arrival of qi). In the control group, sham acupuncture was adopted. The treatment was applied 3 times totally in both groups one week before the exam, once every other day, each time with the needles retained for 30 min. The therapeutic effects were compared between two groups. Before and after 3 treatments, Sarason Test Anxiety Scale (TAS) and Expectation and Treatment Credibility Scale (ETCS) were measured and evaluated. The therapeutic effect experienced by the treatment group was better than that of the control group (Pacupuncture can relieve the symptoms of pre-exam anxiety syndrome significantly, and this therapy is highly safe.

  17. Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation.

    Directory of Open Access Journals (Sweden)

    Catharina Klausenitz

    Full Text Available Auricular acupuncture (AA is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p < 0.003. AA was better at reducing anxiety than placebo in the evening before the exam (p = 0.018. Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.

  18. Auricular Acupuncture for Exam Anxiety in Medical Students-A Randomized Crossover Investigation.

    Science.gov (United States)

    Klausenitz, Catharina; Hacker, Henriette; Hesse, Thomas; Kohlmann, Thomas; Endlich, Karlhans; Hahnenkamp, Klaus; Usichenko, Taras

    2016-01-01

    Auricular acupuncture (AA) is effective in the treatment of preoperative anxiety. The aim was to investigate whether AA can reduce exam anxiety as compared to placebo and no intervention. Forty-four medical students were randomized to receive AA, placebo, or no intervention in a crossover manner and subsequently completed three comparable oral anatomy exams with an interval of 1 month between the exams/interventions. AA was applied using indwelling fixed needles bilaterally at points MA-IC1, MA-TF1, MA-SC, MA-AT1 and MA-TG one day prior to each exam. Placebo needles were used as control. Levels of anxiety were measured using a visual analogue scale before and after each intervention as well as before each exam. Additional measures included the State-Trait-Anxiety Inventory, duration of sleep at night, blood pressure, heart rate and the extent of participant blinding. All included participants finished the study. Anxiety levels were reduced after AA and placebo intervention compared to baseline and the no intervention condition (p anxiety than placebo in the evening before the exam (p = 0.018). Participants were able to distinguish between AA and placebo intervention. Both AA and placebo interventions reduced exam anxiety in medical students. The superiority of AA over placebo may be due to insufficient blinding of participants.

  19. Development of a validated exam to assess physician transfusion medicine knowledge.

    Science.gov (United States)

    Haspel, Richard L; Lin, Yulia; Fisher, Patrick; Ali, Asma; Parks, Eric

    2014-05-01

    There is evidence that physicians lack adequate transfusion medicine knowledge. To design needs-based educational interventions to address this gap, a validated assessment tool is required. Previously published exams have not been created or validated using rigorous psychometric methods. A modified Delphi method was used to achieve consensus regarding the essential knowledge and skills for physicians who transfuse blood products. To ensure content validity, members of an international organization of transfusion medicine experts (Biomedical Excellence for Safer Transfusion [BEST] Collaborative) participated in the exam design process. An exam, based on the most highly rated topics, was created and administered to individuals with a priori expected basic, intermediate, and expert levels of transfusion medicine knowledge. Rasch analysis, a psychometric technique used in high-stakes medical licensure and board testing, was used to determine exam accuracy and precision. Thirty-six topics achieved ratings sufficient to be considered for inclusion in the exam (content validity index > 0.8). A 23-question exam was administered to 49 individuals. Mean scores for individuals with expected basic, intermediate, and expert knowledge were 42, 62, and 82%, respectively (p transfusion medicine knowledge. This exam can be used to determine knowledge deficits and assist in the design of curricula to improve blood product utilization. © 2013 American Association of Blood Banks.

  20. A Very Different Non-Stressful Comprehensive Final Exam that Achieve Our Goals for Student Evaluation and Learning

    Science.gov (United States)

    Bhavsar, Suketu

    2015-08-01

    I will introduce the radical concept of a final exam where the questions are given beforehand, a method I first encountered as a graduate student at Princeton University from an outstanding and well known astrophysicist and exceptional teacher, Lyman Spitzer.Every Instructor aspires for students to master all the material covered. A comprehensive final can assess the breadth and depth of their learning. Students are required to review early material in light of later topics, create connections and integrate understanding, thus retaining knowledge for the long term. Comprehensive finals can therefore be a significant basis for student learning and evaluation, but are especially daunting for non-STEM majors in required GE synthesis STEM classes. The exam format proposed here calmed student fears and encouraged thorough review.Ten days before the exam students received 20-30 challenging, well-crafted, numbered questions that interconnected and spanned the entire range of topics. The key is crafting questions that lead to deeply understanding the subject matter and mastering skills to solve problems. At the final, each student was required to pick a number out of a hat and answer that numbered question in a 5-minute presentation. They also had to critically comment on 10 other presentations of their peers. They are graded equally on both.The exam sets up definite goals for a student. Equally important, it enhances collaborative learning and peer mentoring. The conceptual questions and problems that students are required to answer can be studied together in study groups. The final presentation is theirs and they are not only encouraged but required to be constructively critical of their peer presentations.I will provide examples of some of the conceptual and problem solving questions I used. These were crafted to interconnect and span the entire range of topics. This method requires students to be prepared for all of the multitude of crafted question encouraging

  1. Challenges of OSCE national board exam in Iran from participants’ perspective

    Science.gov (United States)

    Emadzadeh, Ali; Ravanshad, Yalda; Makarem, Abass; Azarfar, Anoush; Ravanshad, Sahar; Aval, Shapour Badiee; Mehrad-Majd, Hassan; Alizadeh, Anahita

    2017-01-01

    Background The national board exam for residents in Iran is held in two parts: Multiple-choice and Objective Structured Clinical Examination (OSCE). The OSCE is a suitable method for evaluation of residents’ clinical qualifications. However, it requires experienced human resources, accurate planning, facilities and reliable evaluation tools. Objective To determine the challenges of the OSCE National Board Exam in Iran. Methods This cross-sectional study was conducted on all the final-year pediatrics and gynecology residents of Mashhad University of Medical Science, who participated in the board exam in September 2014. A questionnaire was designed to evaluate the residents’ opinion on challenges of the OSCE. Data was analyzed with SPSS16. We used U Mann–Whitney test independent t-test, and Pearson correlation coefficient. Results Fourteen pediatrics and eleven gynecology residents participated. In the gynecology group, there was no significant statistical correlation between the individual marks and questionnaire scores. However, in the pediatrics group, there was a significant correlation (p=0.046, r=−0.763). Based on pediatrics residents’ perspective, the main challenge of the OSCE part of the exam was the imbalance and disproportion between the allowed time and the task load in each exam stage. In other words, they believed that the tasks could not be fulfilled in the given time. In the gynecology group, the main challenge reported was the delay in announcing the exam results. In the pediatrics group, the main complaint was the disproportion of the allowed time and the task load in the exam stages. Conclusion Some of the challenges of the board exam were associated with the examiners and the exam environment, and some of them were related to the home university where the candidates had studied. To solve the problems, both aspects should be considered. PMID:28607655

  2. Challenges of OSCE national board exam in Iran from participants' perspective.

    Science.gov (United States)

    Emadzadeh, Ali; Ravanshad, Yalda; Makarem, Abass; Azarfar, Anoush; Ravanshad, Sahar; Aval, Shapour Badiee; Mehrad-Majd, Hassan; Alizadeh, Anahita

    2017-04-01

    The national board exam for residents in Iran is held in two parts: Multiple-choice and Objective Structured Clinical Examination (OSCE). The OSCE is a suitable method for evaluation of residents' clinical qualifications. However, it requires experienced human resources, accurate planning, facilities and reliable evaluation tools. To determine the challenges of the OSCE National Board Exam in Iran. This cross-sectional study was conducted on all the final-year pediatrics and gynecology residents of Mashhad University of Medical Science, who participated in the board exam in September 2014. A questionnaire was designed to evaluate the residents' opinion on challenges of the OSCE. Data was analyzed with SPSS16. We used U Mann-Whitney test independent t-test, and Pearson correlation coefficient. Fourteen pediatrics and eleven gynecology residents participated. In the gynecology group, there was no significant statistical correlation between the individual marks and questionnaire scores. However, in the pediatrics group, there was a significant correlation (p=0.046, r=-0.763). Based on pediatrics residents' perspective, the main challenge of the OSCE part of the exam was the imbalance and disproportion between the allowed time and the task load in each exam stage. In other words, they believed that the tasks could not be fulfilled in the given time. In the gynecology group, the main challenge reported was the delay in announcing the exam results. In the pediatrics group, the main complaint was the disproportion of the allowed time and the task load in the exam stages. Some of the challenges of the board exam were associated with the examiners and the exam environment, and some of them were related to the home university where the candidates had studied. To solve the problems, both aspects should be considered.

  3. Medical Training and the Brain Death Exam: A Single Institution's Experience.

    Science.gov (United States)

    Kashkoush, Ahmed; Weisgerber, Amy; Dharaneeswaran, Kiruba; Agarwal, Nitin; Shutter, Lori

    2017-12-01

    Clinicians may have limited opportunities to perform neurological determination of death (NDD, or brain death) certification during their training. This study aimed to evaluate the level of resident exposure to the brain death exam at a large-volume donor hospital. In March 2014, we adapted a dual-physician model for NDD certification at our institution to improve resident education regarding NDD. To evaluate the incidence of resident exposure, we collected examiner information from all brain death exams conducted between January 2014 and July 2015. Organ procurement, family authorization, and brain death intervals were also collected to evaluate the impact of NDD timeliness on organ donation. A total of 68 patients who met NDD criteria were included in this study. For these patients, 127 brain death exams were performed, 108 (85%) by a critical care attending physician or fellow, 9 (7%) by a neurology resident, and 7 (6%) by a neurosurgery resident. Exposure rates for neurology and neurosurgery residents were approximately 0.22 and 0.20 exams/resident/year, respectively. The median brain death interval between exams was 1.0 hours (interquartile range, 0.0-2.5) hours. Resident involvement, time between exams, and dual exams were all found to be nonsignificant correlates of organ authorization and family refusal. Neurology and neurosurgery residents may be limited in their exposure to the brain death exam during training. High-volume donor hospitals may be able to complete 2 exams for NDD certification in a timely manner without detrimentally influencing organ authorization or family refusal rates. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. Prediction of success in the first-year exam in the study of medicine--a prospective survey.

    Science.gov (United States)

    Haidinger, Gerald; Frischenschlager, Oskar; Mitterauer, Lukas

    2005-12-01

    To identify predictors of students' success in the first-year exam in a new curriculum in the study of medicine in Vienna. We tested 11 topics (including socio-demographic variables, family background, school performance, economic situation, living conditions, social integration and health, learning capacity, study motivation and ability to cope with stress) for their relevance in terms of study success in a prospective study of an unselected student sample. Data were collected from questionnaires filled in by 674 first-year students (50.8% of the total number of 1327 new students) who enrolled in the academic year 2002/03. Comparison of students who passed the first-year exam with students who failed identified four predictors: male sex, German mother tongue, performance in secondary school and learning capacity. The new curriculum exerted subliminal selectivity; the predictive powers of school marks and subjective learning capacity were confirmed; the influence of a student's sex should be investigated further; the influence of mother tongue requires modification of pre-study courses for foreign students.

  5. An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

    Science.gov (United States)

    Khansari, Parto S; Coyne, Leanne

    The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

  6. Will I Do as Well on the Final Exam as I Expect? An Examination of Students' Expectations

    Science.gov (United States)

    Burns, David J.

    2008-01-01

    Immediately prior to an exam, it is common to hear students commenting on whether they anticipate doing as well on the exam as they expect (or, in other words, whether they anticipate performing as well on the exam as the standard at which they believe they should be performing). These anticipations have received little past research attention. In…

  7. CompTIA Security+ Deluxe Study Guide Exam SY0-301

    CERN Document Server

    Dulaney, Emmett

    2011-01-01

    Get a host of extras with this Deluxe version including a Security Administration Simulator!  Prepare for CompTIA's new Security+ exam SY0-301 with this Deluxe Edition of our popular CompTIA Security+ Study Guide, 5th Edition. In addition to the 100% coverage of all exam essentials and study tools you'll find in the regular study guide, the Deluxe Edition gives you over additional hands-on lab exercises and study tools, three additional practice exams, author videos, and the exclusive Security Administration simulator. This book is a CompTIA Recommended product. Provides 100% coverage of all e

  8. CompTIA security+ review guide exam SY0-401

    CERN Document Server

    Stewart , James M

    2014-01-01

    Focused review for the CompTIA Security+ certification exam The CompTIA Security+ certification offers tremendous opportunities for IT professionals. For those who want to take their careers to the next level, CompTIA Security+ Review Guide: Exam SY0-401 is here to serve as a great resource for certification preparation. This concise, focused guide is easy to use and is organized by each exam objective for quick review and reinforcement of key topics. You'll find information on network security, compliance and operational security, and threats and vulnerabilities. Additionally, this indispensa

  9. MCTS self-paced training kit (exam 70-680) configuring Windows 7

    CERN Document Server

    McLean, Ian

    2010-01-01

    NOTE: The most recent printings of this title incorporate corrections to errors found in the earlier printings. This Self-Paced Training Kit is designed to help maximize your performance on 70-680, the required exam for the Microsoft® Certified Technology Specialist (MCTS): Windows 7, Configuration certification.This 2-in-1 kit includes the official Microsoft study guide, plus practice tests on CD to help you assess your skills. It comes packed with the tools and features exam candidates want most-including in-depth, self-paced training based on final exam content; rigorous, objective-by-obj

  10. Head First PMP A Brain-Friendly Guide to Passing the Project Management Professional Exam

    CERN Document Server

    Greene, Jennifer

    2009-01-01

    Learn the latest principles and certification objectives in The PMBOK Guide, Fourth Edition, in a unique and inspiring way with Head First PMP . The second edition of this book helps you prepare for the PMP certification exam using a visually rich format designed for the way your brain works. You'll find a full-length sample exam included inside the book. More than just proof of passing a test, a PMP certification means that you have the knowledge to solve most common project problems. But studying for a difficult four-hour exam on project management isn't easy, even for experienced project

  11. Solar photovoltaic basics a study guide for the NABCEP entry level exam

    CERN Document Server

    White, Sean

    2014-01-01

    Whether or not you are taking the NABCEP Entry Level Exam, learning the material covered in this book is the best investment you can make towards your place in the solar industry.This book explains the science of photovoltaics (PV) in a way that most people can understand using the curriculum which reflects the core modules of the NABCEP Entry Level Exam.Providing complete coverage of the NABCEP syllabus in easily accessible chapters, addressing all of the core objectives that will aid in passing the PV Entry Level Exam including the ten main skill sets:PV Markets and Applications Safety Basic

  12. Exame Papanicolaou: sentimentos relatados por profissionais de enfermagem ao se submeterem a esse exame Pap smear screening: sensations reported by nursing professionals when submitted to this test

    Directory of Open Access Journals (Sweden)

