Cameron, Jennifer M.; Heidelberg, Natalie; Simmons, Lisa; Lyle, Sarah B.; Mitra-Varma, Kathakali; Correia, Chris
Objectives, Participants, Methods: Drinking game participation has increased in popularity among college students and is associated with increased alcohol consumption and alcohol-related problems. The current study investigated drinking game participation among 133 undergraduates attending National Alcohol Screening Day (NASD) in April of 2007.…
It is not until the recent 10 years, when an increasing number of dental undergraduate students in China have gradually participated in scientific research. However, few studies have analysed the current status of this new wave. Therefore, the present study aims to investigate dental undergraduate students' participation in research and to explore possible options for refining or reforming the existing teaching and research system in dentistry. The authors constructed a questionnaire that was completed by a sample of students from a high-ranking dental school in China. The data were processed with SPSS software. Of all the 250 questionnaires distributed, 191 were returned, 186 of which were complete and suitable for analysis. Over a half of the respondents had participated in research programmes. There were diversified motives for undergraduate participation in scientific research. These findings have led us to speculate on the current state of undergraduate participation in scientific research and the underlying problems. This preliminary investigation yielded intriguing findings: (i) the distribution of scientific resources influences scientific production. (ii) lack of interest in science has a negative impact on the reserve of the future scientific workforce. (iii) diverse motives for participation in undergraduate research reveal lack of understanding of the essence of science. It is proposed that the current education and research system in dental higher education should be systemically reformed. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
McCall, Daniel; Iltis, Ana S
The popularity and availability of global health experiences has increased, with organizations helping groups plan service trips and companies specializing in "voluntourism," health care professionals volunteering their services through different organizations, and medical students participating in global health electives. Much has been written about global health experiences in resource poor settings, but the literature focuses primarily on the work of health care professionals and medical students. This paper focuses on undergraduate student involvement in short term medical volunteer work in resource poor countries, a practice that has become popular among pre-health professions students. We argue that the participation of undergraduate students in global health experiences raises many of the ethical concerns associated with voluntourism and global health experiences for medical students. Some of these may be exacerbated by or emerge in unique ways when undergraduates volunteer. Guidelines and curricula for medical student engagement in global health experiences have been developed. Guidelines specific to undergraduate involvement in such trips and pre-departure curricula to prepare students should be developed and such training should be required of volunteers. We propose a framework for such guidelines and curricula, argue that universities should be the primary point of delivery even when universities are not organizing the trips, and recommend that curricula should be developed in light of additional data.
Cameron, Jennifer M; Heidelberg, Natalie; Simmons, Lisa; Lyle, Sarah B; Mitra-Varma, Kathakali; Correia, Chris
OBJECTIVES, PARTICIPANTS, METHODS: Drinking game participation has increased in popularity among college students and is associated with increased alcohol consumption and alcohol-related problems. The current study investigated drinking game participation among 133 undergraduates attending National Alcohol Screening Day (NASD) in April of 2007. A large percentage of the sample reported lifetime (77%) and recent (52%) drinking game participation. Males were more likely to report recent participation and reported higher levels of consumption while playing drinking games. Drinking game participants were more likely to experience a range of alcohol-related problems, and the relationship between drinking game participation and alcohol-related problems was mediated by weekly alcohol consumption. These results suggest that drinking game participation is a risk factor for elevated levels of alcohol consumption and alcohol-related problems. Programs should be developed to educate students about the risks of drinking game participation, and prevention programs like NASD should address drinking games.
Wells, Jo Nell; Cagle, Carolyn Spence
Most student work as research assistants occurs at the graduate level of nursing education, and little is known about the role of undergraduate students as research assistants (RAs) in major research projects. Based on our desire to study Mexican American (MA) cancer caregivers, we needed bilingual and bicultural RAs to serve as data collectors with women who spoke Spanish and possessed cultural beliefs that influenced their caregiving. Following successful recruitment, orientation, and mentoring based on Bandura's social learning theory [Bandura, A., 2001. Social learning theory: an agentic perspective. Annual Review of Psychology 52, 1-26] and accepted teaching-learning principles, RAs engaged in various behaviors that facilitated study outcomes. Faculty researchers, RAs, and study participants benefitted greatly from the undergraduate student involvement in this project. This article describes successful student inclusion approaches, ongoing faculty-RA interactions, and lessons learned from the research team experience. Guidelines discussed support the potential for making the undergraduate RA role a useful and unique learning experience.
The purpose of this phenomenological qualitative study was to explore African American undergraduate college students' intentions and reasons for participation in study abroad programs. The study involved gathering data from recorded and transcribed semi-structured interviews with 20 African American volunteer participants. Data analysis…
Studying or working abroad during the course of an undergraduate degree has been associated with many positive outcomes and benefits. Despite this, there is scant literature on the role higher education institution (HEIs) play in encouraging outgoing student mobility. There is subsequently limited practical guidance for individuals within HEIs…
Swan, Amy K.; Inkelas, Karen Kurotsuchi; Jones, Jill N.; Pretlow, Joshua; Keller, Tierney F.
The effects of undergraduate research participation are well documented, but less is known about students' pathways into undergraduate research participation. This mixed-methods study explored the role of an International Baccalaureate research project in students' development of research self-efficacy in high school, and how this development…
Wulf-Andersen, Trine Østergaard; Mogensen, Kevin; Hjort-Madsen, Peder
The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students...... as "research learners" rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well......-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized...
Starmer, David J.; Duquette, Sean; Howard, Loretta
Objective This research explores participatory evidence-based teaching methods in a health science course to see if a relationship emerged between the level of student participation and course performance, the type of participation and course performance, or the amount of participation and course performance and level of demonstrated learning. Methods Level of student participation was dichotomous (100% or learning were also tested after the knowledge test was measured using a matrix based upon Bloom's taxonomy. Results Students who participated 100% of the time scored 6% higher on average than students with less than 100% participation (t = 3.55, p = .0005, d = 0.52). There was no difference between groups when assessing for differences in course performance by type of participation. Students with 100% participation scored higher on the short answer question section of the examination (t = 4.58, p = .0001, d = 0.68), but there was no difference on the multiple choice question part of the examination. Conclusion Full participation in the course was related to higher examination scores and higher scores on examination questions assessing higher levels in the cognitive domain. PMID:26023893
Troischt, Parker; Koopmann, Rebecca A.; Haynes, Martha P.; ALFALFA Team
The NSF-sponsored Undergraduate ALFALFA (Arecibo Legacy Fast ALFA) Team (UAT) is a consortium of 19 institutions founded to promote undergraduate research and faculty development within the extragalactic ALFALFA HI blind survey project and follow-up programs. In this talk we present outcomes for the more than 250 undergraduate students who have who have participated in the program during the 8 years of funding. 40% of these students have been women and members of underrepresented groups. To date 148 undergraduate students have attended annual workshops at Arecibo Observatory, interacting with faculty, graduate students, their peers, and Arecibo staff in lectures, group activities, tours, and observing runs. Team faculty have supervised 159 summer research projects and 120 academic year (e.g., senior thesis) projects. 68 students have traveled to Arecibo Observatory for observing runs and 55 have presented their results at national meetings such as the AAS. Through participation in the UAT, students are made aware of career paths they may not have previously considered. More than 90% of alumni are attending graduate school and/or pursuing a career in STEM. 42% of those pursuing graduate degrees in Physics or Astronomy are women. This work has been supported by NSF grants AST-0724918/0902211, AST-075267/0903394, AST-0725380, and AST-1211005
Cervera-Gasch, Águeda; Gonzalez-Chorda, Víctor M; Mena-Tudela, Desirée; Salas-Medina, Pablo; Folch-Ayora, Ana; Macia-Soler, Loreto
To evaluate the level of participation of clinical nurses from Castellón where Universitat JaumeI nursing students do their clinical clerkship. To identify the variables that may influence clinical nurses' participation in students' clinical mentorship. This observational, cross-sectional and descriptive study was conducted by applying the validated Involvement, Motivation, Satisfaction, Obstacles and Commitment (IMSOC) questionnaire. The variables collected were: age, work environment and previous training. The study was conducted between January and December 2014. The sample included 117 nurses. The overall mean questionnaire score was 122.838 (standard deviation: ±18.692; interquartile range 95%: 119.415-126.26). The variable "previous training for mentorship students" was statistically significant in the overall score and for all dimensions (P<.05). Primary care nurses obtained better scores in the dimension Implication than professionals working at other care levels. The level of participation of the clinical nurses from Castellón is adequate. The previous training that professionals receive for mentoring students improves both their level of participation and primary care level. Extending this research to other national and international environments is recommended. Copyright © 2017 Elsevier España, S.L.U. All rights reserved.
Full Text Available The aim of the study was the investigation of students’ attitudes and intention towards their possible participation in a graduate Music and Dance Distance Learning Master’s Degree Program. The sample consisted of consisted of 229 undergraduate University students, between the ages of 20 to 63 yrs. of age (M=34.24, SD=10.70. More specifically, 134 were students of the Hellenic Open University and 95 were students of the School of Physical Education and Sport Science, of the Democritus University of Thrace. The sample completed the version the “Planned Behavior Theory” questionnaire. Results revealed differences among students of both Universities, between experienced and less experienced ones, and also among age groups. On the contrary, no sex differences in any of the questionnaire’s factors were indicated. In conclusion, the findings of this research allow a better understanding of the distance education process, which explains the attitudes and intention(s of students’ participation, and the factors that might influence theirparticular participation.
Ginny R. Ratsoy
Full Text Available In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments -in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement.Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de
Wolf, Lorraine W.
This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…
This report is a compilation of research papers written by students participating in the 2010 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 20th year, provides : undergraduate students in Civil Engineering th...
This report is a compilation of research papers written by students participating in the 2011 Undergraduate : Transportation Scholars Program. The 10-week summer program, now in its 21st year, provides : undergraduate students in Civil Engineering th...
This report is a compilation of research papers written by students participating in the 2009 Undergraduate : Transportation Scholars Program. The ten-week summer program, now in its nineteenth year, provides : undergraduate students in Civil Enginee...
This report is a compilation of research papers written by students participating in the 2013 Undergraduate Transportation Scholars Program. The 10-week summer program, now in its 23nd year, provides undergraduate students in Civil Engineering the op...
Eastwood, Jennifer L.; Sadler, Troy D.; Sherwood, Robert D.; Schlegel, Whitney M.
The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students' epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an…
Wulf-Andersen, Trine Østergaard; Mogensen, Kevin; Hjort-Madsen, Peder
-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researcher and student that characterized...