    Roberta Jeane Bezerra Jorge

    2011-05-01

    Full Text Available Objetivou-se conhecer os sentimentos de auxiliares e técnicas de enfermagem ao se submeterem ao exame Papanicolaou. Trata-se de um estudo descritivo com abordagem qualitativa realizado nos meses de setembro a outubro de 2006, com 35 servidoras de uma instituição governamental referência em ginecologia na cidade de Fortaleza (CE. Os dados foram coletados através de entrevista semiestruturada, contendo uma questão norteadora gravada e analisada de acordo com referencial teórico metodológico da fenomenologia social. Os relatos foram agrupados em três temáticas: um exame que causa incômodo, medo e vergonha; um exame que gera ansiedade quanto aos resultados; e um exame que "me deixa calma e tranquila". Apesar de as entrevistadas pertencerem a uma instituição que cuida de mulheres na prevenção do câncer cérvico-uterino, elas não deixaram de emitir sentimentos negativos relacionados ao exame. Concluiu-se a importância de realizar projetos educativos, enfatizando a importância do empoderamento das usuárias a fim de minimizar essas questões.This work sought to record the impressions of nursing assistants and technicians after submitting to Pap smear screening. This is a descriptive study using a qualitative approach conducted in September and October of 2006 with 35 employees of a public institution, which is a benchmark in gynecology in Fortaleza in the State of Ceará (Brazil. The data was collected through semi-structured interviews containing a recorded leading question and analyzed according to the methodological-theoretical reference of social phenomenology. The testimonials were separated in three groups: an exam that causes discomfort, fear and shame; an exam that causes anxiety about the results; and an exam that "makes me calm and relaxed". Despite the interviewees being part of an institution that cares for the prevention of cervical-uterine cancer in women, negative feelings about the Pap smear test were nonetheless

  13. CCNA routing and switching review guide exams 100-101, 200-101, and 200-120

    CERN Document Server

    Lammle, Todd

    2013-01-01

    Todd Lammle's focused, concise review guide, updated for the latest CCNA exams CCNA is one of the most sought after certifications for IT professionals. If you're preparing for the CCNA Routing and Switching certification, this Sybex review guide offers the best quick review available. Organized by exam objective, it's the perfect supplement to other learning tools, including the Sybex CCNA Routing and Switching Study Guide (ISBN: 9781118749616). All exam topics from exams 100-101, 200-101, and 200-120 are thoroughly covered, and additional study materials including bonus exams, electronic f

  14. The relationship of high school graduation exams to graduation rates and SAT scores.

    Directory of Open Access Journals (Sweden)

    Gregory J. Marchant

    2005-01-01

    Full Text Available The current study examined the effect of high school graduation exams on states' graduation rates, states' aggregated SAT scores, and individual students' SAT scores. Three data sources were used: One source identified states requiring a standardized test for graduation; the NCES provided state aggregated data on graduation rates for the class of 2002; and the College Board provided its 2001 SAT database for all test-takers. After controlling for students' demographic characteristics (e.g., race, family education and income, GPA and class rank, regression analyses revealed that states requiring graduation exams had lower graduation rates and lower SAT scores. Individually, students from states requiring a graduation exam performed more poorly on the SAT than did students from states not requiring an exam. The impact of high stakes tests' on students' motivation to stay in school and on the teaching of critical thinking skills (tested by the SAT are discussed.

  15. Potential Danger in Pre-populating Exam Note Sheets with Formulas

    Science.gov (United States)

    McCaskey, Timothy L.

    2015-09-01

    In previous work, I allowed students in my introductory physics course to write note sheets to prepare for exams, and I analyzed the contents as a way of determining what students saw as important in my course. In the present study, I tried a new note sheet approach where I supplied some equations for their notes in advance, thinking that doing so would focus students on other important conceptual aspects of the course. In all cases, I gave a brief survey to get student perspectives on their exam preparation. In addition, I introduced an online pre-exam forum asking students to respond to two short questions about how they might prepare their notes for the exam.

  16. The Odds of Success: Predicting Registered Health Information Administrator Exam Success

    Science.gov (United States)

    Dolezel, Diane; McLeod, Alexander

    2017-01-01

    The purpose of this study was to craft a predictive model to examine the relationship between grades in specific academic courses, overall grade point average (GPA), on-campus versus online course delivery, and success in passing the Registered Health Information Administrator (RHIA) exam on the first attempt. Because student success in passing the exam on the first attempt is assessed as part of the accreditation process, this study is important to health information management (HIM) programs. Furthermore, passing the exam greatly expands the graduate's job possibilities because the demand for credentialed graduates far exceeds the supply of credentialed graduates. Binary logistic regression was utilized to explore the relationships between the predictor variables and success in passing the RHIA exam on the first attempt. Results indicate that the student's cumulative GPA, specific HIM course grades, and course delivery method were predictive of success. PMID:28566994

  17. Test anxiety levels of board exam going students in Tamil Nadu, India

    National Research Council Canada - National Science Library

    Mary, Revina Ann; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

    2014-01-01

    .... At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students...

  18. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

    National Research Council Canada - National Science Library

    Ann Mary, Revina; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

    2014-01-01

    .... At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students...

  19. Relationship of the Gesell Developmental Exam and the Bracken Basic Concept Scale to Academic Achievement.

    Science.gov (United States)

    Sterner, Anne G.; McCallum, R. Steve

    1988-01-01

    Administered the Gesell Development Exam and the Bracken Basic Concept Scale (BBCS) to kindergarten graduates (N=80). Found the BBCS may be a better predictor of achievement from a current state of readiness. (Author/ABL)

  20. Flexible Generation of E-Learning Exams in R: Moodle Quizzes, OLAT Assessments, and Beyond

    Directory of Open Access Journals (Sweden)

    Achim Zeileis

    2014-06-01

    Full Text Available The capabilities of the package exams for automatic generation of (statistical exams in R are extended by adding support for learning management systems: As in earlier versions of the package exam generation is still based on separate Sweave ?les for each exercise but rather than just producing di?erent types of PDF output ?les, the package can now render the same exercises into a wide variety of output formats. These include HTML (with various options for displaying mathematical content and XML speci?cations for online exams in learning management systems such as Moodle or OLAT. This ?exibility is accomplished by a new modular and extensible design of the package that allows for reading all weaved exercises into R and managing associated supplementary ?les (such as graphics or data ?les. The manuscript discusses the readily available user interfaces, the design of the underlying infrastructure, and how new functionality can be built on top of the existing tools.

  1. The Odds of Success: Predicting Registered Health Information Administrator Exam Success.

    Science.gov (United States)

    Dolezel, Diane; McLeod, Alexander

    2017-01-01

    The purpose of this study was to craft a predictive model to examine the relationship between grades in specific academic courses, overall grade point average (GPA), on-campus versus online course delivery, and success in passing the Registered Health Information Administrator (RHIA) exam on the first attempt. Because student success in passing the exam on the first attempt is assessed as part of the accreditation process, this study is important to health information management (HIM) programs. Furthermore, passing the exam greatly expands the graduate's job possibilities because the demand for credentialed graduates far exceeds the supply of credentialed graduates. Binary logistic regression was utilized to explore the relationships between the predictor variables and success in passing the RHIA exam on the first attempt. Results indicate that the student's cumulative GPA, specific HIM course grades, and course delivery method were predictive of success.

  2. [THE STUDY OF THE SEVERITY OF EXAM STRESS AND FACTORS WHICH DETERMINE IT IN OLDER SCHOOLCHILDREN].

    Science.gov (United States)

    Bobrisheva-Pushkina, N D; Kuznetsova, L Yu; Popova, O L; Silaev, A A

    2015-01-01

    The study was performed with the help of a questionnaire of views of senior schoolchildren about the objectivity and stressfulness of various forms of the control of knowledge, the level of stress in the exams and measures for its reduction. 53.4% out of the students assess their knowledge in this area as insufficient. The most objective form of the control students consider an oral exam, the least stressful--blank testing. After passing the exams in class 9 we observed the evident reduction of representations of the objectivity of test forms of control. The necessity of the activization of educational work with students on the issues of prevention of exam stress and methodological work on perfection of the organization and content of the forms of Knowledge control is showed.

  3. Classification tree analysis to enhance targeting for follow-up exam of colorectal cancer screening

    National Research Council Canada - National Science Library

    Ishikawa, Yoshiki; Zheng, Ying-Fang; Nishiuchi, Hiromu; Suda, Takeo; Hasumi, Tadahiko; Saito, Hiroshi

    2013-01-01

    ... of the population rather than using one type of intervention for all groups. The aim of this study is to identify subgroups that share the same patterns of characteristics related to follow-up exams after FOBT...

  4. Red vs. green: Does the exam booklet color matter in higher education summative evaluations? Not likely

    National Research Council Canada - National Science Library

    Arthur Jr, Winfred; Cho, Inchul; Muñoz, Gonzalo J

    2016-01-01

    ... motivation, familiarity with exam material, and more reliance on domain knowledge that characterize high-stakes testing such as those in operational educational settings, are likely to mitigate any color effects...

  5. Effects of expressive writing on standardized graduate entrance exam performance and physical health functioning.

    Science.gov (United States)

    Dalton, Jonathan J; Glenwick, David S

    2009-05-01

    A substantial body of literature has demonstrated that expressive writing about an individual's deepest thoughts and feelings regarding a past or ongoing stressful experience results in a wide range of beneficial effects, including physical health and cognitive functioning. The authors examined the effects of writing about a future stressful experience--an impending graduate entrance exam--by comparing the exam performance and physical health functioning of participants who wrote about their deepest thoughts regarding the exam with those of participants who wrote about neutral and nonemotional topics. The experimental group reported a mean exam score that was significantly (19 percentile points) higher than that of the comparison group (i.e., the control group). The participants in the experimental group who wrote on 3--compared with fewer--occasions experienced the greatest benefits. The authors propose possible causal mechanisms for the results and suggest future research questions and applications.

  6. The effect of marriage on utilization of colorectal endoscopy exam in the United States.

    Science.gov (United States)

    Stimpson, Jim P; Wilson, Fernando A; Watanabe-Galloway, Shinobu; Peek, M Kristen

    2012-10-01

    This study examines the association between marriage and colorectal endoscopy exam, and whether this association varies by gender and financial benefits of marriage including improved access to health insurance and pooled family income. Representative survey data of the non-institutionalized United States population were used from the 2000, 2005, and 2008 National Health Interview Survey. Analyses targeted persons 50-85 years of age without a personal history of cancer and with complete information on all study variables (n=21,760). Multivariate logistic regression was used to model marital status differences in the probability of undergoing a colorectal endoscopy exam with interaction effects used to model variation over time by gender, health insurance, and poverty level. Married persons were more likely than unmarried persons to report ever having undergone a colorectal endoscopy exam (odds ratio [OR], 1.21; 95% confidence interval [CI], 1.12-1.29), and the difference between married and unmarried persons in the probability of undergoing a colorectal endoscopy exam remained stable over time. Married persons were more likely than unmarried persons to report having undergone a colorectal endoscopy exam within the past 10 years (OR, 1.49; 95% CI, 1.15-1.95). For each survey year, married men were significantly more likely than women and unmarried men to report having undergone a colorectal endoscopy exam. For example, in 2008, 56% of married men reported having undergone a colorectal endoscopy exam, compared to 49% of unmarried men, 52% of married women, and 50% of unmarried women. Among persons with health insurance, married persons were significantly more likely than unmarried persons to have undergone a colorectal endoscopy exam. Among persons who were poor, there was no difference by marital status in the likelihood of having undergone a colorectal endoscopy exam. However, among persons who were not poor, married persons were more likely than unmarried persons

  7. An Examination of the Relationship Between Course Schedule Type and AP Exam Score

    OpenAIRE

    Mott, Brian T

    2013-01-01

    Since the release of A Nation at Risk in 1983 student performance on a variety of high stakes tests have become increasingly important in educational settings. The results of this type of assessment are quantifiable, and are intended to indicate certain levels of academic performance and achievement. Advanced Placement (AP) Exams are one example of high stakes tests. With the rapid growth of Advanced Placement (AP) courses and the corresponding popularity of the AP Exams there is a need in...

  8. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

    OpenAIRE

    Revina Ann Mary; Gregory Marslin; Gregory Franklin; Sheeba, Caroline J.

    2014-01-01

    Article ID 578323 The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 10...

  9. The development and implementation of an in-service exam for medical genetics residency programs.

    Science.gov (United States)

    Robin, Nathaniel H; Reid Sutton, V; Caldwell, John; Jackson, James; Irons, Mira; Demmer, Laurie

    2012-05-01

    In-service exams are a commonly used educational tool in postgraduate medical education. Although most specialties utilize such an exam, medical genetics did not. It was decided in the spring of 2009 at the inaugural Medical Genetics Residency Program Directors (PDs) Group meeting to develop and implement such a test. Using questions sent in from PDs, a 125-question exam was created, with 125 multiple-choice questions according to the format of the National Board of Medical Examiners. The exam covered genetics in the following areas: basic/molecular (~45 questions), cancer and adult (20), prenatal (20), biochemical (20), pediatric/dysmorphology (20). The exam was administered for the first time in February 2010, and again with modifications in 2011. In total, 174 trainees from 35 programs completed the exam in 2010; in 2011 the number increased to 214, representing 39 US programs, and 4 Canadian programs. For both years, most participants were medical genetics residents (106 in 2010; 127 in 2011), but a substantial number of clinical laboratory fellows also participated (68 in 2010; 85 in 2011). The development and implementation of this test were an overall success, in that in two years we were able to secure almost 100% participation from medical genetics residency programs, and that we created an infrastructure to develop and implement this exam on a yearly basis. There is need for improvement, notably in the relatively low mean score and relatively narrow spread of scores. However, we believe that, with efforts under way to improve the quality of the questions, the in-service exam will become a fundamental tool in medical genetics residency education.

  10. FAIR_OSCE – Feedback structure for assessment of interactive roleplay in Objective Structured Clinical Exams

    OpenAIRE

    Brem, Beate; Richter, Cornelia Sabine; Schnabel, Kai

    2014-01-01

    Introduction Since the quality of patient portrayal of standardized patients (SPs) during an Objective Structured Clinical Exam (OSCE) has a major impact on the reliability and validity of the exam, quality control should be initiated. Literature about quality control of SPs’ performance focuses on feedback [1, 2] or completion of checklists [3, 4]. Since we did not find a published instrument meeting our needs for the assessment of patient portrayal, we developed such an instrument af...

  11. Introducing Computer-Based Testing in High-Stakes Exams in Higher Education: Results of a Field Experiment.

    Science.gov (United States)

    Boevé, Anja J; Meijer, Rob R; Albers, Casper J; Beetsma, Yta; Bosker, Roel J

    2015-01-01

    The introduction of computer-based testing in high-stakes examining in higher education is developing rather slowly due to institutional barriers (the need of extra facilities, ensuring test security) and teacher and student acceptance. From the existing literature it is unclear whether computer-based exams will result in similar results as paper-based exams and whether student acceptance can change as a result of administering computer-based exams. In this study, we compared results from a computer-based and paper-based exam in a sample of psychology students and found no differences in total scores across the two modes. Furthermore, we investigated student acceptance and change in acceptance of computer-based examining. After taking the computer-based exam, fifty percent of the students preferred paper-and-pencil exams over computer-based exams and about a quarter preferred a computer-based exam. We conclude that computer-based exam total scores are similar as paper-based exam scores, but that for the acceptance of high-stakes computer-based exams it is important that students practice and get familiar with this new mode of test administration.

  12. Examining the Exam: A Critical Look at The California Critical Thinking Skills Test

    Science.gov (United States)

    Fawkes, Don; O'Meara, Bill; Weber, Dave; Flage, Dan

    This paper examines the content of The California Critical Thinking Skills Test (1990). This report is not a statistical review. Instead it brings under scrutiny the content of the exam. This content will be of interest to the general reader, because the issues range from logic to ethics to pedagogy, and to questions of evidential and epistemological support. Anyone interested in clear thought and expression will find these issues of significance. Although the exam has a number of strengths and has the clearest instructions of all the presently available Critical Thinking exams, the content of 9 of the exams 34 questions is defective, namely the content of questions 6, 7, 8, 19, 21, 23, 24, 29, and 33. These questions make errors in critical thinking. Hence, no statistical results pertaining to the administration of these questions to students can be acceptable. The remaining questions are acceptable as to content. But until the problems are corrected, those who may use the exam should remove the defective questions from test administration or from data collection and reporting.The scope of the exam also is quite limited, but this may be unavoidable for any instrument designed to be completed in about an hour. Further, the scores resulting from any such testing can be understood only as a measure of minimal competency (below which remediation likely is needed) for the skills tested, but not as an adequate measure of critical thinking.

  13. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

    Science.gov (United States)

    Ann Mary, Revina; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J.

    2014-01-01

    The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools. PMID:25143938

  14. Sleep quality during exam stress: the role of alcohol, caffeine and nicotine.

    Science.gov (United States)

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms.

  15. Sleep quality during exam stress: the role of alcohol, caffeine and nicotine.

    Directory of Open Access Journals (Sweden)

    Matthias Zunhammer

    Full Text Available Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20 was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms.

  16. Test Anxiety Levels of Board Exam Going Students in Tamil Nadu, India

    Directory of Open Access Journals (Sweden)

    Revina Ann Mary

    2014-01-01

    Full Text Available The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student’s academic performance in a healthier manner by appointing psychologists in all government schools.

  17. The new features of the ExaMe evaluation system and reliability of its fixed tests.

    Science.gov (United States)

    Martinková, P; Zvára, K; Zvárová, J; Zvára, K

    2006-01-01

    The ExaMe system for the evaluation of targeted knowledge has been in development since 1998. The new features of the ExaMe system are introduced in this paper. Especially, the new three-layer architecture is described. Besides the system itself, the properties of fixed tests in the ExaMe system are studied. In special detail, the reliability of the fixed tests is discussed. The theory background is explained and some limitations of the reliability are pointed out. Three characteristics used for estimation of reliability of educational tests are discussed: Cronbach's alpha, standardized item alpha and split half coefficient. The relation between these characteristics and reliability and between characteristics themselves is investigated. In more detail, the properties of Cronbach's alpha, the characteristics mostly used for the estimation of reliability, are discussed. A confidence interval is introduced for the characteristics. Since 2000, the serviceability of the ExaMe evaluation system as the supporting evaluation tool has been repeatedly shown at the courses of Ph.D. studies in biomedical informatics at Charles University in Prague. The ExaMe system also opens new possibilities for self-evaluation and distance learning, especially when connected with electronic books on the Internet. The estimation of reliability of tests contains some limitations. Keeping them in mind, we can still get some information about the quality of certain educational tests. Therefore, the estimation of reliability of the fixed tests is implemented in the ExaMe system.

  18. Test anxiety levels of board exam going students in Tamil Nadu, India.

    Science.gov (United States)

    Mary, Revina Ann; Marslin, Gregory; Franklin, Gregory; Sheeba, Caroline J

    2014-01-01

    The latest report by the National Crime Records Bureau has positioned Tamil Nadu as the Indian state with highest suicide rate. At least in part, this is happening due to exam pressure among adolescents, emphasizing the imperative need to understand the pattern of anxiety and various factors contributing to it among students. The present study was conducted to analyze the level of state anxiety among board exam attending school students in Tamil Nadu, India. A group of 100 students containing 50 boys and 50 girls from 10th and 12th grades participated in the study and their state anxiety before board exams was measured by Westside Test Anxiety Scale. We found that all board exam going students had increased level of anxiety, which was particularly higher among boys and 12th standard board exam going students. Analysis of various demographic variables showed that students from nuclear families presented higher anxiety levels compared to their desired competitive group. Overall, our results showing the prevalence of state anxiety among board exam going students in Tamil Nadu, India, support the recent attempt taken by Tamil Nadu government to improve student's academic performance in a healthier manner by appointing psychologists in all government schools.

  19. Sleep Quality during Exam Stress: The Role of Alcohol, Caffeine and Nicotine

    Science.gov (United States)

    Zunhammer, Matthias; Eichhammer, Peter; Busch, Volker

    2014-01-01

    Academic exam stress is known to compromise sleep quality and alter drug consumption in university students. Here we evaluated if sleeping problems and changes in legal drug consumption during exam stress are interrelated. We used the Pittsburgh Sleep Quality Index (PSQI) to survey sleep quality before, during, and after an academic exam period in 150 university students in a longitudinal questionnaire study. Self-reports of alcohol, caffeine, and nicotine consumption were obtained. The Perceived Stress Questionnaire (PSQ-20) was used as a measure of stress. Sleep quality and alcohol consumption significantly decreased, while perceived stress and caffeine consumption significantly increased during the exam period. No significant change in nicotine consumption was observed. In particular, students shortened their time in bed and showed symptoms of insomnia. Mixed model analysis indicated that sex, age, health status, as well as the amounts of alcohol and caffeine consumed had no significant influence on global sleep quality. The amount of nicotine consumed and perceived stress were identified as significant predictors of diminished sleep quality. Nicotine consumption had a small-to-very-small effect on sleep quality; perceived stress had a small-to-moderate effect. In conclusion, diminished sleep quality during exam periods was mainly predicted by perceived stress, while legal drug consumption played a minor role. Exam periods may pose an interesting model for the study of stress-induced sleeping problems and their mechanisms. PMID:25279939

  20. [The evaluation of the appropriateness of instrumental exams in cardiology. The case of echocardiography].

    Science.gov (United States)

    Lorenzoni, R; Magnani, M; Accardo, A; Mazzotta, G; Azzarelli, A; Boni, A; Cortigiani, L; Del Giallo, P; Frugoli, A; Lazzari, M; Masini, M; Odoguardi, L; Piombino, L; Pogliani, M; Zanetti, L; Nannini, E

    2000-01-01

    The aim of this study was to evaluate the appropriateness and utility rates of echocardiograms performed in 309 patients in an outpatient clinical setting. Data were collected by means of a questionnaire filled in by the cardiologists who performed the examinations. Appropriateness was evaluated according to international guidelines and scored as class I: appropriate, class II: doubtful appropriateness, class III: inappropriate; the exam was deemed useful if it was able to influence the clinical decision-making; normalcy rate was also checked. The relationship between both the referring physicians and motivation of the exam and its appropriateness, and the relationship between appropriateness and both the normalcy rate and utility of the exam were assessed. An echocardiogram was requested by the cardiologist in 46% of patients; the more common reasons for the exam were arterial hypertension (26%), cardiac murmur (18%), palpitations (15%), and known coronary artery disease (10%). The echocardiogram was appropriate (class I) in 25% of patients, doubtfully appropriate (class II) in 39% of patients and inappropriate (class III) in 36% of patients. The appropriateness rate between the cardiologists was similar to that of other prescribing clinicians (p = NS). The highest class III rate was found in patients with hypertension, while the highest class I rate was found in patients with a cardiac murmur (p exams (p exams (p < 0.01). International guidelines can be used effectively and safely to identify (not to prescribe) the useless echocardiograms.

  1. Cellular and humoral immunity, mood and exam stress: the influences of self-hypnosis and personality predictors.

    Science.gov (United States)

    Gruzelier, J; Smith, F; Nagy, A; Henderson, D

    2001-08-01

    The effects of self-hypnosis training on immune function and mood were examined in medical students at exam time. Hypnosis involved relaxation and imagery directed at improved immune function and increased energy, alertness and concentration. Hypotheses were made about activated and withdrawn personality differences. Eight high and eight low hypnotically susceptible participants were given 10 sessions of hypnosis, one live and nine tape-recorded, and were compared with control subjects (N=12). CD3, CD4, CD8, CD19 and CD56 NK cells and blood cortisol were assayed. Life-style, activated vs. withdrawn temperament, arousal and anxiety questionnaires were administered. Self-hypnosis buffered the decline found in controls in NK (Pexam levels of T and B lymphocytes (P&z.Lt;0.08-Pstress in young, healthy adults have implications for illness prevention and for patients with compromised immunity.

  2. Accuracy of a technology-assisted eye exam in evaluation of referable diabetic retinopathy and concomitant ocular diseases.

    Science.gov (United States)

    Conlin, Paul R; Asefzadeh, Baharak; Pasquale, Louis R; Selvin, Gerald; Lamkin, Rebecca; Cavallerano, Anthony A

    2015-12-01

    Digital retinal imaging using store-and-forward technology is used to screen for diabetic retinopathy (DR). Its usefulness in detecting non-diabetic eye diseases is uncertain. We determined the level of agreement between teleretinal imaging supplemented with visual acuity and intraocular pressure (IOP) measurements (ie, technology-assisted eye (TAE) exam) and a comprehensive eye exam in evaluation for DR and non-diabetic ocular conditions. We conducted a prospective, observational study with two parallel evaluations. Patients with diabetes (n=317) had a TAE exam and a comprehensive eye exam on the same day. A subset of participants with normal baseline exams (n=72) had follow-up exams 1 year later. We measured the level of agreement for referable ocular findings. Agreement for referable ocular findings was moderate (n=389, agreement: 77%; κ: 0.55), due in part to ungradable exams (22%). However, about half of the ungradable exams had findings that warranted referral. There was substantial agreement for follow-up exams (n=72, agreement: 93%; κ: 0.63). Among all gradable exams (n=303), the TAE exam had 86% sensitivity and 84% specificity for referable ocular findings, with high agreement (≥94%) for DR and other major ocular diagnoses. There was moderate-to-substantial agreement between a TAE exam and a comprehensive eye exam for referable ocular findings in patients with diabetes. Ungradable exams were a frequent marker of ocular pathology. Teleretinal imaging may be a useful evaluation for both diabetic and non-diabetic ocular conditions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  3. [Evaluation of a structured, longitudinal training program for the preparation for the second state exam (M2) - a quantitative analysis].

    Science.gov (United States)

    Krautter, Markus; Jünger, Jana; Koehl-Hackert, Nadja; Nagelmann, Lars; Nikendei, Christoph

    2012-01-01

    The implementation of the amendment to the German medical licensing regulations ("Approbationsordnung") in 2002 led to a reduction in the number of state examinations from four to two exams, with the date of the second state exam being shifted to the end of the final clinical year. Students now face a double burden: on the one hand, they need to get ready for their future job, and on the other hand, they need to prepare for the state exam. This is why the Medical Faculty of Heidelberg introduced a preparation programme for the second state exam. The focus of this study was to evaluate the acceptance of the different modules of this programme and to compare the results against each other. 39 students (15 male / 24 female; mean age 26.6 ± 1.9 years) took part in the exam preparation programme at the Medical University Hospital Heidelberg. Five different modules were implemented: an informational meeting, a key-feature written exam, case-based multiple-choice exams, a simulated practical examination and a simulated oral examination. Acceptance was measured using a six-point Likert scale (1=very good, 6=unsatisfactory and 1=I completely agree, 6=I completely disagree, respectively) The exam preparation programme as a whole was rated good: overall rating key-feature written exam 3.33 ± 1.17; case-based multiple-choice exams 2.61 ± 1.61; simulated practical exam 1.61 ± 0.54; simulated oral exam 1.55 ± 0.50. A comparison of the different modules demonstrated significantly better ratings for the practical and oral examinations than the case-based multiple-choice exams (pexam preparation programme is well accepted and facilitates the preparation for the second state exam, particularly with regard to the oral-practical examination. Copyright © 2011. Published by Elsevier GmbH.

  4. Clinical breast exam screening by trained laywomen in Malawi integrated with other health services

    Science.gov (United States)

    Gutnik, Lily; Lee, Clara; Msosa, Vanessa; Moses, Agnes; Stanley, Christopher; Mzumara, Suzgo; Liomba, N. George; Gopal, Satish

    2016-01-01

    Background Breast cancer awareness and early detection are limited in sub-Saharan Africa. Resource limitations make screening mammography or clinical breast exam (CBE) by physicians or nurses impractical in many settings. We aimed to assess feasibility and performance of CBE by laywomen in urban health clinics in Malawi. Methods Four laywomen were trained to deliver breast cancer educational talksand conduct CBE. After training, screening was implemented in diverse urbanhealth clinics. Eligible women were ≥30 years, with no prior breast cancer or breast surgery, and clinic attendance for reasons other than abreast concern. Wo men with abnormal CBE were referred to a study surgeon. All palpable masses confirmed by surgeon exam were pathologically sampled. Patients with abnormal screening CBE but normal surgeon exam underwentbreast ultrasound con firmation. Additionally, 50 randomly selected women with normal screening CBE underwent breast ultrasound, and 45 different women with normal CBE were randomly assigned to surgeon exam. Results Among 1,220 eligible women, 1,000 (82%) agreed to CBE. Lack of time (69%) was the commonest reason for refusal. Educational talk attendance was associated with higher CBE participation (83% vs 77%, p=0.012). Among 1,000 women screened, 7% had abnormal CBE. Of 45 women with normal CBE randomized to physician exam, 43 had normal exams and two had axillary lymphadenopathy not detected by CBE. Sixty of 67 women (90%) with abnormal CBE attended the referral visit. Of these, 29 (48%) had concordant abnormal physician exam. Thirty-one women (52%) had discordant normal physician exam, all of whom also had normal breast ultrasounds. Compared to physician exam, sensitivity for CBE by laywomen was 94% (CI 79-99%), specificity 58% (CI 46-70%), positive predictive value 48% (CI 35-62%), and negative predictive value 96% (CI 85-100%). Of 13 women who underwent recommended pathologic sampling of a breast lesion, two had cytologic dysplasia and all

  5. Effective dose and cancer risk in PET/CT exams; Dose efetiva e risco de cancer em exames de PET/CT

    Energy Technology Data Exchange (ETDEWEB)

    Pinto, Gabriella M.; Sa, Lidia Vasconcellos de, E-mail: montezano@ird.gov.br, E-mail: Iidia@ird.gov.br [Instituto de Radioprotecao e Dosimetria (IRD/CNEN-RJ), Rio de Janeiro, RJ (Brazil)

    2013-07-01

    Due to the use of radiopharmaceutical positron-emitting in PET exam and realization of tomography by x-ray transmission in CT examination, an increase of dose with hybrid PET/CT technology is expected. However, differences of doses have been reported in many countries for the same type of procedure. It is expected that the dose is an influent parameter to standardize the protocols of PET/CT. This study aimed to estimate the effective doses and absorbed in 65 patients submitted to oncological Protocol in a nuclear medicine clinic in Rio de Janeiro, considering the risk of induction of cancer from the scan. The CT exam-related doses were estimated with a simulator of PMMA and simulated on the lmPACT resistance, which for program effective dose, were considered the weight factors of the lCRP 103. The PET exam doses were estimated by multiplying the activity administered to the patient with the ICRP dose 80 factors. The radiological risk for cancer incidence were estimated according to the ICRP 103. The results showed that the effective dose from CT exam is responsible for 70% of the effective total in a PET/CT scan. values of effective dose for the PET/CT exam reached average values of up to 25 mSv leading to a risk of 2, 57 x 10{sup -4}. Considering that in staging of oncological diseases at least four tests are performed annually, the total risk comes to 1,03x 10{sup -3}.