Nikolopoulou, Kleopatra; Gialamas, Vasilis
This paper investigates undergraduate students' information search practices. The subjects were 250 undergraduate students from two university departments in Greece, and a questionnaire was used to document their search practices. The results showed that the Web was the primary information system searched in order to find information for…
Rukundo, Godfrey Zari; Burani, Aluonzi; Kasozi, Jannat; Kirimuhuzya, Claude; Odongo, Charles; Mwesigwa, Catherine; Byona, Wycliff; Kiguli, Sarah
Masters Students are major stakeholders in undergraduate medical education but their contribution has not been documented in Uganda. The aim of the study was to explore and document views and experiences of undergraduate students regarding the role of masters students as educators in four Ugandan medical schools. This was a cross-sectional descriptive study using qualitative data collection methods. Eight Focus Group Discussions were conducted among eighty one selected preclinical and clinical students in the consortium of four Ugandan medical schools: Mbarara University of Science and Technology, Makerere College of Health Sciences, Gulu University and Kampala International University, Western Campus. Data analysis was done using thematic analysis. Participants' privacy and confidentiality were respected and participant identifiers were not included in data analysis. Undergraduate students from all the medical schools viewed the involvement of master's students as very important. Frequent contact between masters and undergraduate students was reported as an important factor in undergraduate students' motivation and learning. Despite the useful contribution, master' students face numerous challenges like heavy workload and conflicting priorities. According to undergraduate students in Ugandan medical schools, involvement of master's students in the teaching and learning of undergraduate students is both useful and challenging to masters and undergraduate students. Masters students provide peer mentorship to the undergraduate students. The senior educators are still needed to do their work and also to support the master's students in their teaching role.
Liu, Danica Wai Yee; Winder, Belinda
Although international students are an important source of income to universities in the UK, the emotional impact of their experiences may be ignored and unacknowledged. This study explored the personal experiences of international students studying for an undergraduate degree in the UK. Semi-structured interviews with five participants were…
This article examines the practices, norms and values that constrain or enable successful participation of undergraduate students at a South African university undergoing a radical change. We look at four constructs about the resources that Wits students draw on when they negotiate their integration into the Wits culture of ...
Flynn, Deborah M.; MacLeod, Stephanie
This study explored the relationship between happiness, and six other life domains: Academic Success, Financial Security, Familial Support, Living Environment, Self-Image and Social Relations. Participants were one hundred and ninety- two students from a small undergraduate university. The purpose of the study was to determine which life domain…
Huang, Hui-Ju; Lin, Yu-Teh Kirk
The study investigated American and Taiwan undergraduate students' attitudes toward biodiversity. The survey questionnaire consisted of statements prompted by the question "To what extent do you agree with the following statements about problems with the biodiversity issues." Students indicated strongly disagree, disagree, agree,…
Sugarman, Hannah; Impey, Chris; Buxner, Sanlyn; Antonellis, Jessie
A survey of the science knowledge and attitudes toward science of nearly 10000 undergraduates at a large public university over a 20-year period included several questions addressing student beliefs in astrology and other forms of pseudoscience. The results from our data reveal that a large majority of students (78%) considered astrology "very" or…
Pedersen, Eric R; Neighbors, Clayton; Tidwell, Judy; Lostutter, Ty
While research has examined factors influencing understanding of informed consent in biomedical and forensic research, less is known about participants' attention to details in consent documents in psychological survey research. The present study used a randomized experimental design and found the majority of participants were unable to recall information from the consent form in both in-person and online formats. Participants were also relatively poor at recognizing important aspects of the consent form including risks to participants and confidentiality procedures. Memory effects and individual difference characteristics also appeared to influence recall and recognition of consent form information.
The present paper investigated academic self-efficacy beliefs of undergraduate mathematics education students with respect to gender, academic performance and grade level. The participants were a total of 244 undergraduate students (195 females and 49 males) enrolled to department of mathematics education (57 freshmen, 106 sophomores and 81…
Pedersen, Eric R.; Neighbors, Clayton; Tidwell, Judy; Lostutter, Ty
While research has examined factors influencing understanding of informed consent in biomedical and forensic research, less is known about participants’ attention to details in consent documents in psychological survey research. The present study used a randomized experimental design and found the majority of participants were unable to recall information from the consent form in both in-person and online formats. Participants were also relatively poor at recognizing important aspects of the ...
Looking to expand your experience outside of the classroom? The Office of Energy Efficiency and Renewable Energy (EERE) at the U.S. Department of Energy (DOE) has a number of resources available for undergraduate students, including competitions, internships, and career planning information to help you navigate the education to employment pathway in energy.
Looking to expand your experience outside of the classroom? The Office of Energy Efficiency and Renewable Energy (EERE) at the U.S. Department of Energy (DOE) has a number of resources available for undergraduate students, including competitions, internships, and career planning information to help you navigate the education to employment pathway in energy.
Warland, Jane; McKellar, Lois; Diaz, Monica
Assertiveness can be defined as an interpersonal behaviour that promotes the fact all people in a relationship are equally important. All health professionals including midwives must work with and care for people. At times this will include facilitating interactions that require skilful negotiation and assertiveness. Yet embedding assertiveness education into undergraduate midwifery curricula has not been widely adopted. This paper explores one method of delivering assertiveness training in an undergraduate midwifery course and provides comment on the effectiveness of this strategy in developing assertiveness skills in a cohort of undergraduate midwifery students. We used an assertiveness survey which was administered immediately before and 3-4 months after an assertiveness training workshop. All students (n = 55) attending the training day were invited to participate. Of these 41 (77% response) chose to participate in the pre intervention survey and 32 participated (9 students lost to follow-up) in the follow up survey. There was an overall improvement in self-perceived assertiveness scores following the assertiveness training workshop. These findings provide encouraging evidence that educational institutions that offer specific and targeted assertiveness education will be rewarded with more assertive graduates. Copyright © 2014 Elsevier Ltd. All rights reserved.
Marx, Adam A.; Simonsen, Jon C.; Kitchel, Tracy
The purpose of this study was to examine the relationship between undergraduate student course engagement and several independent variables. Total participants included 300 (N) undergraduate students. Students completed three instruments measuring course engagement, teacher verbal immediacy, and teacher nonverbal immediacy. It was concluded that…
Brown, Ted; Williams, Brett; Boyle, Malcolm; Molloy, Andrew; McKenna, Lisa; Palermo, Claire; Molloy, Liz; Lewis, Belinda
Few empirical studies have been undertaken on the communication styles of specific health-related disciplines. The objective of this study is to identify the communication styles of undergraduate health students at an Australian university. A cross-sectional study using a paper-based version of the Communicator Style Measure (CSM) was administered to a cohort of students enrolled in eight different undergraduate health-related courses. There were 1459 health students eligible for inclusion in the study. 860 students (response rate of 59%) participated in the study. Participants overall preferred the Friendly and Attentive communicator styles and gave least preference to the Contentious and Dominant styles. There was considerable similarity between participants from each of the health-related courses. There was no statistical difference in relation to communicator styles between the age of the participant or the year level they were enrolled in. These results show a preference for communicator styles which are facilitative of a client-centred approach, empathetic, and positive with interpersonal relationships. The lack of significant difference in communicator styles by year level further suggests that people disposed to such communicator styles are drawn to these health-related courses, rather than the specific field of study affecting their style. Copyright © 2010 Elsevier Ltd. All rights reserved.
Schlichter, Bjarne; Sigvardsen, Kari; Jonsson, Sofia
Purpose - The importance and development of information systems are increasing, so are the need of business students' general understanding of information systems and the function of these in businesses as well as influence on firms’ competitiveness. The aim of this study was to identify first year...... of first semester undergraduate students. Keywords -Motivation; first year undergraduate students; Management Information Systems; teaching assistants. Paper type - Research paper....... undergraduate students’ motivation and commitment towards education regarding management information system, and how student teaching assistants' attitude and qualities influence these factors. The paper is based on a case study of first year undergraduate students taking the course IT in Business as part...
Eren, Altay; Coskun, Hamit
Using person-centered and variable-centered analyses, this study examined the relationships between undergraduate students' time perspectives and boredom coping strategies. A total of 719 undergraduate students voluntarily participated in the study. Results of the study showed that undergraduate students' time perspectives can be reliably defined…
Introduction: in this study we used a model of adult learning to explore undergraduate students' views on how to improve the teaching of research methods and biostatistics. Methods: this was a secondary analysis of survey data of 600 undergraduate students from three medical schools in Uganda. The analysis looked at ...
To profile the clinicians at Kimberley Hospital Complex in terms of their knowledge of, skills in and perspectives on the added responsibility of clinical undergraduate medical student training prior to the launch of the proposed undergraduate student rotations. Methods. The study followed a qualitative research design using ...
Objective: To assess the prevalence of joint hypermobility syndrome among undergraduate students of the University of Port Harcourt, Nigeria using the Beighton's criteria. Design: Cross- sectional prospective study of 550 randomly selected undergraduate students . Setting: Departments of Anatomy and Human Physiology ...
The purpose of this study was to describe the perceptions of undergraduate nursing students regarding peer mentorship training at the university of Fort Hare, Eastern Cape Province, South Africa. A qualitative design involving 49 purposively selected student nurses participated in the study. A structured interview was used ...
Burgoyne, Louise N
Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a) gauge students\\' awareness of research activities, (b) compare students\\' perceptions of their transferable and research-specific skills competencies, (c) determine students\\' motivation for research and (d) obtain students\\' personal views on doing research.
McKenna, Lisa; Boyle, Malcolm; Brown, Ted; Williams, Brett; Molloy, Andrew; Lewis, Belinda; Molloy, Liz
Empathy and absence of prejudice and stigma are instrumental in facilitating effective nurse-patient relations. This study assessed empathy levels and regard for specific medical conditions in undergraduate nursing students. A cross-sectional study was undertaken using paper-based versions of the Jefferson Scale of Physician Empathy (JSPE) and Medical Condition Regard Scale (MCRS), along with a brief set of demographic questions. Participants reported good empathy levels on JSPE. Attitudes towards intellectual disability, chronic pain, acute mental illness and terminal illness rated well on MCRS. Attitudes towards substance abuse, however, were lower. There were no significant differences between age groups, gender or year level of study. Overall results of this study were positive. Nursing students demonstrated acceptable empathy levels. Attitudes towards patients who abuse substances highlight an area that needs both further exploration and addressing. Attitudes towards mental health diagnoses were particularly favourable given that these often attract stigma and negative attitudes. © 2012 Blackwell Publishing Asia Pty Ltd.