  6. ContoExam: an ontology on context-aware examinations

    NARCIS (Netherlands)

    Brandt, P.; Basten, A.A.; Stuijk, S.

    2014-01-01

    Patient observations in health care, subjective surveys in social research or dyke sensor data in water management are all examples of measurements. Several ontologies already exist to express measurements, W3C's SSN ontology being a prominent example. However, these ontologies address quantities

  7. Auricular acupuncture for pre-exam anxiety in medical students: a prospective observational pilot investigation.

    Science.gov (United States)

    Klausenitz, Catharina; Hesse, Thomas; Hacker, Henriette; Hahnenkamp, Klaus; Usichenko, Taras

    2016-04-01

    Auricular acupuncture (AA) is effective for the treatment of preoperative anxiety. We aimed to study the feasibility and effects of AA on exam anxiety in a prospective observational pilot study. Healthy medical students received bilateral AA using indwelling fixed needles at points MA-IC1, MA-TF1, MA-SC, MA-AH7, and MA-T on the day before an anatomy exam. The needles were removed after the exam. Anxiety levels were measured using the State-Trait-Anxiety Inventory (STAI) and a 100 mm visual analogue scale (VAS-100) before and after the AA intervention and once again immediately before the exam. The duration of sleep on the night before the exam was recorded and compared to that over the preceding 1 week and 6 months (all through students' recollection). In addition, blood pressure, heart rate and the acceptability of AA to the students were recorded. Ten students (all female) were included in the final analysis. All tolerated the needles well and stated they would wish to receive AA again for exam anxiety in the future. Exam anxiety measured using both STAI and VAS-100 decreased by almost 20% after AA. AA was well accepted, the outcome measurement was feasible, and the results have facilitated the calculation of the sample size for a subsequent randomised controlled trial. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

  8. A core physical exam for medical students: results of a national survey.

    Science.gov (United States)

    Gowda, Deepthiman; Blatt, Benjamin; Fink, Mary Johanna; Kosowicz, Lynn Y; Baecker, Aileen; Silvestri, Ronald C

    2014-03-01

    Medical students are traditionally taught the physical exam as a comprehensive battery of maneuvers, yet they express uncertainty about which maneuvers are "core" and should be performed routinely on patients and which ones should be performed only when clinically indicated. The authors sought to determine whether educator consensus existed on the concept and the specifics of a core physical exam for students. The authors developed a 45-maneuver core physical exam to be performed by a medicine clerkship student on every newly admitted patient, with the expectation that it would be supplemented by clinically indicated additional maneuvers. From 2011 to 2012 they sent surveys to physical diagnosis course directors (PDCDs) and internal medicine clerkship directors (IMCDs) from all 132 U.S. allopathic medical schools to determine the extent of their agreement with the proposed 45 maneuvers and their opinions about the concept of a core exam. Seventy-one percent (94/132) of PDCDs and 63% (83/132) of IMCDs responded to the survey. In total, 84% (111/132) of all schools surveyed were represented by either their PDCD or IMCD. Of the 45 proposed maneuvers, 37 were deemed "core" by a majority of respondents. The majority of IMCDs preferred a slightly leaner 37-maneuver core exam than the majority of PDCDs, who voted for 41 maneuvers. Among PDCDs and IMCDs, there was openness to teaching medical students a streamlined core physical exam to which other maneuvers are added as clinically indicated. These educators closely agreed on the maneuvers this core exam should include.

  9. Resources Used to Teach the Physical Exam to Preclerkship Medical Students: Results of a National Survey.

    Science.gov (United States)

    Uchida, Toshiko; Achike, Francis I; Blood, Angela D; Boyle, Mary; Farnan, Jeanne M; Gowda, Deepthiman; Hojsak, Joanne; Ovitsh, Robin K; Park, Yoon Soo; Silvestri, Ronald

    2017-11-07

    To examine the resources utilized in teaching the physical exam to preclerkship students at U.S. medical schools. The Directors of Clinical Skills Courses (DOCS) developed a 49-question survey addressing the resources and pedagogical methods employed in preclerkship physical exam curricula. The survey was sent to all 141 LCME-accredited medical schools in October 2015. Results were averaged across schools and data were weighted by class size. Results from 106 medical schools (75% response rate) identified a median of 59 hours devoted to teaching the physical exam. Thirty-eight percent of the time spent teaching the physical exam involved the use of standardized patients, 30% utilized peer-to-peer practice and 25% involved examining actual patients. Approximately half of the practice time with actual patients was observed by faculty. At 48% of schools (50),less than 15% of practice time was with actual patients, and at 20% of schools (21) faculty never observed students practicing with actual patients. Forty-eight percent of schools (50) did not provide compensation for their physical exam faculty. There is wide variation in the resources utilized to teach the physical examination to preclerkship medical students. At some schools, the amount of faculty observation of students examining actual patients may not be enough for students to achieve competency. A significant percentage of faculty teaching the physical exam remain uncompensated for their effort. Improving faculty compensation and increasing the use of senior students as teachers might allow for greater observation and feedback and improved physical exam skills among students.

  10. Managing exam stress using UMTS phones: the advantage of portable audio/video support.

    Science.gov (United States)

    Riva, Giuseppe; Grassi, Alessandra; Villani, Daniela; Gaggioli, Andrea; Preziosa, Alessandra

    2007-01-01

    Test-taking anxiety or stress is very common among university students. It can be very distressing and sometimes debilitating. Exam anxiety involves physical components and emotional components that may be taken into account for managing and reducing anxiety. An approach to control exam anxiety is to learn how to regulate emotions. To help students in managing exam stress we developed a specific protocol based on mobile narratives--multimedia narratives experienced on UMTS/3G phones. 30 female university students (M=23.48; sd=1.24) who were going to perform an exam within a week were included in the trial. They were randomly divided in five groups according to the type and mobility of the medium used: (1) audio only narrative (CD at home); (2) audio only narrative (portable MP3); (3) audio and video narrative (DVD at home); (4) audio and video narrative (UMTS based); (5) control group. Audio/video narratives induced a reduction in exam anxiety in more than 80% of the sample vs 50% of the MP3 sample and 0% of the CD sample. Further, all the users who experienced mobile narratives on UMTS phones were able to relax before the exam, against 50% of DVD users and 33% of audio-only users. The trial showed a better efficacy of mobile narratives experienced on UMTS phones in reducing the level of exam stress and in helping the student to relax. These results suggest that for the specific sample considered--Italian university students--the media used for providing an anti-stress protocol has a clear impact on its efficacy.

  11. Affective associations and cognitive beliefs relate to individuals' decisions to perform testicular or breast self-exams.

    Science.gov (United States)

    Brown-Kramer, Carolyn R; Kiviniemi, Marc T

    2015-08-01

    Affective associations with behavioral practices play an important role in individuals' uptake of a variety of health behaviors. Most work has looked at individual behavioral practices with a direct impact on health; because screening behaviors are conceptually distinct from such behaviors, it is important to examine the interplay of affect and cognition in screening decision making. The current research explored affective and cognitive predictors of testicular and breast self-examination behavior. Young adult participants (N = 184) reported cognitive beliefs and affective associations with testicular self-exam behavior (male participants) and breast self-exam behavior (female participants) and reported their own current screening behavior. In univariable models, affective associations were related to screening behavior for both testicular self-exams and breast self-exams. When examining affective associations and cognitive beliefs as simultaneous predictors, affective associations (but not cognitive beliefs) predicted testicular self-exams, and neither affective associations nor cognitive beliefs were uniquely related to breast self-exams. Moreover, for testicular self-exams, affective associations mediated the relation between cognitive beliefs and screening behavior; no mediation was present for breast self-exam behavior. These findings suggest three potential outcomes: first, that greater consideration of affective associations in testicular self-exam screening decisions may be warranted; second, that breast and testicular self-exams may have different antecedents; and third, that incorporation of affective factors in intervention design might have merit for increasing engagement in some cancer screening behaviors.

  12. Factors associated with intentions to adhere to colorectal cancer screening follow-up exams

    Directory of Open Access Journals (Sweden)

    Ishibashi Teruo

    2006-11-01

    Full Text Available Abstract Background To increase adherence rate to recommendations for follow-up after abnormal colorectal cancer (CRC screening results, factors that inhibit and facilitate follow-up must be identified. The purpose of this study was to identify the factors associated with intention to adhere to CRC screening follow-up exams. Methods During a 4-week period in October 2003, this survey was conducted with 426 subjects participating in a community-based CRC screening program in Nagano, Japan. Study measures included intention to adhere to recommendation for clinical follow-up in the event of an abnormal fecal occult blood test (FOBT result, perceived susceptibility and severity of CRC, perceived benefits and barriers related to undergoing follow-up examination, social support, knowledge of CRC risk factors, health status, previous CRC screening, personality and social demographic characteristics. Univariate and multivariate logistic regression analyses on intention to adhere to recommendations for follow-up were performed. Results Among the 288 individuals analyzed, approximately 74.7% indicated that they would definitely adhere to recommendations for follow-up. After controlling for age, gender, marital status, education, economic status, trait anxiety, bowel symptoms, family history of CRC, and previous screening FOBT, analyses revealed that lower levels of perceived barriers, higher levers of perceived benefits and knowledge of CRC risk factors were significantly associated with high intention respectively. Conclusion The results of this study suggest that future interventions should focus on reducing modifiable barriers by clarifying misperceptions about follow-up, promoting the acceptance of complete diagnostic evaluations, addressing psychological distress, and making follow-up testing more convenient and accessible. Moreover, educating the public regarding the risk factors of CRC and increasing understanding of the benefits of follow-up is

  13. Pattern recognition as a concept for multiple-choice questions in a national licensing exam.

    Science.gov (United States)

    Freiwald, Tilo; Salimi, Madjid; Khaljani, Ehsan; Harendza, Sigrid

    2014-11-14

    Multiple-choice questions (MCQ) are still widely used in high stakes medical exams. We wanted to examine whether and to what extent a national licensing exam uses the concept of pattern recognition to test applied clinical knowledge. We categorized all 4,134 German National medical licensing exam questions between October 2006 and October 2012 by discipline, year, and type. We analyzed questions from the four largest disciplines: internal medicine (n = 931), neurology (n = 305), pediatrics (n = 281), and surgery (n = 233), with respect to the following question types: knowledge questions (KQ), pattern recognition questions (PRQ), inverse PRQ (IPRQ), and pseudo PRQ (PPRQ). A total 51.1% of all questions were of a higher taxonomical order (PRQ and IPRQ) with a significant decrease in the percentage of these questions (p exam to test applied clinical knowledge. Being aware of this concept may aid in the design and balance of MCQs in an exam with respect to testing clinical reasoning as a desired skill at the threshold of postgraduate medical education.

  14. Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

    Directory of Open Access Journals (Sweden)

    Brian R. Morrison

    2011-06-01

    Full Text Available Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

  15. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

    Directory of Open Access Journals (Sweden)

    Wright WS

    2017-06-01

    Full Text Available William S Wright,1 Kirk Baston2 1Department of Biomedical Sciences, 2Department of Pathology, University of South Carolina School of Medicine Greenville, Greenville, SC, USA Purpose: The National Board of Medical Examiners® (NBME Comprehensive Basic Science Exam (CBSE is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools.Methods: A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME® website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate. A series of different follow-up questions were asked if respondents stated “yes” or “no” to the initial question “Does your institution administer the NBME CBSE prior to the USMLE Step 1?”.Results: A total of 37 schools (70% administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36% used the NBME CBSE for curriculum modification. Six schools (17% used the NBME CBSE for formative assessment for a course, and five schools (14% used the NBME CBSE for summative assessment for a course. A total of 28 schools (78% used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67% of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28% schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1.Conclusion

  16. Use of the National Board of Medical Examiners® Comprehensive Basic Science Exam: survey results of US medical schools

    Science.gov (United States)

    Wright, William S; Baston, Kirk

    2017-01-01

    Purpose The National Board of Medical Examiners® (NBME) Comprehensive Basic Science Exam (CBSE) is a subject exam offered to US medical schools, where it has been used for external validation of student preparedness for the United States Medical Licensing Examination® (USMLE) Step 1 in new schools and schools undergoing curricular reform. Information regarding the actual use of the NBME CBSE is limited. Therefore, the aim of the survey was to determine the scope and utilization of the NBME CBSE by US medical schools. Methods A survey was sent in May 2016 to curriculum leadership of the 139 US medical schools listed on the Liaison Committee on Medical Education (LCME®) website with provisional or full accreditation as of February 29, 2016. Responses were received from 53 schools (38% response rate). A series of different follow-up questions were asked if respondents stated “yes” or “no” to the initial question “Does your institution administer the NBME CBSE prior to the USMLE Step 1?”. Results A total of 37 schools (70%) administered the NBME CBSE. In all, 36 of the 37 schools responded to follow-up questions. Of 36 schools, 13 schools (36%) used the NBME CBSE for curriculum modification. Six schools (17%) used the NBME CBSE for formative assessment for a course, and five schools (14%) used the NBME CBSE for summative assessment for a course. A total of 28 schools (78%) used the NBME CBSE for identifying students performing below expectations and providing targeted intervention strategies. In all, 24 schools (67%) of the 36 responding schools administering the NBME CBSE administered the test once prior to the administration of the USMLE Step 1, whereas 10 (28%) schools administered the NBME CBSE two or more times prior to the administration of the USMLE Step 1. Conclusion Our data suggest that the NBME CBSE is administered by many US medical schools. However, the objective, timing, and number of exams administered vary greatly among schools. PMID

  17. Comparison of traditional and Objective Structured Clinical Examination (OSCE) exams in terms of clinical skills assessment and attitudes of dental students of Qazvin dental school

    OpenAIRE

    S Basir shabestari; I Shirinbak; Sefidi, F; R Sarchami

    2014-01-01

    Introduction: A practical exam is important for evaluation of university students but there is not any satisfaction of traditional exams among clinical teachers. There are limited studies done for modification of traditional exams. This study aimed to compare the traditional and Objective Structured Clinical Examination (OSCE) exams in term of clinical skills and satisfaction among dental students. Methods: Evaluation of thirty dental students was done with OSCE and traditional exams. A st...

  18. EXAME GINECOLÓGICO NA PERSPECTIVA DAS USUÁRIAS DE UM SERVIÇO DE SAÚDE

    OpenAIRE

    Furegato,Antonia Regina F.; Carvalho,Marta Lúcia O.