P. Avila Jr
Full Text Available The knowledge of scientific method provides stimulus and development of critical thinking and logical analysis of information besides the training of continuous formulation of hypothesis to be applied in formal scientific issues as well as in everyday facts. The scientific education, useful for all people, is indispensable for the experimental science students. Aiming at the possibility to offer a systematic learning of the scientific principles, we developed a undergraduate course designed to approximate the students to the procedures of scientific production and publication. The course was developed in a 40 hours, containing two modules: I. Introducing Scientific Articles (papers and II. Writing Research Project. The first module deals with: (1 the difference between scientific knowledge and common sense; (2 scientific methodology; (3 scientific publishing categories; (4 logical principles; (5 deduction and induction approach and (6 paper analysis. The second module includes (1 selection of problem to be solved by experimental procedures; (2 bibliography revision; (3 support agencies; (4 project writing and presentation and (5 critical analysis of experimental results. The course used a Collaborative Learning strategy with each topic being developed through activities performed by the students. Qualitative and quantitative (through Likert questionnaires evaluation were carried out in each step of the course, the results showing great appreciation by the students. This is also the opinion of the staff responsible for the planning and development of the course, which is now in its second and improved version.
Shukr, Irfan; Zainab, Roop; Rana, Mowadat H
To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.
Rassool, Goolam Hussein; Rawaf, Salman
To determine the predominant learning style preferences of undergraduate nursing students. A demographic questionnaire and Honey and Mumford's (2000a) learning styles questionnaire were administered to a purposive sample of 136 students. A response rate of 81% (110) was obtained. The results are congruent with U.K. studies, which show that the reflector is the preferred learning style of undergraduate nursing students. A 'dual' learning style category was also identified. A mismatch between teaching style and the learning styles of students has been found to have serious consequences. A variety of modes of teaching and learning should be used to meet the learning needs of students.
This study examined the relationship between undergraduates' perception of the academic environment, their attitude to academic work and achievement. A total of 348 undergraduates who formed the sample were drawn from five departments in three universities in Nigeria. The study revealed that four dimensions of the ...
Background. Dental students are seen as role-models for promoting good oral health behaviour, yet there is little published evidence in South Africa (SA) that describes student knowledge and attitudes towards their own oral healthcare. Objective. To investigate undergraduate dental therapy and oral hygiene students' ...
The objective of this study was to identify and determine the extent of students\\' access to, and use of the Internet using the Science Undergraduate Students of University of Ibadan and University of Lagos as a case study. The study also aimed at comparing the rate of use among this group of students and determine which ...
Mumford, Kevin J.; Ohland, Matthew W.
Using undergraduate student records from six large public universities from 1990 to 2003, the authors analyze the characteristics and performance of students by major in two economics courses: Principles of Microeconomics and Intermediate Microeconomics. This article documents important differences across students by major in the principles course…
This study identifies some alternative conceptions of chemical kinetics held by secondary school and undergraduate students (N = 191) in Turkey. Undergraduate students who participated are studying to become chemistry teachers when they graduate. Students' conceptions about chemical kinetics were elicited through a series of written tasks and…
Cepanec, Diane; Clarke, Diana; Plohman, James; Gerard, Judy
Educators continue to struggle with ways to foster an interest in and a passion for nursing research among undergraduate students. The purpose of this article is to describe the introduction of undergraduate student internships at the Manitoba Centre for Nursing and Health Research, Faculty of Nursing, University of Manitoba, as an innovation in education that allowed students to be employed while engaging them in student learning, scientific inquiry, and scholarship through one-to-one faculty-student research mentorships. In this article, the key components of the summer internship program are described, along with five nursing students' experiences of their participation in the program. Copyright 2013, SLACK Incorporated.
Laursen, S. L.; Weston, T. J.; Thiry, H.
URSSA is the Undergraduate Research Student Self-Assessment, an online survey instrument for programs and departments to use in assessing the student outcomes of undergraduate research (UR). URSSA focuses on what students learn from their UR experience, rather than whether they liked it. The online questionnaire includes both multiple-choice and open-ended items that focus on students' gains from undergraduate research. These gains include skills, knowledge, deeper understanding of the intellectual and practical work of science, growth in confidence, changes in identity, and career preparation. Other items probe students' participation in important research-related activities that lead to these gains (e.g. giving presentations, having responsibility for a project). These activities, and the gains themselves, are based in research and thus constitute a core set of items. Using these items as a group helps to align a particular program assessment with research-demonstrated outcomes. Optional items may be used to probe particular features that are augment the research experience (e.g. field trips, career seminars, housing arrangements). The URSSA items are based on extensive, interview-based research and evaluation work on undergraduate research by our group and others. This grounding in research means that URSSA measures what we know to be important about the UR experience The items were tested with students, revised and re-tested. Data from a large pilot sample of over 500 students enabled statistical testing of the items' validity and reliability. Optional items about UR program elements were developed in consultation with UR program developers and leaders. The resulting instrument is flexible. Users begin with a set of core items, then customize their survey with optional items to probe students' experiences of specific program elements. The online instrument is free and easy to use, with numeric results available as raw data, summary statistics, cross-tabs, and
Gerling, Cristina C.; Dos Santos, Regina Antunes Teixeira
This study investigated the routine procedures employed by nine undergraduate piano students at a Brazilian university while learning and performing memorized pieces and the procedures employed using Chaffin's performance cue (PC) protocols. The data were collected in two phases. In Phase I, each participant selected one piece that he or she had…
Bering, E. A., III; Talbot, R. W.; Hampton, D. L.; Molders, N.; Millan, R. M.; Halford, A. J.; Dunbar, B.; Morris, G. A.; Prince, J.; Gamblin, R.; Ehteshami, A.; Lehnen, J. N.; Greer, M.; Porat, I.; Alozie, M.; Behrend, C. C.; Bias, C.; Fenton, A.; Gunawan, B.; Harrison, W.; Martinez, A.; Mathur, S.; Medillin, M.; Nguyen, T.; Nguyen, T. V.; Nowling, M.; Perez, D.; Pham, M.; Pina, M.; Thomas, G.; Velasquez, B.; Victor, L.
The Undergraduate Student Instrumentation Project (USIP) is a NASA program to engage undergraduate students in rigorous scientific research, for the purposes of innovation and developing the next generation of professionals for an array of fields. The program is student led and executed from initial ideation to research to the design and deployment of scientific payloads. The University of Houston has been selected twice to participate in the USIP programs. The first program (USIP_UH I) ran from 2013 to 2016. USIP_UH II started in January of 2016, with funding starting at the end of May. USIP_UH I (USIP_UH II) at the University of Houston was (is) composed of eight (seven) research teams developing six (seven), distinct, balloon-based scientific instruments. These instruments will contribute to a broad range of geophysical sciences from Very Low Frequency recording and Total Electron Content to exobiology and ozone profiling. USIP_UH I had 12 successful launches with 9 recoveries from Fairbanks, AK in March 2015, and 4 piggyback flights with BARREL 3 from Esrange, Kiruna, Sweden in August, 2015. USIP_UH II had 8 successful launches with 5 recoveries from Fairbanks, AK in March 2017, 3 piggyback flights with BARREL 4 from Esrange, Kiruna, Sweden in August, 2016, and 1 flight each from CSBF and UH. The great opportunity of this program is capitalizing on the proliferation of electronics miniaturization to create new generations of scientific instruments that are smaller and lighter than ever before. This situation allows experiments to be done more cheaply which ultimately allows many more experiments to be done.
Dowd, Jason E.; Roy, Christopher P.; Thompson, Robert J., Jr.; Reynolds, Julie A.
The Department of Chemistry at Duke University has endeavored to expand participation in undergraduate honors thesis research while maintaining the quality of the learning experience. Accomplishing this goal has been constrained by limited departmental resources (including faculty time) and increased diversity in students' preparation to engage in…
investigation indicated that awareness and knowledge of undergraduate dental students in relation to sterilization/disinfection methods of extracted human teeth were good. However, deficiencies were observed in relation to teaching the material and methods suitable for sterilization. Keywords: Awareness, Dental student, ...
Fenn, Aju J.; Johnson, Daniel K. N.; Smith, Mark Griffin; Stimpert, J. L.
Many economics majors write a senior thesis. Although this experience can be the pinnacle of their education, publication is not the common standard for undergraduates. The authors describe four approaches that have allowed students to get their work published: (1) identify a topic, such as competitive balance in sports, and have students work on…
The study focused on Uni versity Undergraduate students' perceptions of the use of the wireless internet of Abubakar Tafawa Balewa University, Bauchi, Nigeria. Using emperical and new field data, this exploratory study investigated the students' perceptions of internet use in relation to library use. The study adopted a ...
Iannone, Paola; Simpson, Adrian
A consistent message emerges from research on undergraduate students' perceptions of assessment which describes traditional assessment as detrimental to learning. However this literature has not included students in the pure sciences. Mathematics education literature advocates the introduction of innovative assessment at university. In this…
Perceptions of Undergraduate Construction Students on Industrial Training in Ghana. ... The study employed a structured questionnaire survey of 185 final year construction students of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana. Data analysis was based on mean scores of factors ...
Jepsen, Denise Mary; Neumann, Ruth
Little is known of how and when undergraduate students decide to progress to postgraduate studies. This study examined the effect of a single semester on intentions to undertake postgraduate study. The study was conducted twice in two years using approximately 120 students enrolled in a third year "Behaviour in Organisations" unit at a…
Carpenter, Stacey L.
This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…
Full Text Available The DOSPERT, developed by Weber, Blais and Betz, can be used to measure risk behaviors in a variety of domains. We investigated the use of this scale in China. The participants were 1144 undergraduate students. After we removed some items that were not homogeneous, a principal component analysis extracted six components that accounted for 44.48% of the variance, a value similar to that obtained in the analysis conducted by Weber et al. Chinese undergraduates scored higher on the investment subscale compared with the results of Weber's study. The analysis of individual differences indicated that there was a significant gender difference in the ethical, investment and health/safety subscales, where males scored significantly higher than females. The type of home location was also significant on the ethical and health/safety subscales, where undergraduates from the countryside scored lower than undergraduates from cities and towns on the ethical subscale, and undergraduates from towns scored higher than those from other two areas on the health/safety subscale. Male undergraduates from towns scored higher than male undergraduates from other areas on the gambling subscale.
Ali S Radeef; Ghasak G Faisal
Background: This study aims to compare the prevalence of psychological distress between medical and science undergraduate students and to assess the sources of stressors that are attributing to it. Methods: A sample of 697 undergraduate students participated in this study, in which 501 were medical students and the remaining 196 were Science students. Psychological distress was assessed using the 12-item General Health Questionnaire. The students were given a list of possible sources of stres...