    2001-01-01

    Little is known with respect to women's views concerning their gynecological exams. In this study, there was an attempt to detect the meanings that 30 women attributed to such exam as well as the social and personal influences acting upon the elaboration of that meaning. The data obtained by means of interviews, which were analyzed by symbolic interactionism, are represented in the process of the "gynecological exam avoidance" and other factors that can reinforce it. The creation of places fo...

  19. Conhecimento de mulheres sobre o exame de Papanicolaou Conocimiento de mujeres sobre el examen de Papanicolaou Women's knowledge about the Papanicolaou exam

    Directory of Open Access Journals (Sweden)

    Carolina Amancio Valente

    2009-12-01

    Full Text Available Estudo epidemiológico, quantitativo, descritivo, transversal. Realizado com mulheres, estudantes do ensino médio noturno em escolas públicas para identificar conhecimentos sobre o exame de Papanicolaou. Participaram 1035 mulheres sendo 476 maiores de 18 anos, que compuseram o grupo de sujeitos. Após consentimento foi aplicado questionário com questões objetivas, capazes de identificar conhecimentos a respeito do exame de Papanicolaou, bem como perfil sócio-epidemiológico do grupo; foi realizada uma atividade de educação em saúde com simulação da realização do exame. Após, foi reaplicado o questionário e concluímos que 198 alunas (51,3% acertaram todas as questões do 1º questionário e 360 (75,63% ao reaplicarmos o mesmo, havendo agregação de conhecimento. Destaca-se que a maioria das mulheres abordadas no desenvolvimento do estudo conhece o exame e sabe que é preciso realizá-lo periodicamente, porém este conhecimento não é homogêneo.Estudio epidemiológico, cuantitativo, descriptivo, transversal. Realizado con mujeres, estudiantes del enseño medio nocturno en escuelas públicas para identificar conocimientos sobre el examen de Papanicolaou. Participaron 1035 mujeres siendo 476 mayores de 18 años, que compusieron el grupo de sujetos. Pos consentimiento fue aplicado cuestionario con cuestiones objetivas, capases de identificar conocimientos a respecto del examen de Papanicolaou, así como perfil socio-epidemiológico del grupo; fue realizada una actividad de educación en salud con simulación de la realización del examen. Pos, fue reaplicado el cuestionario y concluimos que 198 alumnas (51,3% acertaron todas las cuestiones del 1º cuestionario y 360 (75,63% al reaplicar el mismo, habiendo agregación de conocimiento. Se destaca que la mayoría conoce el examen y sabe que es preciso realizarlo periódicamente, pero este conocimiento no es homogéneo.Epidemiologic, quantitative, descriptive, transversal study. Carried

  20. Observational Study of the Association Between Tongue Exam and the Kampo Diagnostic Procedure of Fuku Shin (Abdominal Exam) in Blood Stasis.

    Science.gov (United States)

    Arai, Young-Chang; Aono, Shuichi; Makino, Izumi; Nishihara, Makoto; Ikemoto, Tatsunori; Owari, Keiko

    2017-01-01

    Blood stasis is a very important pathophysiological concept not only in Kampo but also in traditional Chinese medicine. Blood stasis indicates severe disease. Fuku shin (the abdominal exam) and Zetsu shin (the tongue exam) are the most important approaches of the 4 diagnostic procedures in Kampo. Tenderness of the lower abdominal region ( Sho fuku koh man) and distended sublingual veins have been mentioned as typical signs of blood stasis in Kampo or traditional Chinese medicine. The aim of the present study was to determine the association between Sho fuku koh man and distended sublingual veins. An appearance of sublingual veins and a level of Sho fuku koh man showed a significant and positive correlation ( rs = .5248; n = 279; P < .0001). In conclusion, the relationship between the appearance of sublingual veins and the level of Sho fuku koh man showed a significant and positive correlation.

  1. Prototype of a computer system for managing data and video colonoscopy exams

    Directory of Open Access Journals (Sweden)

    Renato Bobsin Machado

    2012-03-01

    Full Text Available OBJECTIVE: Develop a prototype using computer resources to optimize the management process of clinical information and video colonoscopy exams. MATERIALS AND METHODS: Through meetings with medical and computer experts, the following requirements were defined: management of information about medical professionals, patients and exams; video and image captured by video colonoscopes during the exam, and the availability of these videos and images on the Web for further analysis. The technologies used were Java, Flex, JBoss, Red5, JBoss SEAM, MySQL and Flamingo. RESULTS AND DISCUSSION: The prototype contributed to the area of colonocospy by providing resources to maintain the patients' history, tests and images from video colonoscopies. The web-based application allows greater flexibility to physicians and specialists. The resources for remote analysis of data and tests can help doctors and patients in the examination and diagnosis. CONCLUSION: The implemented prototype has contributed to improve colonoscopy-related processes. Future activities include the prototype deployment in the Service of Coloproctology and the utilization of this model to allow real-time monitoring of these exams and knowledge extraction from such structured database using artificial intelligence.OBJETIVO: Desenvolver um protótipo por meio de recursos computacionais para a otimização de processos de gerenciamento de informações clínicas e de exames de videocolonoscopia. MATERIAIS E MÉTODOS: Por meio de reuniões com especialistas médicos e computacionais, definiram-se os seguintes requisitos: gestão de informações sobre profissionais médicos, pacientes e exames complementares; aquisição dos vídeos e captura de imagens a partir do videocolonoscópio durante a realização desse exame, e a disponibilidade por meio da Web para análise posterior dessas imagens. As tecnologias aplicadas foram: Java, Flex, JBOSS, Red5, JBOSS SEAM, MySQL e Flamingo. RESULTADOS E

  2. Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

    Directory of Open Access Journals (Sweden)

    Tom Stafford

    2014-08-01

    Full Text Available We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students’ tendency to score well on other psychology exams, thus statistically removing some obvious candidate third factors, such as general talent or enthusiasm for psychology, which might drive this correlation. Such an analysis shows that both high- and low-grading students who used the wiki got higher scores on the final exam, with engaged wiki users scoring an average of an extra 5 percentage points. We offer an interpretation of the mechanisms of action in terms of the psychological literature on learning and memory.

  3. Inference on cancer screening exam accuracy using population-level administrative data.

    Science.gov (United States)

    Jiang, H; Brown, P E; Walter, S D

    2016-01-15

    This paper develops a model for cancer screening and cancer incidence data, accommodating the partially unobserved disease status, clustered data structures, general covariate effects, and dependence between exams. The true unobserved cancer and detection status of screening participants are treated as latent variables, and a Markov Chain Monte Carlo algorithm is used to estimate the Bayesian posterior distributions of the diagnostic error rates and disease prevalence. We show how the Bayesian approach can be used to draw inferences about screening exam properties and disease prevalence while allowing for the possibility of conditional dependence between two exams. The techniques are applied to the estimation of the diagnostic accuracy of mammography and clinical breast examination using data from the Ontario Breast Screening Program in Canada. Copyright © 2015 John Wiley & Sons, Ltd.

  4. Influence of a revision course and the gender of examiners on the grades of the final ENT exam--a retrospective review of 3961 exams.

    Science.gov (United States)

    Grasl, Matthäus C; Seemann, Rudolf; Hanisch, Michael; Heiduschka, Gregor; Kremser, Karl; Thurnher, Dietmar

    2015-01-01

    Revision courses should repeat already acquired knowledge and skills and mostly provide a basis for passing the following exam. The aim of the study is to investigate the influence of a previously attended revision course on the grades achieved in a final exam (Ear, Nose and Throat Diseases). Additionally we ask the question whether the gender of the examiners plays a role concerning the marks or not. 3961 exams at the Department of Ear, Nose and Throat (ENT) Diseases in Vienna were investigated, 725 with revision course (experimental group) and 3236 without previous revision course (comparison group). The revision courses were performed in a standardized way concerning form and content, interactive and case based. Both groups were examined uniform in regard to topics and time duration. 16 male and 6 female examiners were involved. The grading followed a five-level scale. The examination marks were calculated in the arithmetic mean and median value for the entire sample, gender dependence was calculated according to the Wilcoxon-Mann-Whitney-Test. The inferential statistics included single- and multiple factorial analyses of variance as well as uni- and multivariate regression models. The experimental group achieved a grade average of 2.54 compared with 2.46 for the comparison group. Splitting up into male and female examiners, an average of 2.54 and 2.58 resp. for the experimental group and 2.44 and 2.61 resp. for the comparison group resulted. Female examiner marked significantly lower grades in comparison to their male colleagues (P= 0.001926). The ENT revision course did not improve the grade averages of the final ENT exam. Female examiners grade stricter than male examiners. There was no difference concerning grades 4 (pass) and 5 (fail) but female examiners grade less with mark 1.

  5. Influence of a revision course and the gender of examiners on the grades of the final ENT exam – a retrospective review of 3961 exams

    Science.gov (United States)

    Grasl, Matthäus C.; Seemann, Rudolf; Hanisch, Michael; Heiduschka, Gregor; Kremser, Karl; Thurnher, Dietmar

    2015-01-01

    Revision courses should repeat already acquired knowledge and skills and mostly provide a basis for passing the following exam. Aim: The aim of the study is to investigate the influence of a previously attended revision course on the grades achieved in a final exam (Ear, Nose and Throat Diseases). Additionally we ask the question whether the gender of the examiners plays a role concerning the marks or not. Methods: 3961 exams at the Department of Ear, Nose and Throat (ENT) Diseases in Vienna were investigated, 725 with revision course (experimental group) and 3236 without previous revision course (comparison group). The revision courses were performed in a standardized way concerning form and content, interactive and case based. Both groups were examined uniform in regard to topics and time duration. 16 male and 6 female examiners were involved. The grading followed a five–level scale. The examination marks were calculated in the arithmetic mean and median value for the entire sample, gender dependence was calculated according to the Wilcoxon-Mann-Whitney-Test. The inferential statistics included single- and multiple factorial analyses of variance as well as uni- and multivariate regression models. Results: The experimental group achieved a grade average of 2.54 compared with 2.46 for the comparison group. Splitting up into male and female examiners, an average of 2.54 and 2.58 resp. for the experimental group and 2.44 and 2.61 resp. for the comparison group resulted. Female examiner marked significantly lower grades in comparison to their male colleagues (P= 0.001926). Conclusions: The ENT revision course did not improve the grade averages of the final ENT exam. Female examiners grade stricter than male examiners. There was no difference concerning grades 4 (pass) and 5 (fail) but female examiners grade less with mark 1. PMID:26483851

  6. Progress of number of students secondary-school teaching of skilled subjects

    OpenAIRE

    Rudolf Šrámek

    2004-01-01

    4463 persons were registered into study of secondary-school teaching of skilled subjects from schoul year 1964/1965 until school year 2003/2004. 3221 students were selected or accepted. 2101 persons performed first exam from pedagogy. Retrospective approaches for researching of past period can help for solutions of future tasks of university.

  7. Progress of number of students secondary-school teaching of skilled subjects

    Directory of Open Access Journals (Sweden)

    Rudolf Šrámek

    2004-01-01

    Full Text Available 4463 persons were registered into study of secondary-school teaching of skilled subjects from schoul year 1964/1965 until school year 2003/2004. 3221 students were selected or accepted. 2101 persons performed first exam from pedagogy. Retrospective approaches for researching of past period can help for solutions of future tasks of university.

  8. Is the advanced trauma life support simulation exam more stressful for the surgeon than emergency department trauma care?

    National Research Council Canada - National Science Library

    Ana Paula Quilici; Renato Sergio Pogetti; Belchor Fontes; Luis Fernando Correa Zantut; Eliana Torrea Chaves; Dario Birolini

    2005-01-01

    ...: To compare stress levels affecting surgical residents during the simulated initial assessment and management in the Advanced Trauma Life Support practical exam vs initial assessment and management of...

  9. Is the advanced trauma life support simulation exam more stressful for the surgeon than emergency department trauma care?

    National Research Council Canada - National Science Library

    Quilici, Ana Paula; Pogetti, Renato Sergio; Fontes, Belchor; Zantut, Luis Fernando Correa; Chaves, Eliana Torrea; Birolini, Dario

    2005-01-01

    ...: To compare stress levels affecting surgical residents during the simulated initial assessment and management in the Advanced Trauma Life Support practical exam vs initial assessment and management...

  10. Cisco CCNA/CCENT Exam 640-802, 640-822, 640-816 Preparation Kit With Cisco Router Simulations

    CERN Document Server

    Liu, Dale

    2009-01-01

    Three exams, two certifications, one complete Cisco training solution for networking professionals! .. .. The CCNA exam is an entry-level IT certification from Cisco Systems for professionals installing and maintaining route and switched networks. The current exam material covers networking concepts along with new and updated content on network security fundamentals and the basics of wireless networking. .. .. This book can be used as a study guide for either track you choose to receive your CCNA – the single exam, 640-802 or the combined 640-822 and 640-816, and for the CCENT certification wh

  11. Medication competency of nurses according to theoretical and drug calculation online exams: A descriptive correlational study.

    Science.gov (United States)

    Sneck, Sami; Saarnio, Reetta; Isola, Arja; Boigu, Risto

    2016-01-01

    Medication administration is an important task of registered nurses. According to previous studies, nurses lack theoretical knowledge and drug calculation skills and knowledge-based mistakes do occur in clinical practice. Finnish health care organizations started to develop a systematic verification processes for medication competence at the end of the last decade. No studies have yet been made of nurses' theoretical knowledge and drug calculation skills according to these online exams. The aim of this study was to describe the medication competence of Finnish nurses according to theoretical and drug calculation exams. A descriptive correlation design was adopted. Participants and settings All nurses who participated in the online exam in three Finnish hospitals between 1.1.2009 and 31.05.2014 were selected to the study (n=2479). Quantitative methods like Pearson's chi-squared tests, analysis of variance (ANOVA) with post hoc Tukey tests and Pearson's correlation coefficient were used to test the existence of relationships between dependent and independent variables. The majority of nurses mastered the theoretical knowledge needed in medication administration, but 5% of the nurses struggled with passing the drug calculation exam. Theoretical knowledge and drug calculation skills were better in acute care units than in the other units and younger nurses achieved better results in both exams than their older colleagues. The differences found in this study were statistically significant, but not high. Nevertheless, even the tiniest deficiency in theoretical knowledge and drug calculation skills should be focused on. It is important to identify the nurses who struggle in the exams and to plan targeted educational interventions for supporting them. The next step is to study if verification of medication competence has an effect on patient safety. Copyright © 2015 Elsevier Ltd. All rights reserved.

  12. Completing self-assessment modules during residency is associated with better certification exam results.

    Science.gov (United States)

    Peterson, Lars E; Blackburn, Brenna; King, Michael R

    2014-09-01

    Family medicine residents were recently required to complete Self-Assessment Modules (SAMs), part of the American Board of Family Medicine's (ABFM) Maintenance of Certification for Family Physicians (MC-FP). We studied whether completing SAMs was associated with initial certification exam performance. We used ABFM administrative data to identify all family medicine residency graduates who took the ABFM certification exam between 2010 and 2012. We used descriptive statistics to characterize resident and residency demographics by SAM participation. We used both multilevel linear and logistic regression to test for differences in score and pass rate controlling for resident and residency characteristics. A total of 8,348 graduates took the certification exam between 2010 and 2012. The first time pass rate was 90.4%, and the mean score was 484.2 (SD=80.4). In unadjusted analysis, mean exam score and passing rates were similar regardless of SAM completion (490.7 versus 483.6 and 90.6% versus 90.4%, respectively). Using multilevel logistic and linear regression models, we found that completion of a SAM was associated with a 62% increased odds of passing the exam (OR=1.62 [95% CI=1.05, 2.50]) and an 18.76 score increase. Residents in residencies where greater than 10% of residents fail the examination were less likely to pass (OR=0.63 [CI=0.44, 0.89]), controlling for resident characteristics. Prior to the new requirements, residents who completed a SAM had higher board scores and exam passing rates. Likelihood of passing initial board certification may be improved by requiring resident participation in MC-FP.

  13. The Factors Affecting The Succes In English Proficiency Exams And Possible Contrubitions of The Internet

    OpenAIRE

    Ismail Hakki MIRICI

    2003-01-01

    It is a widely known fact that today, language proficiency exams are indispensable parts of our academic life. Especially, those who aim to achieve the objectives in an educational system are in need of declaring and proving that they have a good command of at least one foreign language-most commonly English. English proficiency exams such as FCE, CAE, IELTS and TOEFL are some of the most well-known commercial tests that assess four language skills and language competence of language users. I...

  14. VCP VMware Certified Professional on vSphere 4 Study Guide, Exam VCP-410

    CERN Document Server

    Perry, Brian; Fields, Jeantet

    2010-01-01

    VMware vSphere 4 virtualization certification-here's how to prepare for the exam!. VMware's vSphere 4 is the latest offering from this leading virtualization software provider. With today's emphasis on going green and cutting costs, virtualization of IT infrastructures is a hot topic. What better way to show the marketplace your virtualization expertise than with a VMware Certified Professional on vSphere 4 certification? This in-depth study guide covers all exam objectives, thoroughly preparing you with challenging review questions, real-world scenarios, hands-on exercises, and more.: VMware'

  15. CompTIA Network+ Certification Study Guide, Exam N10-004

    CERN Document Server

    Shimonski, Robert

    2009-01-01

    CompTIA's Network+ certification is a globally-recognized, vendor neutral exam that has helped over 235,000 IT professionals reach further and higher in their careers. The 2009 Network+ exam (N10-004) is a major update with more focus on security and wireless aspects of networking. Our new study guide has been updated accordingly with focus on network, systems, and WAN security and complete coverage of today's wireless networking standards. As always this companion covers the core Network+ material including basic design principles, management and operation of a network infrastructure, and tes

  16. CASP CompTIA Advanced Security Practitioner Study Guide Exam CAS-001

    CERN Document Server

    Gregg, Michael

    2012-01-01

    Get Prepared for CompTIA Advanced Security Practitioner (CASP) Exam Targeting security professionals who either have their CompTIA Security+ certification or are looking to achieve a more advanced security certification, this CompTIA Authorized study guide is focused on the new CompTIA Advanced Security Practitioner (CASP) Exam CAS-001. Veteran IT security expert and author Michael Gregg details the technical knowledge and skills you need to conceptualize, design, and engineer secure solutions across complex enterprise environments. He prepares you for aspects of the certification test that as

  17. Beta-Blockers for Exams Identify Students at High Risk of Psychiatric Morbidity.

    Science.gov (United States)

    Butt, Jawad H; Dalsgaard, Søren; Torp-Pedersen, Christian; Køber, Lars; Gislason, Gunnar H; Kruuse, Christina; Fosbøl, Emil L

    2017-04-01

    Beta-blockers relieve the autonomic symptoms of exam-related anxiety and may be beneficial in exam-related and performance anxiety, but knowledge on related psychiatric outcomes is unknown. We hypothesized that beta-blocker therapy for exam-related anxiety identifies young students at risk of later psychiatric events. Using Danish nationwide administrative registries, we studied healthy students aged 14-30 years (1996-2012) with a first-time claimed prescription for a beta-blocker during the exam period (May-June); students who were prescribed a beta-blocker for medical reasons were excluded. We matched these students on age, sex, and time of year to healthy and study active controls with no use of beta-blockers. Risk of incident use of antidepressants, incident use of other psychotropic medications, and suicide attempts was examined by cumulative incidence curves for unadjusted associations and multivariable cause-specific Cox proportional hazard analyses for adjusted hazard ratios (HRs). We identified 12,147 healthy students with exam-related beta-blocker use and 12,147 matched healthy students with no current or prior use of beta-blockers (median age, 19 years; 80.3% women). Among all healthy students, 0.14% had a first-time prescription for a beta-blocker during the exam period with the highest proportion among students aged 19 years (0.39%). Eighty-one percent of the students filled only that single prescription for a beta-blocker during follow-up. During follow-up, 2225 (18.3%) beta-blocker users and 1400 (11.5%) nonbeta-blocker users were prescribed an antidepressant (p Exam-related beta-blocker use was associated with an increased risk of antidepressant use (adjusted HRs, 1.68 [95% confidence intervals (CIs), 1.57-1.79], p exam period was associated with an increased risk of psychiatric outcomes and might identify psychologically vulnerable students who need special attention.

  18. MCTS Microsoft SharePoint 2010 Configuration Study Guide Exam 70-667

    CERN Document Server

    Pyles, James

    2010-01-01

    A Sybex study guide for the new SharePoint Server 2010 Configuration examSharePoint holds 55 percent of the collaboration and content management market, with many more companies indicating they plan to join the fold. IT professionals interested in enhancing their marketability with the new Microsoft Certified Technology Specialist: Microsoft SharePoint Server 2010 Configuring exam will find this guide may be their only alternative to costly classroom training.Microsoft SharePoint claims over half the market for collaboration and content management software; IT professionals will boost their ma

  19. MCSA Windows Server 2012 R2 configuring advanced services study guide exam 70-412

    CERN Document Server

    Panek, William

    2015-01-01

    The bestselling MCSA study guide, with expert instruction andhands-on practice MCSA Windows Server 2012 R2 Configuring Advanced ServicesStudy Guide provides focused preparation for exam 70-412 and isfully updated to align with the latest Windows Server 2012 R2objectives. This comprehensive guide covers 100 percent of all examobjective domains, and includes hundreds of practice questions andanswers. You get access to video demonstrations, electronicflashcards, and practice exams, and hands-on exercises based onreal-world scenarios allow you to apply your skills to everydaytasks. Organized by o

  20. Challenges Faced by International Medical Students Due to Changes in Canadian Entrance Exam Policy

    Directory of Open Access Journals (Sweden)

    Pishoy Gouda

    2015-03-01

    Full Text Available The Medical Council of Canada has set new eligibility criteria for examinations that are required in order to apply to postgraduate training. This is to facilitate the establishment of the National Assessment Collaboration Objective Structured Clinical Examination. These changes result in increased hardships on Canadians studying abroad who are wishing to apply for postgraduate training in Canada. While these exams are crucial to protect medical standards and the quality of healthcare in Canada, slight modifications of the examination timelines may alleviate some of the burdens caused by these exams.

  1. Simulation-based mastery learning for endoscopy using the endoscopy training system: a strategy to improve endoscopic skills and prepare for the fundamentals of endoscopic surgery (FES) manual skills exam.

    Science.gov (United States)

    Ritter, E Matthew; Taylor, Zachary A; Wolf, Kathryn R; Franklin, Brenton R; Placek, Sarah B; Korndorffer, James R; Gardner, Aimee K

    2018-01-01

    The fundamentals of endoscopic surgery (FES) program has considerable validity evidence for its use in measuring the knowledge, skills, and abilities required for competency in endoscopy. Beginning in 2018, the American Board of Surgery will require all candidates to have taken and passed the written and performance exams in the FES program. Recent work has shown that the current ACGME/ABS required case volume may not be enough to ensure trainees pass the FES skills exam. The aim of this study was to investigate the feasibility of a simulation-based mastery-learning curriculum delivered on a novel physical simulation platform to prepare trainees to pass the FES manual skills exam. The newly developed endoscopy training system (ETS) was used as the training platform. Seventeen PGY 1 (10) and PGY 2 (7) general surgery residents completed a pre-training assessment consisting of all 5 FES tasks on the GI Mentor II. Subjects then trained to previously determined expert performance benchmarks on each of 5 ETS tasks. Once training benchmarks were reached for all tasks, a post-training assessment was performed with all 5 FES tasks. Two subjects were lost to follow-up and never returned for training or post-training assessment. One additional subject failed to complete any portion of the curriculum, but did return for post-training assessment. The group had minimal endoscopy experience (median 0, range 0-67) and minimal prior simulation experience. Three trainees (17.6%) achieved a passing score on the pre-training FES assessment. Training consisted of an average of 48 ± 26 repetitions on the ETS platform distributed over 5.1 ± 2 training sessions. Seventy-one percent achieved proficiency on all 5 ETS tasks. There was dramatic improvement demonstrated on the mean post-training FES assessment when compared to pre-training (74.0 ± 8 vs. 50.4 ± 16, p assessment (r = 0.57, p = 0.028). Fourteen (100%) subjects who trained to proficiency on at least one ETS task

  2. Electrocardiographic exam in female spotted pacas (Cuniculus paca

    Directory of Open Access Journals (Sweden)

    Ricardo A.R. Uscategui

    2016-06-01

    Full Text Available Abstract: Considering the limited physiological information available on neotropical rodents and the importance of this information for pathophysiological and conservation studies of these species, the aim of this study was to evaluate the cardiac electric physiology of healthy captivity spotted pacas (Cuniculus paca under chemical restraint, due to wild nature of these animals. Eleven adult female pacas were evaluated by blood count and biochemical dosage to rule out any associate disease. Each animal was evaluated in three periods every 15 days. After chemical restraint with intramuscular midazolam 0.5mg/kg and ketamine 25mg/kg, animals were subjected to a computerized electrocardiogram, where bipolar (DI, DII and DIII and augmented unipolar leads (aVR, aVL, aVF were obtained. Descriptive statistics were calculated for each parameter and built the confidence interval (CI at significance level of 95%. The electrocardiographic examination was performed without difficult. ECG tracing in DII represents a QRS complex with positive polarity, preceded by a P wave of the same polarity and proceeded by T wave of variable polarity. Heart rate mean was 150±17 bpm, and cardiac electrical axis 33.4±21.9°. All animals showed sinusal rhythm. The ECG recording technique associated with chemical restraint was well tolerated, allowing quick acquisition of reliable ECG tracings with high repeatability, which produced sufficient results to determine the heart rhythm and suggest measures of ECG complexes duration and amplitude.

  3. Multiple-Choice Exams: An Obstacle for Higher-Level Thinking in Introductory Science Classes

    Science.gov (United States)

    Stanger-Hall, Kathrin F.

    2012-01-01

    Learning science requires higher-level (critical) thinking skills that need to be practiced in science classes. This study tested the effect of exam format on critical-thinking skills. Multiple-choice (MC) testing is common in introductory science courses, and students in these classes tend to associate memorization with MC questions and may not…

  4. An Examination of Attitudes towards Cheating in Exams by Physical Education and Sports High School Students

    Science.gov (United States)

    Kayisoglu, Numan Bahadir; Temel, Cenk

    2017-01-01

    The purpose of this study is to determine the attitudes of students from the Hasan Dogan School of Physical Education and Sports towards cheating in exams and to investigate changes in these attitudes in terms of several variables. The survey method was used in the study. The study was conducted during the 2014-2015 Academic year at the Karabük…

  5. A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance

    Science.gov (United States)

    Patterson, Michael C.

    2017-01-01

    The present study investigated the use of multiple digital media technologies, including social networking platforms, by students while preparing for an examination (media multitasking) and the subsequent effects on exam performance. The level of media multitasking (number of simultaneous media technologies) and duration of study were used as…

  6. Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

    Science.gov (United States)

    Beekman, John A.; Ober, David

    2015-01-01

    Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…

  7. Participating in university entrance exam despite repeated failure: a qualitative study of participants' experiences.

    Science.gov (United States)

    Seddigh, Ruohollah; Abdollahpour, Esmat; Azarnik, Somayeh; Shariati, Behnam; Keshavarz-Akhlaghi, Amir-Abbas

    2016-10-22

    To explore the experiences of general practitioners who continue to sit a highly-competitive residency entrance examination, despite repeated failure. This qualitative, exploratory study employed semi-structured, in-depth interviews with 35 candidates of a residency entrance exam who had failed the examination at least twice and were preparing to sit it again. Interview questions addressed the challenges they faced and how they managed these challenges. Interview data were audiotaped, transcribed, and analysed to identify themes. The results demonstrated that more than 50% (n=19) of candidates struggled continuously and internally with different aspects of the exam. These include being under a great deal of pressure to succeed, failing to prioritize study materials, inefficient review during the final days  of preparation, and sitting the exam with an afflicted body. Furthermore, during the examination, they frequently used inefficient strategies to answer questions. Afterwards, they experienced feelings of freedom associated with having finished the exam. Participation in a highly-competitive examination exerts a considerable amount pressure on low-performing candidates. This climate not only results in burn out of participants, but it also influences their learning styles and identities as future physicians. It is therefore necessary to design a syllabus for both test candidates and policy makers, in order better to manage this environment. Candidates also should be aware of their individual weaknesses in order to improve their studying skills.

  8. Chaperone Use by Residents During Pelvic, Breast, Testicular, and Rectal Exams

    Science.gov (United States)

    Ehrenthal, Deborah B; Farber, Neil J; Collier, Virginia U; Aboff, Brian M

    2000-01-01

    We designed a questionnaire survey to study internal medicine residents' plans to use a chaperone during the pelvic, breast, rectal, and testicular examinations. We found chaperone use by male and female residents differed markedly, and neither group planned to use chaperones universally. When examining female patients, male residents overall were very likely to use a chaperone during a pelvic exam, but less likely for the breast exam and rectal exam. For the female resident, there was a significantly lower likelihood of using chaperones during the pelvic, breast, or rectal exams. There was a much lower rate of chaperone use during the sensitive portions of the male physical examination compared with the female examination, with somewhat higher use by female residents. We concluded that male and female residents differ significantly in their patterns of chaperone use. It would be valuable to develop guidelines for chaperone use to help residents understand the issues involved in the choices, and to protect the residents from the possible medico-legal consequences of forgoing chaperones. PMID:10940150

  9. The Comprehensive Business Exam: Usefulness for Assessing Instructional and Student Performance Outcomes

    Science.gov (United States)

    Hahn, William; Leslie, Beth

    2017-01-01

    The authors explore the results of the Comprehensive Business Exam (CBE) administered to business majors during their senior-year business capstone course. The study results identified students' SAT and grade point average as a predictor of CBE performance, and variables that explain the correlation between CBE performance, SAT score, and grade…

  10. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

    Science.gov (United States)

    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  11. An Investigation of Adult Attachment and Coping with Exam-Related Stress

    Science.gov (United States)

    Berry, Katherine; Kingswell, Sarah

    2012-01-01

    Students differ in how they cope with and manage stress associated with university life. This study investigates associations between adult attachment and coping strategies for exam-related stress. Fifty-seven students at a university in the north of England completed online questionnaires to assess attachment anxiety and avoidance, helpful and…

  12. Academic self-efficacy and malleability of relevant capabilities as predictors of exam performance

    NARCIS (Netherlands)

    Vrugt, A.J.; Langereis, M.P.; Hoogstraten, J.