Full Text Available Depressive disorders are the most typical disease affecting many different factors of humanity. University students may be at increased risk of depression owing to the pressure and stress they encounter. Therefore, the purpose of this study is comparing the level of depression among male and female athletes and non-athletes undergraduate student of private university in Esfahan, Iran. The participants in this research are composed of 400 male and female athletes as well as no-athletes Iranian undergraduate students. The Beck depression test (BDI was employed to measure the degree of depression. T-test was used to evaluate the distinction between athletes and non-athletes at P≤0.05. The ANOVA was conducted to examine whether there was a relationship between level of depression among non-athletes and athletes. The result showed that the prevalence rate of depression among non-athlete male undergraduate students is significantly higher than that of athlete male students. The results also presented that level of depression among female students is much more frequent compared to males. This can be due to the fatigue and lack of energy that are more frequent among female in comparison to the male students. Physical activity was negatively related to the level of depression by severity among male and female undergraduate students. However, there is no distinct relationship between physical activity and level of depression according to the age of athlete and nonathlete male and female undergraduate students. This study has essential implications for clinical psychology due to the relationship between physical activity and prevalence of depression.
High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…
Jenkins, Sharon Rae; Belanger, Aimee; Connally, Melissa Londono; Boals, Adriel; Duron, Kelly M.
First-generation undergraduate students face challenging cross-socioeconomic cultural transitions into college life. The authors compared first- and non-first-generation undergraduate students' social support, posttraumatic stress, depression symptoms, and life satisfaction. First-generation participants reported less social support from family…
Vianna, Lucila Amaral; Bomfim, Graziela Fernanda; Chicone, Gisele
This study evaluates the self-esteem of undergraduate students of nursing, that through a workshop developed mechanisms for improving their self-esteem, considering that this is the most propitious time for students to multiply health care actions. the research was carried out with 156 undergraduate students of the third year. Socio-drama techniques of Neurolinguistics were used and the evaluation was done according to Minayo. It was possible to observe that students usually confuse self-esteem and self-image, and that both are stereotyped for for men and women. As nurses are always worried about the client/patient's life quality, they neglect themselves. In this case, the Workshops were essential for the students to rescue interior knowledge about themselves, and to realize that in order to take good care of clients/patients, they must be physically and psychologically healthy.
Park, Sophie E; Allfrey, Caroline; Jones, Melvyn M; Chana, Jasprit; Abbott, Ciara; Faircloth, Sofia; Higgins, Nicola; Abdullah, Laila
Background Patients make a crucial contribution to undergraduate medical education. Although a national resource is available for patients participating in research, none is as yet available for education. Aim This study aimed to explore what information patients would like about participation in general practice based undergraduate medical education, and how they would like to obtain this information. Design and setting Two focus groups were conducted in London-based practices involved in both undergraduate and postgraduate teaching. Method Patients both with and without teaching experience were recruited using leaflets, posters, and patient participation groups. An open-ended topic guide explored three areas: perceived barriers that participants anticipated or had experienced; patient roles in medical education; and what help would support participation. Focus groups were audiorecorded, transcribed, and analysed thematically. Results Patients suggested ways of professionalising the teaching process. These were: making information available to patients about confidentiality, iterative consent, and normalising teaching in the practice. Patients highlighted the importance of relationships, making information available about their GPs’ involvement in teaching, and initiating student–patient interactions. Participants emphasised educational principles to maximise exchange of information, including active participation of students, patient identification of student learner needs, and exchange of feedback. Conclusion This study will inform development of patient information resources to support their participation in teaching and access to information both before and during general practice based teaching encounters. PMID:28360073
Full Text Available Background: The nursing profession forms the backbone of many healthcare systems. It therefore needs a consistent supply of registered nurses to deliver continuous and safe quality healthcare, and to replace the nurses leaving or retiring from the profession. Attrition actively occurs among nursing students in South Africa and threatens the future supply of registered nurses. Aim: The aim of the study was to describe the attrition rate at selected South African universities and the factors influencing undergraduate nursing students to discontinue their nursing studies at these universities. Method: A quantitative descriptive design was followed. Heads of the nursing departments at the selected universities captured data with a specifically designed questionnaire. Thereafter their former nursing students provided information via a structured telephonic interview on the reasons why they discontinued the nursing programme. Results: The study revealed that attrition of undergraduate nursing students for three intake years (2007, 2008 and 2009 at the participating universities was between 39.3% and 58.7%. Academic and financial reasons as well as poor wellness and health were the main causes for attrition. Another factor was failure to cope with the demands of the clinical environment. Conclusion: Attrition might not occur immediately when a nursing student is challenged, as the student might exploit the various types of support offered. Although some nursing students do benefit from the offered support, a large number of nursing students still discontinue the undergraduate nursing programme.
Green, Kenneth C.
Discusses factors affecting the decline of freshmen college students in undergraduate business programs and the increased enrollment of employed adults taking part-time business classes to advance their careers. Addresses how these trends will affect business schools and the consequences of these trends to the business program enrollment pool.…
Items 28 - 37 ... such behaviours. Majority of undergraduate students in our tertiary institutions are youths. Youths in this paper are young people who are between the ages of ... sexual intercourse. Other characteristics of. Nigerian adolescent sexual behaviour according to the. United Nation system in Nigeria (2004) include.
A cross-sectional study determine physical activity level among 95 undergraduate students at UniSZA using pedometer. Subjects consented and completed socio-demographic details, weight and height were measured. Each subject was supplied with a pedometer and wear it for a week and record steps per day from the ...
Quadir, Fauzia; Ali Abidi, S Yawar; Ahmed, Shahbaz
To determine the frequency of overhanging margins in amalgam restorations done by undergraduate students at Fatima Jinnah Dental College Hospital, Karachi. Observational study. Department of Operative Dentistry, Fatima Jinnah Dental Hospital, Karachi, from January to June 2009. Patients aged 20 - 45 years attending the Department of Operative Dentistry requiring class-II restorations were included in the study. Whereas, third molars, overlapped proximal surfaces, teeth adjacent to edentulous spaces and pregnant females were excluded. One hundred and fifty patients were selected randomly aged between 20 - 45 years requiring class-II restorations. Posterior Bitewing radiographs were taken and 1600 surfaces were examined. Restorations were done by undergraduate students at Fatima Jinnah Dental College Hospital, Karachi. Chi-square test was utilized to analyze the relationship between location and surface of overhang. Overhanging amalgam restorations were common in the restorations done by undergraduate students (58%). The occurrence of overhangs was more frequent on the distal surfaces (56%) Although the association of amalgam overhangs with the surfaces of the teeth was significant (p p amalgam restorations done by undergraduate students.
An evaluation of undergraduate students' perception and utilization of electronic information resources and services was carried out. The population of the study consisted of all registered library users in the 2014/2015 academic session. The total population of the study was 4, 211 registered users. Accidental sampling ...
Jo, Kae-Hwa; An, Gyeong-Ju
The purpose of this study was to understand the meaning of death metaphors seen by 133 undergraduate nursing students through open questionnaires and collage artworks, using qualitative content analysis in Korea. The 4 themes emerged: "rest-physical," "fear-psychological," "separating-social," and "new life-spiritual."
Bakholdin, Alexey; Voznesenskaya, Anna; Romanova, Galina; Ivanova, Tatiana; Tolstoba, Nadezhda; Ezhova, Kseniia; Garshin, Aleksei; Trifonov, Oleg; Sazonenko, Dmitry; Ekimenkova, Alisa
The paper is devoted to the description of the on-line course "Geometrical Optics" placed on the national open-education platform. The course is purposed mainly for undergraduate students in optics and related fields. We discuss key features of the on-line form of this course, the issues of its realization and learning outcomes' evaluation.
1Laboratory Department, College of Applied Medical Sciences, 2Department of Community Medicine - College of Medicine, ... undergraduate students in three Sudanese universities. Methods: A total of 384 first-year ... Keywords: Metabolic syndrome, Obesity, Hypertension, Diabetes, Dyslipidemia, Anthropometric. Tropical ...
Nienaber, Kristie; Goedereis, Eric
The present study investigated the association between level of education and self-reported levels of anxiety regarding death of self and others among undergraduate students (n = 149) and graduate students (n = 92). Participants completed the Multidimensional Fear of Death Scale (MFODS) and the Revised Death Anxiety Scale (RDAS). Although undergraduate and graduate students did not differ on Fear of Being Destroyed, graduate students reported lower levels of death anxiety on all remaining measures. Suggestions for future research and implications are discussed.
Munoz, Laura; Miller, Richard; Poole, Sonja Martin
Experiential learning theory has been referenced as a possible method for attracting and retaining members in student organizations. In a survey, undergraduate students evaluated a variety of organizational features pertaining to their intention to participate in professional student organizations. The study found that students value activities…
In this study, enhancing student's participation in practical analytical chemistry course at Haramaya University with various reasons was conducted. The data were collected from I year chemistry undergraduate students of class size 56 of which 23 were females and 33 were males. The class was arranged in to two groups ...
Louise N. Burgoyne
Full Text Available Background: Research training is essential in a modern undergraduate medical curriculum. Our evaluation aimed to (a gauge students’ awareness of research activities, (b compare students’ perceptions of their transferable and research-specific skills competencies, (c determine students’ motivation for research and (d obtain students’ personal views on doing research. Methods: Undergraduate medical students (N=317 completed a research skills questionnaire developed by the Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills (CETL-AURS at Reading University. The questionnaire assessed students’ transferable skills, research-specific skills (e.g., study design, data collection and data analysis, research experience and attitude and motivation towards doing research. Results: The majority of students are motivated to pursue research. Graduate entrants and male students appear to be the most confident regarding their research skills competencies. Although all students recognise the role of research in medical practice, many are unaware of the medical research activities or successes within their university. Of those who report no interest in a career incorporating research, a common perception was that researchers are isolated from patients and clinical practice. Discussion: Students have a narrow definition of research and what it entails. An explanation for why research competence does not align more closely with research motivation is derived from students’ lack of understanding of the concept of translational research, as well as a lack of awareness of the research activity being undertaken by their teachers and mentors. We plan to address this with specific research awareness initiatives.
DeKorver, Brittland K.
Chemistry laboratory coursework has the potential to offer many benefits to students, yet few of these learning goals are realized in practice. Therefore, this study seeks to characterize undergraduate students' learning goals for their chemistry laboratory coursework. Data were collected by recording video of students completing laboratory experiments and conducting interviews with the students about their experiences that were analyzed utilizing the frameworks of Human Constructivism and Self-Regulated Learning. A cross-sectional sampling of students allowed comparisons to be made among students with varying levels of chemistry experience and interest in chemistry. The student goals identified by this study were compared to previously described laboratory learning goals of the faculty who instruct these courses in an effort to identify potential avenues to improve laboratory learning.
Young, Christina B; Fang, Daniel Z; Zisook, Sidney
Depression is a serious and often under-diagnosed and undertreated mental health problem in college students which may have fatal consequences. Little is known about ethnic differences in prevalence of depression in US college campuses. This study compares depression severity in Asian-American and Caucasian undergraduate students at the University of California San Diego (UCSD). Participants completed the nine item Patient Health Questionnaire and key demographic information via an anonymous online questionnaire. Compared to Caucasians, Asian-Americans exhibited significantly elevated levels of depression. Furthermore, Korean-American students were significantly more depressed than Chinese-American, other minority Asian-American, and Caucasian students. In general, females were significantly more depressed than males. Results were upheld when level of acculturation was considered. The demographic breakdown of the student population at UCSD is not representative to that of the nation. These findings suggest that outreach to female and Asian-American undergraduate students is important and attention to Korean-American undergraduates may be especially worthwhile. 2010 Elsevier B.V. All rights reserved.
Full Text Available Thelma Quince, Pia Thiemann, John Benson, Sarah Hyde Primary Care Unit, Department of Public Health and Primary Care, Institute of Public Health, University of Cambridge, Cambridge, UK Abstract: Empathy is important to patient care. It enhances patients’ satisfaction, comfort, self-efficacy, and trust which in turn may facilitate better diagnosis, shared decision making, and therapy adherence. Empathetic doctors experience greater job satisfaction and psychological well-being. Understanding the development of empathy of tomorrow's health care professionals is important. However, clinical empathy is poorly defined and difficult to measure, while ways to enhance it remain unclear. This review examines empathy among undergraduate medical students, focusing upon three main questions: How is empathy measured? This section discusses the problems of assessing empathy and outlines the utility of the Jefferson Scale of Empathy – Student Version and Davis's Interpersonal Reactivity Index. Both have been used widely to assess medical students' empathy. Does empathy change during undergraduate medical education? The trajectory of empathy during undergraduate medical education has been and continues to be debated. Potential reasons for contrasting results of studies are outlined. What factors may influence the development of empathy? Although the influence of sex is widely recognized, the impact of culture, psychological well-being, and aspects of undergraduate curricula are less well understood. This review identifies three interrelated issues for future research into undergraduate medical students' empathy. First, the need for greater clarity of definition, recognizing that empathy is multidimensional. Second, the need to develop meaningful ways of measuring empathy which include its component dimensions and which are relevant to patients' experiences. Medical education research has generally relied upon single, self-report instruments, which have
Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of "Leader" competency in the CanMEDS 2015 represents a subtle but important shift from the previous "manager" competency. Providing medical students with the basics of leadership concepts early in their medical education allows them to integrate leadership principles into their professional practice. Findings The Faculty of Medicine at the Memorial University of Newfoundland (MUN) has developed an eight-module, fully online Physician Leadership Certificate for their undergraduate medical education program. This program is cited as an example of an undergraduate medical curriculum that offers leadership training throughout the 4 years of the MD program. Originality/value There are a number of continuing professional development opportunities for physicians in the area of management and leadership. This Viewpoint article challenges undergraduate medical education programs to develop and integrate leadership training in their curricula.
Eastwood, Kathryn; Boyle, Malcolm J; Williams, Brett
BACKGROUND: Previous investigation of drug calculation skills of qualified paramedics has highlighted poor mathematical ability with no published studies having been undertaken on undergraduate paramedics. There are three major error classifications. Conceptual errors involve an inability to formulate an equation from information given, arithmetical errors involve an inability to operate a given equation, and finally computation errors are simple errors of addition, subtraction, division and multiplication. The objective of this study was to determine if undergraduate paramedics at a large Australia university could accurately perform common drug calculations and basic mathematical equations normally required in the workplace. METHODS: A cross-sectional study methodology using a paper-based questionnaire was administered to undergraduate paramedic students to collect demographical data, student attitudes regarding their drug calculation performance, and answers to a series of basic mathematical and drug calculation questions. Ethics approval was granted. RESULTS: The mean score of correct answers was 39.5% with one student scoring 100%, 3.3% of students (n=3) scoring greater than 90%, and 63% (n=58) scoring 50% or less, despite 62% (n=57) of the students stating they ‘did not have any drug calculations issues’. On average those who completed a minimum of year 12 Specialist Maths achieved scores over 50%. Conceptual errors made up 48.5%, arithmetical 31.1% and computational 17.4%. CONCLUSIONS: This study suggests undergraduate paramedics have deficiencies in performing accurate calculations, with conceptual errors indicating a fundamental lack of mathematical understanding. The results suggest an unacceptable level of mathematical competence to practice safely in the unpredictable prehospital environment. PMID:25215067
Robinson, Sarah; Günzel-Jensen, Franziska
: For teachers of entrepreneurship recognition of the four barriers to the application of effectuation principals may be helpful to understand why students fail to achieve the learning outcomes we set when effectuation is used as a principle and practice. As trust is an antecedent to the success of applying...
Young, Christina; Fang, Daniel; Golshan, Shah; Moutier, Christine; Zisook, Sidney
Background: There has been growing recognition that medical students, interns, residents and practicing physicians across many specialties are prone to burnout, with recent studies linking high rates of burnout to adverse mental health issues. Little is known about the trajectory and origins of burnout or whether its roots may be traced to earlier…
Elsayed, Tarek A.
The phenomenon of recoil is usually explained to students in the context of Newton's third law. Typically, when a projectile is fired, the recoil of the launch mechanism is interpreted as a reaction to the ejection of the smaller projectile. The same phenomenon is also interpreted in the context of the conservation of linear momentum, which is…
Pyo, Katrina A.
A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.
Sheryn, Louise; Ell, Fiona
Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in…
Plominski, Abigail P.; Burns, Lawrence R.
The purpose of this study was to describe the current state of psychological wellbeing in gifted and nongifted undergraduate student sample populations and identify undergraduate populations experiencing heightened levels of distress within a large Midwestern public university. Study participants included 641 honors and 386 nonhonors undergraduate…
BACKGROUND: Studies on food intake in the UAE especially in relation to the student life are lacking. OBJECTIVE: To investigate eating habits of undergraduate students. METHODS: A cohort of 146 undergraduate students studying Physiology at Zayed University completed a semi-structured questionnaire. A student ...
Cho, Ok-Hee; Hwang, Kyung-Hye
Academic ethical awareness is an important aspect especially for nursing students who will provide ethical nursing care to patients in future or try to tread the path of learning toward professional acknowledgement in nursing scholarship. The purpose of this study was to explore academic ethical awareness and its related characteristics among undergraduate nursing students. This study commenced the survey with cross-sectional, descriptive questions and enrolled convenient samples of 581 undergraduate nursing students from three universities in South Korea. It was investigated with structured questionnaires including general characteristics and academic ethical awareness related. Ethical considerations: This study was reviewed and approved by the Institutional Review Board at National University. Academic ethical awareness was the highest regarding behaviors violating the respect or confidentiality of patients and cheating on exams, while it was the lowest for inappropriate behaviors in class. From the result of general characteristics difference, male students showed higher score than female students in relative; first-year students showed higher score than other year students; the higher score was rated from students who were highly satisfied with their major than the other not satisfied with their major; and students with low academic stress showed higher ethical awareness score than persons with higher stress. Personal behaviors were rated with low ethical awareness in relative, but items related to public rules and actual effects on patients or others were rated with higher score. Nursing satisfaction and academic stress are main factors on ethical awareness. To improve overall ethical awareness level of nursing students, it is required to provide more education about the importance of personal behaviors in class and need to improve the understanding of how it will be connected with future situation and effect.
Maria Assunta Busato
Full Text Available Introduction: Healthy eating has to be in accordance with food needs taking into account culture, race, gender, ethnicity, financial condition and aspects of quality, variety, balance and moderation.Objective: To know the perceptions about the environment and healthy food of undergraduate students as well as assessing their eating habits.Method: This is a prospective observational study conducted at a university in Santa Catarina involving undergraduate students from courses in Health Sciences. Of the 1816 students enrolled in 2014/1, 10% were randomly selected, of both genders, including students of all courses.Results: 175 students participated in the research, 81.14% (n = 142 were female. Their age ranged from 18 to 30 years old. More than half of students 58% (n = 101, have no income, however they receive financial help from their parents, and 61% (n = 106 of the students have their meals at home, and 58% (n = 101 prepare their own meal. 47% (n = 83 take on average 15-30 minutes to eat and 51% (n = 90 classified the environment where they have meals as peaceful, among family/friends. 89% (n = 156 consider lunchtime as the main meal consuming rice, beans, meat and salad. For dinner 62% (n = 108 prefer snacks and lighter meals and 5% (n = 10 do not dine. Conclusion: The understanding of the environment and healthy eating showed that students grant special importance for being in a clean and pleasant environment, which was highlighted as fundamental to a good nutrition.
Full Text Available The information horizon is a mental map where users position their information sources in different contexts and situations, and the social network is one of the critical concepts in information horizons. Previous research on undergraduate and graduate students’ information horizons has revealed that various human sources are used in academic or career-related contexts (Sonnenwald, Wildemuth. & Harmon, 2001; Tsai, 2010. While most literature shows that stronger tie sources are more likely to be used as a preferred or primary information source (Steffes & Burgee, 2009, Granovetter (1973 emphasizes the importance of “the strength of weak ties” in information diffusion. This study aims to examine undergraduates’ social networks in their coursework-related information horizons as well as to investigate how strong and weak ties are positioned in their information horizons. A pretest of a web survey with 18 responses and 3 brief follow-up interviews were conducted with an undergraduate class at a large state university. After the pretest, fifteen undergraduate students were recruited to participate in the study. Results showed that undergraduate students tend to rely more on their colleagues and teaching assistants than on professors when they have questions on coursework-related issues. While stronger ties may be more frequently consulted for moral support, the tie strength does not necessarily determine the frequency of consultation about other coursework-related issues.
Manoogian, Margaret M; Cannon, Melissa L
As our global older adult populations are increasing, university programs are well-positioned to produce an effective, gerontology-trained workforce (Morgan, 2012; Silverstein & Fitzgerald, 2017). A gerontology curriculum comprehensively can offer students an aligned career development track that encourages them to: (a) learn more about themselves as a foundation for negotiating career paths; (b) develop and refine career skills; (c) participate in experiential learning experiences; and (d) complete competency-focused opportunities. In this article, we discuss a programmatic effort to help undergraduate gerontology students integrate development-based career planning and decision-making into their academic programs and achieve postgraduation goals.
CHILMAN, CATHERINE S.; MEYER, DONALD L.