    1997-01-01

    In accordance with Wood and Locke's (1987) findings, the Ist study was based on the prediction that academic self-efficacy (ASE) and personal goals of psychology freshmen (N = 438) would contribute to exam performance, Although the results supported this prediction, they were less strong than those

  13. The Evolution of Foreign Language AP Exam Candidates: A 36-Year Descriptive Study

    Science.gov (United States)

    Brown, Alan V.; Thompson, Gregory L.

    2016-01-01

    Using a data set exclusively prepared for and licensed to them by the College Board, the authors examined the growth of the Advanced Placement program in foreign languages and overall trends in regard to the number of candidates who sat for the foreign language exams, their gender, their scores, and their ethnicity over the 36-year period covering…

  14. Cheating or Cheated? Surviving Secondary Exit Exams in a Neoliberal Era

    Science.gov (United States)

    Buckner, Elizabeth; Hodges, Rebecca

    2016-01-01

    Cheating on exams is a rampant and highly developed practice among youth in the Arab world, often involving elaborate networks, advanced technology and adult authorities. Rather than viewing cheating as mere laziness or immorality, this article interrogates the social meanings of cheating by comparing the practices and discourses of cheating on…

  15. Individual Oral Exams in Mathematics Courses: 10 Years of Experience at the Air Force Academy

    Science.gov (United States)

    Boedigheimer, Ralph; Ghrist, Michelle; Peterson, Dale; Kallemyn, Benjamin

    2015-01-01

    Over the last 10 years faculty members in the Department of Mathematical Sciences at the United States Air Force Academy have incorporated individual oral exams into mathematics courses. We have experimented with various approaches, shared results and ideas with other department members, and refined our techniques. We have found that this…

  16. Students' Engagement with a Collaborative Wiki Tool Predicts Enhanced Written Exam Performance

    Science.gov (United States)

    Stafford, Tom; Elgueta, Herman; Cameron, Harriet

    2014-01-01

    We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score…

  17. Passing the Leadership Test: Strategies for Success on the Leadership Licensure Exam. Second Edition

    Science.gov (United States)

    Jones, Leslie; Kennedy, Eugene

    2012-01-01

    "Passing the Leadership Test: Strategies for Success on the Leadership Licensure Exam" is a study guide for the School Leaders Licensure Examination (SLLA.) The book presents a comprehensive, practical guide for preparing for the SLLA. It is divided into two sections: basic principles of test preparation and the ISLLC standards with implications…

  18. The Impact of Different Scoring Rubrics for Grading Virtual Patient-Based Exams

    Science.gov (United States)

    Fors, Uno G. H.; Gunning, William T.

    2014-01-01

    Virtual patient cases (VPs) are used for healthcare education and assessment. Most VP systems track user interactions to be used for assessment. Few studies have investigated how virtual exam cases should be scored and graded. We have applied eight different scoring models on a data set from 154 students. Issues studied included the impact of…

  19. Differences in Classroom versus Online Exam Performance Due to Asynchronous Discussion

    Science.gov (United States)

    Jorczak, Robert L.; Dupuis, Danielle N.

    2014-01-01

    This study compares undergraduate student exam performance of classroom and online course sections that have nearly identical instructional designs. The sections differed only in lecturing and peer discussion activities that are typical differences of classroom and online instruction. Classroom discussion activities were synchronous speech and…

  20. An Analysis of How Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

    Science.gov (United States)

    Flesch, Michael; Ostler, Elliott

    2011-01-01

    This paper presents the results of a study focused on the issue of how proctored testing affects the learning outcomes and integrity in an Intermediate Algebra course setting. The study follows a model of assessment where students in one group have taken two of their five unit exams as proctored tests along with a proctored Comprehensive Final…

  1. From Napoleon to Sarkozy: Two Hundred Years of the "Baccalaureat" Exam

    Science.gov (United States)

    El Atia, Samira

    2008-01-01

    In March 17th, 2008, the Baccalaureat exam in France celebrates 200 years since its establishment. The Baccalaureat is the French national examination to complete secondary education and determine admission to higher education. A byproduct of several factors: the strict educational philosophy of the Jesuits, the radical reforms of the French…

  2. Sleep Patterns and Academic Performance during Preparation for College Entrance Exam in Chinese Adolescents

    Science.gov (United States)

    Wang, Guanghai; Ren, Fen; Liu, Zhijun; Xu, Guangxing; Jiang, Fan; Skora, Elizabeth; Lewin, Daniel S.

    2016-01-01

    Background: Deficient sleep is linked to detrimental outcomes in health and school performance for adolescents. This study characterized sleep patterns in Chinese adolescents preparing for the College Entrance Exam (CEE) and evaluated the association between sleep patterns, self-rated academic performance, and the CEE scores. Methods: A sample of…

  3. Student-Centered Pedagogy: Co-Construction of Knowledge through Student-Generated Midterm Exams

    Science.gov (United States)

    Ahn, Ruth; Class, Mary

    2011-01-01

    Using the example of student-generated midterm exams produced during a university classroom exercise, this narrative account examines student-centered pedagogy from both the university faculty and student perspectives. The central question revolved around how to actively engage a community of diverse university students from different academic,…

  4. Therapy Dogs on Campus: A Counseling Outreach Activity for College Students Preparing for Final Exams

    Science.gov (United States)

    Barker, Sandra B.; Barker, Randolph T.; Schubert, Christine M.

    2017-01-01

    A university counseling center engaged a therapy dog program for an outreach activity to reduce stress as students prepare for final exams at a large culturally diverse university. This article describes the rationale, planning, and implementation of the activity; presents an evaluation summary; and provides recommendations and implications for…

  5. The Present in Flemish Secondary History Education through the Lens of Written History Exams

    Science.gov (United States)

    Van Nieuwenhuyse, Karel; Wils, Kaat; Clarebout, Geraldine; Verschaffel, Lieven

    2015-01-01

    The present plays an important part in history education, in particular in efforts to make the study of the past relevant for today. This contribution examines how the relationship between past and present is dealt with in current Flemish secondary history education by analyzing 190 written history exams for the 11th and 12th grade. Ten percent of…

  6. USER MANUAL FOR EXPRESS, THE EXAMS-PRZM EXPOSURE SIMULATION SHELL

    Science.gov (United States)

    The Environmental Fate and Effects Division (EFED) of EPA's Office of Pesticide Programs(OPP) uses a suite of ORD simulation models for the exposure analysis portion of regulatory risk assessments. These models (PRZM, EXAMS, AgDisp) are complex, process-based simulation codes tha...

  7. Metacognitive Skills, Academic Success and Exam Anxiety as the Predictors of Psychological Well-Being

    Science.gov (United States)

    Isgör, Isa Yücel

    2016-01-01

    The purpose of this research was to investigate the predicting effect of high school students' metacognitive skills, exam anxiety and academic success levels upon their psychological well-being in a provincial center with a medium-scale population in Eastern Anatolian Region. The research group included totally 251 high school students including…

  8. Check your English vocabulary for IELTS all you need to pass your exams

    CERN Document Server

    Wyatt, Rawdon

    2009-01-01

    This workbook is an helpful self-study aid for anyone preparing for the IELTS (International English Language Testing System) exam. It includes a range of activities to help students build and improve their English vocabulary, and is suitable for both self-study and the classroom.

  9. Correlation among High School Senior Students' Test Anxiety, Academic Performance and Points of University Entrance Exam

    Science.gov (United States)

    Karatas, Hakan; Alci, Bulent; Aydin, Hasan

    2013-01-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academic performance (GPA) and points of university entrance exam (UEE). The study group of…

  10. Validity of the UKCAT in applicant selection and predicting exam performance in UK dental students.

    Science.gov (United States)

    Lala, Rizwana; Wood, Duncan; Baker, Sarah

    2013-09-01

    The United Kingdom's Clinical Aptitude Test (UKCAT) aims to assess candidates' "natural talent" for dentistry. The aim of this study was to determine the validity of the UKCAT for dental school applicant selection. The relationship of the UKCAT with demographic and academic variables was examined, assessing if the likelihood of being offered a place at a UK dental school was predicted by demographic factors and academic selection tools (predicted grades and existing school results). Finally, the validity of these selection tools in predicting first-year dental exam performance was assessed. Correlational and regression analyses showed that females and poorer students were more likely to have lower UKCAT scores. Gender and social class did not, however, predict first-year dental exam performance. UKCAT scores predicted the likelihood of the candidate being offered a place in the dental course; however, they did not predict exam performance during the first year of the course. Indeed, the only predictor of dental exam performance was existing school results. These findings argue against the use of the UKCAT as the sole determinant in dental applicant selection, instead highlighting the value of using existing school results.

  11. Evaluation of Simulated Clinical Breast Exam Motion Patterns Using Marker-Less Video Tracking.

    Science.gov (United States)

    Azari, David P; Pugh, Carla M; Laufer, Shlomi; Kwan, Calvin; Chen, Chia-Hsiung; Yen, Thomas Y; Hu, Yu Hen; Radwin, Robert G

    2016-05-01

    This study investigates using marker-less video tracking to evaluate hands-on clinical skills during simulated clinical breast examinations (CBEs). There are currently no standardized and widely accepted CBE screening techniques. Experienced physicians attending a national conference conducted simulated CBEs presenting different pathologies with distinct tumorous lesions. Single hand exam motion was recorded and analyzed using marker-less video tracking. Four kinematic measures were developed to describe temporal (time pressing and time searching) and spatial (area covered and distance explored) patterns. Mean differences between time pressing, area covered, and distance explored varied across the simulated lesions. Exams were objectively categorized as either sporadic, localized, thorough, or efficient for both temporal and spatial categories based on spatiotemporal characteristics. The majority of trials were temporally or spatially thorough (78% and 91%), exhibiting proportionally greater time pressing and time searching (temporally thorough) and greater area probed with greater distance explored (spatially thorough). More efficient exams exhibited proportionally more time pressing with less time searching (temporally efficient) and greater area probed with less distance explored (spatially efficient). Just two (5.9 %) of the trials exhibited both high temporal and spatial efficiency. Marker-less video tracking was used to discriminate different examination techniques and measure when an exam changes from general searching to specific probing. The majority of participants exhibited more thorough than efficient patterns. Marker-less video kinematic tracking may be useful for quantifying clinical skills for training and assessment. © 2015, Human Factors and Ergonomics Society.

  12. Do Group Exams Support English as an Additional Language Student Learning?

    Science.gov (United States)

    Caldecott, Marion; Emmioglu, Esma

    2017-01-01

    Team-based learning (TBL) has been shown to improve many aspects of student learning, but no previous research has systematically examined the effects of group exams on English as an Additional Language (EAL) students in university classrooms. This study is a small-scale action research examining the role of students' English language status in…

  13. Class of 2015 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    Science.gov (United States)

    Navarro, Maria V.

    2016-01-01

    This memorandum describes the Advanced Placement (AP) and International Baccalaureate (IB) exams participation and performance of 2013 to 2015 public school graduates in Montgomery County Public Schools (MCPS) and the state of Maryland. The results are disaggregated by demographics and high schools. Students in the MCPS Class of 2015 continued to…

  14. Class of 2014 Advanced Placement and International Baccalaureate Exam Participation and Performance. Memorandum

    Science.gov (United States)

    Sanderson, Geoffrey T.

    2015-01-01

    Beginning in 2006, Maryland has led the nation as the state with the highest percentage of graduates who earned one or more Advanced Placement (AP) exam scores of 3 or higher. Students in the Montgomery County (Maryland) Public Schools (MCPS) Class of 2014 continued to outperform students in the state of Maryland on AP examinations based on AP…

  15. Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences

    Science.gov (United States)

    Seddigh, Ruohollah; Abdollahpour, Esmat; Azarnik, Somayeh; Shariati, Behnam

    2016-01-01

    Objectives To explore the experiences of general practitioners who continue to sit a highly-competitive residency entrance examination, despite repeated failure. Methods This qualitative, exploratory study employed semi-structured, in-depth interviews with 35 candidates of a residency entrance exam who had failed the examination at least twice and were preparing to sit it again. Interview questions addressed the challenges they faced and how they managed these challenges. Interview data were audiotaped, transcribed, and analysed to identify themes. Results The results demonstrated that more than 50% (n=19) of candidates struggled continuously and internally with different aspects of the exam. These include being under a great deal of pressure to succeed, failing to prioritize study materials, inefficient review during the final days  of preparation, and sitting the exam with an afflicted body. Furthermore, during the examination, they frequently used inefficient strategies to answer questions. Afterwards, they experienced feelings of freedom associated with having finished the exam.  Conclusions Participation in a highly-competitive examination exerts a considerable amount pressure on low-performing candidates. This climate not only results in burn out of participants, but it also influences their learning styles and identities as future physicians. It is therefore necessary to design a syllabus for both test candidates and policy makers, in order better to manage this environment. Candidates also should be aware of their individual weaknesses, in order to improve their studying skills. PMID:27771629

  16. Low Levels of Evidence on the Plastic Surgery In-Service Training Exam.

    Science.gov (United States)

    Silvestre, Jason; Bilici, Nadir; Serletti, Joseph M; Chang, Benjamin

    2016-06-01

    The Plastic Surgery In-Service Training Exam is written by the American Society of Plastic Surgeons. Examinees reasonably infer that tested material reflects the Society's vision for the core curriculum in plastic surgery. The purpose of this study was to determine the levels of evidence on which credited answers to the examination questions are based. Two recent Plastic Surgery In-Service Training Exams (2014 and 2015) were analyzed. Questions were categorized using a taxonomy model. Recommended journal article references for Level III (decision-making) questions were assigned a level of evidence. Exam sections were analyzed for differences in question taxonomy distribution and level of evidence. To look for studies with higher levels of evidence, a PubMed search was conducted for a random sample of 10 questions from each section. One hundred three Level I (25.8 percent), 138 Level II (34.5 percent), and 159 Level III (39.8 percent) questions were analyzed (p Exam questions test clinical management, but most are supported with a low level of evidence. Although that is consistent with low level of evidence of plastic surgery literature, educators should recognize the potential for biases of question writers.

  17. Game-Based Assessment: Investigating the Impact on Test Anxiety and Exam Performance

    Science.gov (United States)

    Mavridis, A.; Tsiatsos, T.

    2017-01-01

    The aim of this study is to assess the impact of a 3D educational computer game on students' test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination. The participants of the study were students in tertiary education who were examined using game-based assessment and traditional…

  18. Exame físico na criança: um guia para o enfermeiro

    Directory of Open Access Journals (Sweden)

    Josilene de Melo Buriti Vasconcelos

    1999-12-01

    Full Text Available O exame físico constitui-se numa importante etapa dentro do processo de avaliação à criança, através do qual o enfermeiro enriquece as informações obtidas durante a entrevista e fundamenta a assistência de enfermagem. Na atualidade, mediante o crescente interesse dos enfermeiros em aplicar o processo de enfermagem em todas as suas etapas, o exame físico tem ocupado lugar de destaque, por permitir que os enfermeiros conheçam as necessidades de seus clientes, no que diz respeito aos seus aspectos físicos e fisiológicos, permitindo a identificação dos diagnósticos de enfermagem, alem de servir como recurso para avaliação efetiva das intervenções de enfermagem. Este estudo, de caráter bibliográfico, objetivou elaborar um guia para realização do exame físico na criança, a ser utilizado por enfermeiros, durante o processo de avaliação à criança. Nele apresentamos o exame físico de forma sistemática, utilizando a seqüência céfalo-caudal, descrevendo os possíveis achados normais e anormais ao examinarmos a criança.

  19. Predicting Patterns of Grammatical Complexity across Language Exam Task Types and Proficiency Levels

    Science.gov (United States)

    Biber, Douglas; Gray, Bethany; Staples, Shelley

    2016-01-01

    In the present article, we explore the extent to which previous research on register variation can be used to predict spoken/written task-type variation as well as differences across score levels in the context of a major standardized language exam (TOEFL iBT). Specifically, we carry out two sets of linguistic analyses based on a large corpus of…

  20. Improvements to an Electrical Engineering Skill Audit Exam to Improve Student Mastery of Core EE Concepts

    Science.gov (United States)

    Parent, D. W.

    2011-01-01

    The San Jose State University Electrical Engineering (EE) Department implemented a skill audit exam for graduating seniors in 1999 with the purpose of assessing the teaching and the students' mastery of core concepts in EE. However, consistent low scores for the first years in which the test was administered suggested that students had little…

  1. Alternative Models of Entrance Exams and Access to Higher Education: The Case of the Czech Republic

    Science.gov (United States)

    Konecny, Tomas; Basl, Josef; Myslivecek, Jan; Simonova, Natalie

    2012-01-01

    The study compares the potential effects of a university admission exam model based on program-specific knowledge and an alternative model relying on general study aptitude (GSA) in the context of a strongly stratified educational system with considerable excess of demand over supply of university education. Using results of the "Sonda…

  2. Learning from Exam Results: A Unique Classroom Experiment That Stimulates Critical Thinking

    Science.gov (United States)

    Barkacs, Craig B.; Barkacs, Linda L.

    2011-01-01

    Seldom are students in a more heightened level of anticipation than when they are awaiting their scores on an exam, and it is that very anticipation that creates an excellent opportunity for experiential learning. For example, what do libertarianism, distributive justice, standards of fairness, the tax code, the marketplace, and government…

  3. The Scare Tactic: Do Fear Appeals Predict Motivation and Exam Scores?

    Science.gov (United States)

    Putwain, David; Remedios, Richard

    2014-01-01

    Prior to high-stakes exams, teachers use persuasive messages that highlight to students the possible consequences of failure. Such messages are known as fear appeals. This study examined whether fear appeals relate to self- and non-self-determined motivation and academic performance. Data were collected in 3 waves. Self-report data pertaining to…

  4. The Grass Isn’t Always Greener: Perceptions of and Performance on Open-Note Exams

    Science.gov (United States)

    Sato, Brian K.; He, Wenliang; Warschauer, Mark; Kadandale, Pavan

    2015-01-01

    Undergraduate biology education is often viewed as being focused on memorization rather than development of students’ critical-thinking abilities. We speculated that open-note testing would be an easily implemented change that would emphasize higher-order thinking. As open-note testing is not commonly used in the biological sciences and the literature on its effects in biology education is sparse, we performed a comprehensive analysis of this intervention on a primary literature–based exam across three large-enrollment laboratory courses. Although students believed open-note testing would impact exam scores, we found no effect on performance, either overall or on questions of nearly all Bloom’s levels. Open-note testing also produced no advantage when examined under a variety of parameters, including research experience, grade point average, course grade, prior exposure to primary literature–focused laboratory courses, or gender. Interestingly, we did observe small differences in open- and closed-note exam performance and perception for students who experienced open-note exams for an entire quarter. This implies that student preparation or in-test behavior can be altered by exposure to open-note testing conditions in a single course and that ­increased experience may be necessary to truly understand the impact of this intervention. PMID:25828402

  5. Proposals for Standardizing and Improving the Policy of Adding Points on the Entrance Exam

    Science.gov (United States)

    Yuhong, Deng

    2013-01-01

    This article reviews policies for adding points on the College Entrance Examination. It analyzes the rationales and specific implementation strategies of various policies for adding points on the entrance exam, as well as their advantages and pitfalls. Based on these observations and analysis, the author also offers policy recommendations on the…

  6. Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations

    Science.gov (United States)

    Jamieson, Jeremy P.; Peters, Brett J.; Greenwood, Emily J.; Altose, Aaron J.

    2016-01-01

    For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive…

  7. Changes in Substance Use during Times of Stress: College Students the Week before Exams.

    Science.gov (United States)

    Noel, Nora E.; Cohen, Dale J.

    1997-01-01

    To assess the contribution of situational factors to alcohol use during a naturally occurring high-stress time, 73 undergraduate students were studied. Contrary to the prediction of a simple tension-reduction model, results showed that students preferred to address heightened anxiety by studying to pass exams. Programmatic implications are…

  8. FEATURES OF IMMUNE REACTIONS IN STRESS CONDITIONS ASSOCIATED ASSOCIATED WITH EXAMS

    Directory of Open Access Journals (Sweden)

    I. V. Shirolapov

    2012-01-01

    Full Text Available Abstract. It has been widely accepted that routine psychophysiological stressors may influence immune functioning via their close interactions between nervous, autonomic, endocrine and immune regulatory systems. The aim of this study was to evaluate immune reactions to acute psychophysiological stress in 203 medical students before and after academic exams. The results showed significant decrease of absolute and relative contents CD3+ T cells, natural killer (NK cell subpopulations and T-NK cells (CD3-CD16+CD56+ and CD3+CD16+CD56+, as well as declined NK cell activity were revealed immediately after exams, as compared to initial values for these indices. Moreover, a significant decrease in CD19+ B cells, CD4+ T-helpers and CD8+ T-cytotoxic lymphocyte counts was found after exams, in comparison with parameters assessed under stress-free conditions, but no differences were observed, when compared with pre-examination values. Serum concentrations of IgA, IgM, IgG were within normal physiological limits. Changes in immunological parameters during acute examination-associated stress depend on characteristics of autonomous and hormonal reactions in humans, and, under particular extreme conditions, such psycho-emotional stress may cause general disturbances of immune reactions. We conclude that acute psycho-physiological stress during the exams causes significant changes in some lymphocyte subpopulations, in particular, natural killers.

  9. What To Look for in ESL Admission Tests: Cambridge Certificate Exams, IELTS, and TOEFL.

    Science.gov (United States)

    Chalhoub-Deville, Micheline; Turner, Carolyn E.

    2000-01-01

    Familiarizes test users with issues to consider when employing assessments for screening and admission purposes. Examines the purpose, content, and scoring methods of three English-as-a-Second-Language admissions tests--the Cambridge certificate exams, International English Language Teaching System, and Test of English as a Foreign…

  10. Past, Present, and Future of AP Chemistry: A Brief History of Course and Exam Alignment Efforts

    Science.gov (United States)

    Magrogan, Serena

    2014-01-01

    As part of the Advanced Placement (AP) Program's commitment to continually enhance alignment with current best practices in college-level learning, the AP Program is currently evaluating and redesigning courses and exams, one of which launched during the 2013-2014 academic school year: AP chemistry. The history of the AP chemistry course and…

  11. Facilitating Self-Regulated Learning with Technology: Evidence for Student Motivation and Exam Improvement

    Science.gov (United States)

    Barber, Larissa K.; Bagsby, Patricia G.; Grawitch, Matthew J.; Buerck, John P.

    2011-01-01

    The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their…

  12. Practice (Rather than Graded) Quizzes, with Answers, May Increase Introductory Psychology Exam Performance

    Science.gov (United States)

    Wickline, Virginia B.; Spektor, Valeriya G.

    2011-01-01

    The authors investigated whether practice (or graded) quizzes, with or without provision of correct answers, would be more beneficial for introductory psychology exam performance. In six sections (N = 249) of an introductory psychology class, taught by the same professor, different approaches to quizzes were applied across sections to measure…

  13. Effect of Curriculum Change on Exam Performance in a 4-Week Psychiatry Clerkship

    Science.gov (United States)

    Niedermier, Julie; Way, David; Kasick, David; Kuperschmidt, Rada

    2010-01-01

    Objective: The authors investigated whether curriculum change could produce improved performance, despite a reduction in clerkship length from 8 to 4 weeks. Methods: The exam performance of medical students completing a 4-week clerkship in psychiatry was compared to national data from the National Board of Medical Examiners' Psychiatry Subject…

  14. Some Criticisms against Exam Questions: To What Extent Can Mythic, Romantic and Philosophical Questions Be Used?

    Science.gov (United States)

    Seker, Hasan

    2016-01-01

    In the present study, some of the pre-service teachers' criticisms against their exams were investigated. Moreover, as an alternative, to what extent philosophical, romantic and mythic questions could be used was also looked at. The study group consists of 117 pre-service teachers from the classroom teacher education. In the study, it was…

  15. An Innovative Excel Application to Improve Exam Reliability in Marketing Courses

    Science.gov (United States)

    Keller, Christopher M.; Kros, John F.

    2011-01-01

    Measures of survey reliability are commonly addressed in marketing courses. One statistic of reliability is "Cronbach's alpha." This paper presents an application of survey reliability as a reflexive application of multiple-choice exam validation. The application provides an interactive decision support system that incorporates survey item…

  16. Test anxiety levels and related factors: students preparing for university exams.

    Science.gov (United States)

    Kurt, Ayse Sonay; Balci, Serap; Kose, Dilek

    2014-11-01

    To assess test anxiety levels and related factors among students preparing for university exams. The descriptive, cross-sectional study was conducted at Istanbul University, Turkey, and comprised students preparing for exams in two private courses for the 2010-11 academic year. Data was collected via an original questionnaire and the Test Anxiety Inventory. SPSS 20 was used for statistical analyses. Of the 1250 students who qualified for the study, the final sample size was 376 (30%). Of them, 210 (55.9%) were females, and 154 (41%) were 18 years old. Students' mean Test Anxiety Inventory scores were 39.44±11.34. Female students' overall test anxiety scores and mean emotionality subscale score were significantly higher than those of their male counterparts. Students whose mothers had an educational attainment between primary school n=170 (45.2%) and a high school diploma n=184 (48.9%), as well as those with four or more siblings n=49 (15%), had significantly higher mean overall Test Anxiety Inventory scores. Among other things, test anxiety is influenced by maternal educational level, type of high school, number of exams, and number of siblings. Preparing a relaxed study environment for students, providing the family monetary or social support, and encouraging participation in social activities are recommendedto decreajb anxiety in students preparing for university exams.

  17. Utilidade dos exames pré-operatórios em trauma

    Directory of Open Access Journals (Sweden)

    Alexandre de Andrade Sousa

    Full Text Available Os exames complementares são realizados rotineiramente no pré-operatório de procedimentos cirúrgicos médios e grandes. Entretanto, a sua utilidade é questionável, uma vez que muitos deles são normais ou seus resultados são previsíveis. O objetivo deste estudo foi avaliar a real utilidade da propedêutica complementar pré-operatória na prevenção de complicações cirúrgicas. Foram revistos 117 prontuários de pacientes submetidos a operações por traumas abdominais (66,6% e/ou torácicos (33,4% de grande porte, no Setor de Urgência do Hospital João XXIII de Belo Horizonte, no período de 1985- 1995. Avaliaram-se os exames complementares pré-operatórios e sua relação com eventuais complicações cirúrgicas. A idade dos 76 homens e 4l mulheres variou entre 20 e 79 anos. Os 49,2% dos exames laboratoriais alterados corresponderam a achados previsíveis pelo exame clínico. Somente 1,6% das anormalidades nesses exames foram relacionadas com complicações pós-operatórias. Nenhuma das 70,4% radiografias alteradas correlacionaram-se com complicações pós-operatórias. As complicações pós-operatórias mais freqüentes foram abscesso de parede, parada cardiorrespiratória e pneumonia. Nenhuma complicação poderia ter sido prevenida pelos exames complementares pré-operatórios. Os resultados obtidos nos exames complementares pré-operatórios não influenciaram as condutas, e as alterações encontradas não foram relacionadas às complicações cirúrgicas em serviço de urgência.

  18. Protocolo de exame físico para a coluna toracolombar de equinos

    Directory of Open Access Journals (Sweden)

    Brunna Patricia Almeida da Fonseca

    2011-08-01

    Full Text Available As enfermidades toracolombares representam um desafio ao veterinário, que busca eliminar a dor, restituir o uso atlético do cavalo e minimizar perdas econômicas. A porcentagem de dias de treino perdidos devido a afecções ortopédicas em cavalos de corrida é de 72,1% e dentro destas afecções estão as lombalgias, que representam de 4,35% a 20% dos casos de claudicação. O presente estudo procurou estabelecer um protocolo baseado em pontuação por escores para o exame físico da região toracolombar, por meio do qual se consiga determinar as possíveis regiões afetadas e a gravidade das lesões. Juntamente com o exame físico, foi realizada a ultrassonografia da região toracolombar, para caracterizar e classificar as lesões encontradas, assim como acompanhar sua evolução após o tratamento. Foi observada uma evidente redução na soma dos escores do exame físico em todos os animais entre os dias de exame, sendo que o exame da maioria dos animais apresentou escore zero aos 60 dias após o tratamento. Relacionando a evolução do exame clínico com os escores ultrassonográficos houve associação positiva entre a redução do escore na escala de severidade e a evolução da aparência ultrassonográfica das estruturas avaliadas. Sendo assim, pôde-se concluir que a gradação do exame físico se mostrou eficiente e permitiu o acompanhamento da evolução clínica, assim como da resposta das enfermidades ao tratamento proposto. Além disso, os resultados mostraram que 60 dias é o tempo ideal para a primeira reavaliação do animal após a realização do tratamento.

  19. Awarding Credit Where Credit Is Due: Effective Practices for the Implementation of Credit by Exam. Adopted Spring 2014

    Science.gov (United States)

    Academic Senate for California Community Colleges, 2014

    2014-01-01

    Credit by Exam is a mechanism employed in the California community colleges as a means of granting credit for student learning outside of the traditional classroom. In some instances, credit by exam is the means used to award college credit for structured learning experiences in a secondary educational setting, while in other instances knowledge…

  20. Cheat Sheet or Open-Book? A Comparison of the Effects of Exam Types on Performance, Retention, and Anxiety

    Science.gov (United States)

    Gharib, Afshin; Phillips, William; Mathew, Noelle

    2012-01-01

    The differences between open-book, cheat sheet, and closed-book exams were examined in two different types of psychology courses. A total of 297 students enrolled in eight sections of Introductory Psychology and 99 students enrolled in four sections of Statistics participated in this study. Exam types were counterbalanced across sections of the…