A COMPARISON WAS MADE OF THE ACHIEVEMENTS AND ASPIRATIONS OF UN DERGRADUATE MARRIED STUDENTS WITH THOSE OF UNDERGRADUATE UNMARRIED STUDENTS. THE STUDY OBJECTIVES WERE (1) TO DETERMINE TO WHAT EXTENT MARRIED MEN AND WOMEN UNDERGRADUATE COLLEGE STUDENTS DIFFER FROM UNMARRIED STUDENTS IN ACADEMIC ACHIEVEMENT, STATED ATTITUDES TOWARD THEIR EDUCATION…
Cowley, Thomas; Sumskis, Sue; Moxham, Lorna; Taylor, Ellie; Brighton, Renee; Patterson, Chris; Halcomb, Elizabeth
In the present study, we evaluate the impact of participation in a mental health recovery camp on the clinical confidence of undergraduate nursing students in dealing with individuals with mental illness. Twenty undergraduate nursing students who participated in the recovery camp completed the Mental Health Nursing Clinical Confidence Scale both before and directly after attending the camp. Data were analysed using descriptive and inferential statistics. Participation in the recovery camp was associated with a statistically-significant increase in students' level of overall confidence between the pretest and post-test data (P students over the age of 25 years and who do not have a family history of mental illness are more likely to self-report a higher level of confidence in both the pre- and post-results. The clinical confidence of undergraduate nursing students improved through participation in an immersive clinical experience within the recovery camp. © 2016 Australian College of Mental Health Nurses Inc.
Zanchetta, Margareth; Taher, Yasmin; Fredericks, Suzanne; Waddell, Janice; Fine, Carol; Sales, Rona
Analyzing students' performance and self-criticism of their roles in promoting health literacy can inform nursing education in a social environment that expects new graduates to be health promoters. The pilot study reported here aimed to a) analyze students' understanding of and sensitivity to issues of health literacy, (b) identify students' perceptions of structural, organizational, and political barriers to the promotion of health literacy in social and health care organizations, and (c) document students' suggestions for curriculum changes that would develop their skills and competencies as health-literacy promoters. A qualitative pilot study. A collaborative undergraduate nursing degree program in the metropolitan area of Toronto, Canada. Sixteen undergraduate, Year 4 nursing students. Signed informed consent was obtained from the participants. Participation was unpaid and voluntary. Recruitment was through an email invitation sent by the School of Nursing Student Affairs Coordinator. Three, one-time individual interviews and three focus groups were conducted. All were audio-recorded. Recordings were transcribed, and the transcriptions were coded using the qualitative software ATLAS ti 6.0. The interview data were submitted to thematic analysis. Additional data were gathered from the two-page self-assessments in students' academic portfolios. Sensitivity to health literacy was documented. Students performed best as health promoters in supportive teaching hospitals. Their performance was hindered by clinical settings unsupportive of health education, absence of role models, and insufficient theoretical preparation for health teaching. Students' sensitivity to their clients' diversity reportedly reinforced the interconnection, in multicultural healthcare settings, between health literacy and other social determinants of health and a growing demand for educating future nurses in expanding their role also as health promoters. Students recommended more socially
Gundala, Raghava Rao; Singh, Mandeep; Baldwin, Andrew
This paper is an investigation into undergraduate students' perceptions on use of live projects as a teaching pedagogy in marketing research courses. Students in undergraduate marketing research courses from fall 2009 to spring 2013 completed an online questionnaire consisting of 17 items. The results suggested that student understanding of…
This study examined the pattern of Internet use by undergraduate students at the University of Lagos, Main Campus, Akoka, Lagos, Nigeria. It revealed that the level of Internet use is low among undergraduate students from both the Faculty of Education and Faculty of Law. It also revealed that though majority of the students ...
Danielson, Kathryn I.; Tanner, Kimberly D.
Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What…
Yang, Yang; Bliss, Leonard B.
This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach--Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q…
McLelland, Gayle; McKenna, Lisa; French, Jill
Peer assisted learning (PAL) has been shown in undergraduate programmes to be as effective as learning from instructors. PAL is a shared experience between two learners often with one being more senior to the other but usually both are studying within the same discipline. Interprofessional education occurs when two or more professionals learn with, from and about each other. Benefits of PAL in an interprofessional context have not been previously explored. As part of a final year education unit, midwifery students at Monash University developed workshops for second year undergraduate paramedic students. The workshops focused on care required during and after the birth of the baby. To investigate the benefits of an interprofessional PAL for both midwifery and paramedic students. Data for this project were obtained by both quantitative and qualitative methods. Questionnaires were distributed to both cohorts of students to explore experiences of peer teaching and learning. Results were analysed using Statistical Package for Social Sciences (SPSS). Focus groups were conducted separately with both cohorts of students and transcripts analysed using a thematic approach. Response rates from the midwifery and paramedic students were 64.9% and 44.0% respectively. The majority of students regardless of discipline enjoyed the interprofessional activity and wanted more opportunities in their curricula. After initial anxieties about teaching into another discipline, 97.3 (n = 36) of midwifery students thought the experience was worthwhile and personally rewarding. Of the paramedic students, 76.9% (n = 60) reported enjoying the interaction. The focus groups supported and added to the quantitative findings. Both midwifery and paramedic students had a new-found respect and understanding for each other's disciplines. Midwifery students were unaware of the limited knowledge paramedics had around childbirth. Paramedic students admired the depth of knowledge displayed by the midwifery
Cavanaugh, Andrew; Song, Liyan
This study investigated students' and instructors' approaches and preferences to audio and written comments in an online undergraduate composition class. A mixed-method design was employed utilizing both a survey instrument and interviews for data collection. Forty-nine students and five instructors participated. Students gave more positive…
Marta Luísa da Cruz Alves
Full Text Available Creativity is an important human faculty in several performance areas, including the work of a psychologist. This article aimed to describe creativity in a group of Psychology undergraduate students in order to verify whether their professional development fosters creative potential. The study comprised 75 students, equally distributed in three groups from the first, fifth and tenth terms, aged 18 to 59, who were submitted to the Verbal TTCT (Torrance Test of Creative Thinking: Thinking Creatively with Words, following technical specifications of this tool. Further to test evaluation, results of the three groups were statistically compared and the main results showed higher creativity index in senior students, mainly regarding Fluency – ability to produce a large number of ideas, and Originality – ability to produce new and infrequent ideas.
Full Text Available Objective: This study sought to explore the drug use practices of undergraduate students within the Faculty of Medical Sciences, The University of the West Indies, Mona, Jamaica. Method: This study was a multicentre study carried out in Jamaica and six Latin American countries. The study utilized a cross-sectional design using a survey method of data collection. A list of compulsory classes for first- and second-year undergraduate students in the Faculty of Medical Sciences was retrieved by researchers and then cluster sampling was used to choose lectures to carry out data collection. The instrument utilized for the study was a self-report questionnaire which consisted of 58 questions which enquired about sociodemographic information, psychoactive substance use and associated consequences. Results: A total of 380 students (78 males, 302 females participated in the study; 115 (30.3% reported a past year prevalence of psychoactive substance use. Roughly half (50.8% reported that they first used substances when they were 15−19 years old. Students also reported a past month prevalence of alcohol use (16.6%, prescription drugs without a prescription (4.5%, tobacco (2.4% and cannabis (2.1% use. Conclusion: These preliminary results on substance use patterns among students in the Faculty of Medical Sciences indicate urgent need for further research among this population. Such research should be used to inform prevention and treatment programmes that will directly target this student population.
Kain, Victoria J; Hepworth, Julie; Bogossian, Fiona; McTaggart, Lya
Undergraduate research experiences are an increasing component of nursing and midwifery degrees. The Summer Research Scholarship Programme (SRSP) is a tertiary education initiative in Australia to provide an intensive undergraduate research experience. Between 2009 and 2010, six students and four academic faculty mentors in School of Nursing and Midwifery participated in an inaugural SRSP. This study explores the experiences of both students and faculty mentors to determine how this undergraduate research experience impacted student learning and interest in research. A qualitative case study approach was used to explore the research experiences of undergraduate student and faculty participants in an inaugural undergraduate research programme. Based on the results of two surveys four main themes were identified: (1) acquisition of research skills, (2) expectations, (3) academic engagement, and (4) continued interest in research. An intensive undergraduate research experience is a valuable component of student learning that has the capacity to contribute to immediate and longer-term learning and research outcomes.
Hui, Liu; Min, Yang
Based on the survey of "undergraduate family and educational background and freshman learning experience," a statistical analysis of Guangzhou University first-year undergraduate students' family backgrounds and participation in student organizational activities found a significant correlation between family background and the degree of…
Zentz, Suzanne E; Brown, Janet M; Schmidt, Nola A; Alverson, Elise M
J. Cranmer and C. Lajkowicz (1989) faced the challenge of securing student clinical experiences with healthy prenatal clients. They identified that lack of access to pregnant women, limited number of faculty, and large numbers of students contributed to problems in meeting select course objectives. Little has changed since then. This article describes a clinical experience, known as "Prenatal Showers," where undergraduate nursing students, implementing the teacher role, provide community-based prenatal education in the context of a baby shower. Student groups address educational topics identified by community partners. After student presentations, feedback from prenatal clients is analyzed. Lessons learned include selecting appropriate community partners, clearly articulating academic and community needs, and obtaining seed money to initiate the program. Prenatal Showers are most successful when community partners possess open lines of communication, an accessible population, an appreciation for the contributions made by students, and a willingness to share responsibility for their supervision. Prenatal Showers offer different advantages from traditional maternal-child clinical experiences because students gain experiences with prenatal clients from diverse backgrounds and engage in community-based nursing. The community benefits because educational needs of prenatal clients are met. Strong community partnerships benefit faculty by making clinical placements more accessible and reducing faculty workload.
Dutta, Bidyarthi; Das, Anup Kumar
The students of undergraduate colleges are seeking various kinds of information related to their curricula and future career planning. They most often visit college libraries for these sorts of information, but college libraries cannot provide sufficient information to the students as those are rarely systematically arranged. The frequently asked information could be provided, if the college librarians have the ready reference information tools. A college library can propose to develop CD-ROM...
Keane, C. M.; Gonzales, L.; Martinez, C.
One aspect of assessing the undergraduate curriculum is recognizing that the exit vector of the student is a metric in the absence of a structured assessment program. Detailed knowledge across all geosciences departments regarding the disposition of their recent baccalaureate recipients has been at best inconsistent, and in the case of about half of geoscience programs, non-existent. However, through examining of multiple datasets, a pattern of disposition of geosciences BS recipients emerges, providing a snapshot of the system- wide response to the system-wide "average" program. This pattern can also be juxtaposed against several frameworks of desired skill sets for recent graduates and the employment sectors likely to hire them. The question remains is can one deduce the effectiveness of the undergraduate program in placing graduates in their next step, whether in graduate school or the workplace. Likewise, with an increasing scrutiny on the "value" of an education, is the resulting economic gain sufficient for the student, such that programs will be viewed as sustainable. A factor in answering this question is the importance of the undergraduate program in the ultimate destination of the professional. Clear pathways exist for "optimal" schools for the production of new faculty and new industry professionals, but is it possible to identify those trends further up the educational pipeline? One major mechanism to examine the undergraduate program effectiveness related to exit vectors is to look at hiring trends witnessed related to markedly different program structures, such as those at universities outside of the United States. Rectifying academic programs between the United States and other national systems is often a challenge, but even given the substantial differences between depth of technical knowledge and breadth of education across these programs, in the end, the sum product is often viewed as roughly comparable. This paper will look at end
Sui, Guorong; Liang, Binming; Jia, Hongzhi
With the development of science and technology, all teachers in the college will face how to stimulate the undergraduate student's ability and make them to be an excellent engineer. For solving these questions, a new scheme with three steps has been designed. First, students will participate in the class teaching activity not only teacher. It will encourage them to read many extracurricular books and articles. Second, they will be required to think and design more new experiments after complete all experiment about the textbook and join more competition of the innovation and entrepreneurship. Third, some students who have more time and ability can early enter into his advisor professor's lab to join various science and technology project. By this scheme, it will be realized to improve student's innovation ability and be a brilliant engineer.
Wellard, Sally J; Solvoll, Betty-Ann; Heggen, Kristin M
Clinical preparation for practice is a vital part of undergraduate education in nursing. This study explored contemporary constructions of clinical skills laboratories in two nursing undergraduate programs in Norway using qualitative collective case study methods. Data were gathered using individual and group interviews and observation during site visits. The data revealed slightly different ways of organizing teaching and experimenting with use of pedagogical methods to facilitate learning of technical skills as well as encouraging students to activate relevant theoretical knowledge. While there was a lively and striking enthusiasm among staff about the way learning was managed within the laboratories, the pedagogical underpinnings for their particular approaches were less certain amongst participants. The paper concludes with the necessity to provide evidence for the outcome of laboratories learning and investigate suitable pedagogical methods for effective teaching and learning of practice skills. Hence, a need for research on transfer of knowledge and skills between the different sites (academy, clinical settings, and laboratories) is identified.
Wilder, A.; Feeley, T.; Michelfelder, G.
Traditionally, the roles of field experiences in geoscience teaching have come from experienced instructors and researchers with a dedicated interest in how students learn. In this presentation we provide the opposite perspective; that of an undergraduate student at the beginning of her research career. We discuss the benefits and challenges associated with the initial field work and extend our discussion to include subsequent analytical-based laboratory studies. At Montana State University we are addressing key questions related to magma generation and differentiation at three volcanoes in the Central Andes. These are Volcan Uturuncu in southwest Bolivia and the Lazufre system consisting of Lastarria volcano and Cordon del Azufre in Chile and Argentina. To address these issues students collected rock samples and mapped lava flows in the field during the past two Spring Semesters. Upon return to campus the students prepared the samples for whole rock and mineral analyses, followed by travel to and work in external laboratories analyzing and collecting high precision geochemical data. The benefits these experiences provide include the following. First, due to the localities of the field sites, students become familiar with the difficult logistics associated with planning and performing field work in remote localities. Second, in performing the field work, students gain an appreciation of scale and exposure; topics not typically addressed in standard course work. Third, through close interaction with internal and external faculty, graduate students, and professional geologists, undergraduate students build strong relationships with scientists in the area of their interests. Fourth, by acquiring and interpreting high quality field and analytical data, they learn in-depth about modern philosophies, technologies, and data in the geosciences, providing them with skills and experiences that will be of value in their future careers or graduate work. They also learn how to
Karamata, Varshaben Vejabhai; Gandhi, A M; Patel, P P; Desai, M K
This study aims to evaluate the knowledge and pattern of self-medication for acne among undergraduate medical students at a tertiary care teaching hospital. This cross-sectional study was conducted in II MBBS (Group A), III MBBS Part I (Group B), and III MBBS Part II (Group C) students. Prevalidated questionnaire about knowledge, attitude, and practice of self-medication were administered to participants. Data were analyzed using one-way analysis of variance and Chi-square test. Out of 582 students who responded to questionnaire, 518 suffered from acne. Self-medication practice was observed in 59.2% students. Significantly higher number of female students practiced self-medication ( P self-medication. A total mean score of knowledge was significantly higher in Group C as compared to Group A ( P medication was preferred by 69.8% students. Seventy-five percentage students read leaflet/package insert/label instruction and expiry date of the medicines. The participating students lack the knowledge about self-medication for acne. Adequate knowledge and awareness about the appropriate use of medication will reduce the practice of self-medication and improve rational prescribing.
Promdee, Limthong; Trakulthong, Jindara; Kangwantrakul, Wisut
Highly added sugar diets have been associated with various health problems such as dental caries, dyslipidemia, obesity and poor quality of life. Unfortunately, sugar consumption, especially sucrose, has increased continuously worldwide. The purpose of the study was to examine sources of sugar consumption and amount of added sucrose consumed in Thai undergraduate students. This study was carried out at Khon Kaen University, Thailand, between the years 2004-2005. A complete 3-day record of items and amounts of sweet consumption were obtained from 202 individuals--38 male and 164 female students. Added sucrose content of each sweetened food and drinks referred to in the record was determined by an enzymatic method. Mean intakes of sucrose were calculated from the sucrose content. The average of sucrose consumption in all subjects was 69+/-38 g/day, ranged from 4 to 182 g/day or 17 teaspoons of added sucrose per day. This amount accounted for 13.8% of total daily energy intake. There was a record of 337 kinds of sweetened foods and drinks found. The major source of added sucrose consumption was sweetened beverage, which was consumed 118 g/day averagely, or 60% of daily sugar consumption. Intake of sucrose per day in both male and female was not statistically difference, neither among different BMI groups. Intake of added sugar in the students was higher than the recommendation of the World Health Organization. These data would be helpful in a health promotion campaign aimed at a reduction of sugar consumption in Thai undergraduate students.
Weaver, Robert D.; Yun, Sung Hyun
This study evaluated the impact that undergraduate social work education had on students' attitude toward poverty as pretest and posttest data were collected from 166 university students enrolled in an undergraduate social work course that included a focus on poverty. At both stages of the study participants responded to a 37-item validated…
The study analysed the usage of social media sites by undergraduate agricultural students in selected Universities in Nigeria. Multi-stage sampling procedure was used to select 425 undergraduate agricultural students in Nigeria. Data were obtained with questionnaire and were presented using percentage, and mean.
This study examined the undergraduate students' choice of special education programme as a career. A descriptive survey research method was adopted for the study. A total number of 100 undergraduate students from the special education department were randomly selected across the levels (100 to 400 levels).
The study analysed the usage of social media sites by undergraduate agricultural students in selected Universities in Nigeria. Multi-stage sampling procedure was used to select 425 undergraduate agricultural students in. Nigeria. Data were obtained with questionnaire and were presented using percentage, and mean.
McBride, Elizabeth A.
This study examines relationships between emotional intelligence (EI) and cognitive moral development (CMD) in undergraduate business students. The ability model of emotional intelligence was used in this study, which evaluated possible relationships between EI and CMD in a sample of 82 undergraduate business students. The sample population was…
Vianden, Jörg; Barlow, Patrick J.
This article advances the notion that undergraduates may be considered student-customers whose relationship with and loyalty to their institutions can be managed by college educators. The Student University Loyalty Instrument administered to 1,207 undergraduates at three comprehensive Midwestern institutions assessed the predictors of student…
Carter, Briana; Chopak-Foss, Joanne; Punungwe, Fadzai B.
Background and Aims: The purpose of this study was to measure the sleep quality of a sample of undergraduate students and compare it to the recommendations for young adults from the National Sleep Foundation. Methods: A sample of undergraduate students from a midsized public university in the Southeast were recruited for this study (N = 86). The…
This study explored the patterns of and relationships between reading and Internet use activities of undergraduate students of the University of Calabar, Nigeria. A descriptive survey design and the random sampling technique were used to administer 200 copies of a designed questionnaire to the undergraduate students of ...
This study was aimed to determine the social integration perceptions of undergraduate students and to examine them in terms of certain variables. It was a descriptive study with survey methodology. The data were obtained using the "Social Integration Scale." The study group consisted of 545 undergraduate students during the fall semester…
David, Andrew A
Many biology subdisciplines are re-evaluating their undergraduate curriculum amid changing student attitudes towards education. However, a modern framework for undergraduate parasitology has yet to be formally outlined. We present a student-centered approach to teaching parasitology, which diminishes the power of the lectern and emphasizes the use of active learning techniques. Copyright © 2017 Elsevier Ltd. All rights reserved.
Delavar, MA; Salmalian, H; Faramarzi, M; Pasha, H; Bakhtiari, A; Nikpour, M; Ledari, FM
The Objective Structured Clinical Examination (OSCE) has been considered a modern type of examination for the assessment of clinical skills within nurse education, but it has been rarely applied in the teaching of midwifery. The aim of the present study was to assess the use of the OSCE as a tool to evaluate the abilities of undergraduate midwifery students and to compare the perspectives of the students regarding the OSCE and traditional examination. Fifty-two midwifery students participated in the study. The export trainer evaluated the internal consistency of the OSCE stations and it was tested by using Cronbach’s alpha. Successive groups of students completed a self-administered questionnaire immediately after the final examination. The students’ perspective regarding the traditional final examination ranked as unsatisfactory by more than two thirds of the students, while, the students’ perspective regarding the OSCE system was ranked as very satisfactory to satisfactory by more than half of the students (p=0.001). There was a significant difference in the students’ perspective between the OSCE system and the traditional final examination among the students (49.8±18.3 vs 25.3±18.1) (p=0.001). A significant difference was found in being credible (p=0.0001), consistent/reliable (p=0.001), enhances teaching level (p=0.011), and measures the course category (p=0.008) between two methods of the final examination. Around half of the students expressed their opinion that the OSCE test was a stressful assessment. Overall, students’ evaluation of the OSCE was remarkably encouraging. To this end, we recommend the consideration of the validity and reliability of the process for undergraduate midwifery students. PMID:23599825
Bampi, Luciana Neves da Silva; Baraldi, Solange; Guilhem, Dirce; Pompeu, Rafaella Bizzo; Campos, Ana Carolina de Oliveira
The research objective was to know nurse undergraduate students' perception of quality of life. A cross-sectional study was conducted from August 2010 to August 2011 with 56 nursing students of the Faculty of Health Sciences, University of Brasilia, Brazil. A specific questionnaire was used (sociodemographic, academic and health profile) and the WHOQOL-BREF. Statistical analyzes included a description of frequency, central tendency and dispersion measures, and comparison between domains. The Psychological and Environment domains were assessed as the best and worst scores, respectively. The facets called Thinking, learning, memory and concentration, Sleep and rest Energy and fatigue, Activities of daily living, Work Capacity, Participation in and opportunities for recreation/leisure activities,financial resources and negative feelings were affected. The facets with the worst score influenced negatively the quality of life for students and might trigger negative feelings such as bad mood, desperation anxiety and depression.
Promoting Schools is presented. This model is used as a broad analytical framework to discuss selected aspects of the evaluation data on the Internet-based collaborative project titled ?Virtual Classroom ? ICT, Learning and Changes,? recently undertaken within the Macedonian health promoting schools network......This paper addresses the concept of student participation in learning processes within the health promoting schools approach. A model that distinguishes between token and genuine participation, which has been conceptualised on the basis of experience gained from the Macedonian Network of Health...... teaching/learning style still predominates in Macedonian schools. The students perceived the positive experiences from this project as exclusive, special and extraordinary. The value of the examples of good practice in participatory school health-promoting initiatives is highly acknowledged...
George, Tracy P; DeCristofaro, Claire
It is important for nursing students to become comfortable with accessing point-of-care technology to support provision of safe, evidence-based care to patients. Smartphone applications (apps) were introduced into community screening settings in a first-semester undergraduate nursing health assessment course. The apps provided information about body mass index, as well as United States Preventive Services Task Force-recommended preventive services using the Agency for Health Research and Quality electronic preventive services selector app. Classroom activities prepared students using mock cases and real data, and evidence-based guidelines were used when counseling patients about individual results. Smartphone apps were well accepted by students and allowed students to transfer learning from the classroom and laboratory to the community setting. Smartphone apps promote active learning and the long-term retention of knowledge. This community-based activity supports the validity of independent health promotion activities in nursing practice. [J Nurs Educ. 2016;55(7):411-415.]. Copyright 2016, SLACK Incorporated.
Cessford, Tara A; Norman, Wendy
Recent evidence suggests that medical schools offer insufficient training to equip students with the knowledge and skills necessary to counsel patients about abortion and to become abortion providers. We conducted a knowledge-assessment survey of medical students before (second-year students) and after (fourth-year students) teaching related to abortion to evaluate the effectiveness of the undergraduate abortion curriculum. Undergraduate medical students answered a knowledge-assessment survey about abortion epidemiology, practice guidelines, abortion methods and procedures, and student readiness to provide abortions. One hundred and twenty six of 266 second-year students (47%) and 67 of 170 fourth-year students (39%) completed the survey. Fourth-year medical students scored higher on average than second-year students (P Abortion epidemiology was the weakest area of performance for all students. Most medical students would either provide an abortion (37% of fourth-year students, 38% of second-year students) or refer to a provider (36% of fourth-year students and 34% of second-year students). There was no significant relationship between overall scores and student readiness to provide abortions. Medical students in both second and fourth year demonstrated a limited understanding of abortion. Most future physicians participating in this study indicated they would be willing to provide abortions. Curriculum reform to improve abortion training in undergraduate medical programs is essential to provide students with necessary learning opportunities and to ensure safe and effective reproductive health care for women.
McKenna, Lisa; Missen, Karen; Cooper, Simon; Bogossian, Fiona; Bucknall, Tracey; Cant, Robyn
Nursing work often occurs in complex and potentially hazardous settings. Awareness of patient and practice environments is an imperative for nurses in practice. To explore nursing students' situation awareness while engaging in simulated patient deterioration scenarios. The educational process of FIRST(2)ACT was the model for the nurse intervention. Situation awareness was measured quantitatively using the Situation Awareness Global Assessment tool. Four domains were measured: physiological perception (patient parameters), global perception (surroundings), comprehension (interpretation of information), and projection (forecasting outcomes). Clinical laboratories at each of three participating universities. Ninety-seven nursing students from three Australian universities. Between March and July 2012, students participated in three video-recorded simulation events, in which a trained actor played patient roles and groups of three students worked as teams. To measure situation awareness, following the simulation each team leader was taken to a separate room and asked to report on a question set regarding the patient's vital signs, bedside setting and medical diagnosis. Overall, situation awareness was low (41%). Of the four domains, physiological perceptions scored the lowest (26%) and projection the highest (59%). Final year nursing students may not have well developed situation awareness skills, especially when dealing with these types of scenarios. Education providers need to consider ways to assist students to fully develop this attribute. Findings suggest that this is an aspect of undergraduate nursing education that requires significant consideration by curriculum developers. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.
Karakus, Fatih; Aydin, Bünyamin
This study aimed at determining the effects of using a computer algebra system (CAS) on undergraduate students' spatial visualization skills in a calculus course. This study used an experimental design. The "one group pretest-posttest design" was the research model. The participants were 41 sophomore students (26 female and 15 male)…
Allen, Concha; Kumar, Poonam; Tarasi, Crina; Wilson, Holt
With a better understanding of the typical sales student, sales educators can design and deliver curriculum with a more customer-oriented approach. In order to better understand the decision to pursue sales education, more than 500 undergraduate business students at a large Midwestern university participated in a survey that examined the factors…
Chen, Lung Hung; Tsai, Ying-Mei; Chen, Mei-Yen
The aim of this study was to examine the psychometric properties of the Orientations to Happiness Questionnaire (OHQ; Peterson et al. in "J Happiness Stud" 6(1):25-41, 2005) in Taiwanese students. The participants were 578 undergraduate students (M[subscript age] = 18.64, SD = 1.02) and completed the OHQ, satisfaction with life scale…
Pagano, Todd; Ross, Annemarie; Smith, Susan B.
Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal) as a result of the experience. Significant success can be realized when involving deaf and…
Sandefur, Conner I.; Gordy, Claire
We developed and implemented a series of workshops and seminars in an undergraduate journal club targeted at improving student development in applying the scientific process. Students were surveyed before and after participating in the club about their confidence in accessing, analyzing, and reporting scientific research. Post-club, the students…
Chiou, Guo-Li; Anderson, O. Roger
This study proposes a multi-dimensional approach to investigate, represent, and categorize students' in-depth understanding of complex physics concepts. Clinical interviews were conducted with 30 undergraduate physics students to probe their understanding of heat conduction. Based on the data analysis, six aspects of the participants' responses…
The purpose of this study was to examine the relationship between course design and predictor variables: motivation, satisfaction, and success for students enrolled in the hybrid Principles of Finance course. The participants for this research project were 117 undergraduate students (encompassing 6 semesters) at Robert Morris University,…
Valentine, Arthur A.; Schumacher, Julie Raeder; Murphy, Jan; Ma, Yoon Jin
Objective: To identify the prevalence of dietary supplement (DS) use, perceptions of DS efficacy, and lifestyle behaviors of DS users and non-users. Participants: Undergraduate students, student-athletes, and ROTC cadets at a Midwestern University between September 2014 and January 2015. Methods: A cross-sectional online survey was administered.…
Juliana Inhauser Riceti Acioli Barboza
Full Text Available Objectives: To classify nursing students on a socio-demographic basisin order to check whether they are acquainted with the meaning ofthe term burnout syndrome; to check for the presence of the burnoutsyndrome and assess its levels in undergraduate nurses. Methods:A cross-section study was carried out of 102 students at the NursingSchool of the Hospital Israelita Albert Einstein. A questionnaire wasmade up by the authors and applied along with the Maslachs BurnoutInventory (MBI. Results: Ninety-five percent of students were female,aged 18 to 50 years, 86% were single and 51% reported having jobs.Most of the surveyed subjects were not acquainted with the termburnout syndrome. Out of the total of 39 students, 56.9% classified thedisease as being psychological and caused by professional stress. Asfor the mean MBI subscales, it was found that a relatively high mean(28.6% referred a low feeling of professional accomplishment, a low/moderate mean (23.09% were emotionally exhausted and (9.176%felt depersonalized, which intrinsically proves the absence of burnoutsyndrome in the sample. As for burnout dimensions, the findingsshowed that 73.5% are at a low/moderate level of emotional exhaustion;70.53% suffer from a low/moderate level of depersonalization; and 76%reported a high feeling of professional accomplishment. Conclusion:High means were found at the dimensions of reduced professionalaccomplishment, which calls for the need to intervene in the caseof these students so that they may recall their primary initiativeconcerning their professional choice.
Bering, E. A., III; Talbot, R. W.; Glennie, C. L.; Rodrigues, D.; Jinghong, C.; Alozie, M.; Behrend, C. C.; Bias, C.; Ehteshami, A.; Fenton, A.; Greer, M.; Gunawan, B.; Harrison, W.; Jordan, J.; Lalata, M. C.; Lehnen, J. N.; Martinez, A.; Mathur, S.; Medillin, M.; Nguyen, T.; Nguyen, T. V.; Nowling, M.; Perez, D.; Pham, M.; Pina, M.; Porat, I.; Prince, J.; Thomas, G. C.; Velasquez, B.; Victor, L.
The Undergraduate Student Instrumentation Project (USIP) is a NASA program to engage undergraduate students in rigorous scientific research, for the purposes of innovation and developing the next generation of professionals for an array of fields. The program is student led and executed from initial ideation to research to the design and deployment of scientific payloads. The University of Houston has been selected twice to participate in the USIP programs. The first program (USIP_UH I) ran from 2013 to 2016. USIP_UH II started in January of this year, with funding starting at the end of May. USIP_UH I (USIP_UH II) at the University of Houston was (is) composed of eight (seven) research teams developing six (seven), distinct, balloon-based scientific instruments. These instruments will contribute to a broad range of geophysical sciences from Very Low Frequency recording and Total Electron Content to exobiology and ozone profiling. USIP_UH I had 12 successful launches with 9 recoveries from Fairbanks, AK in March 2015 and 4 piggyback flights with BARREL 3 from Esrange, Kiruna, Sweden in August, 2015. Additional flights with BARREL 4 will take place in August 2016. The great opportunity of this program is capitalizing on the proliferation of electronics miniaturization to create new generations of scientific instruments that are smaller and lighter than ever before. This situation allows experiments to be done more cheaply which ultimately allows many more experiments to be done.
Ashour, Rateb; Alzghool, Haneen; Iyadat, Yousef; Abu-Alruz, Jamal
The primary purpose of this study is to determine the level of mobile phone applications in university classrooms in Jordan. A sample of 313 undergraduate students participated in the study by completing the researchers' designed questionnaire, which is composed of 13 items. The results of the study indicate that participants perceived a high…
Chen, Yajing; Ross, Heidi
"This paper draws on the theory of ethnic enclaves to study Chinese international student communities and their role in constructing Chinese undergraduate student experiences on US campuses. Enclave theory has primarily been used by sociologists to study immigrant and diaspora populations, but it can also provide an important analytical tool for scholars examining the internationalisation of student populations in higher-education settings. Student interviews and participant observation at a ...
Olivares-Donoso, Ruby; González, Carlos
Over the last 25 years, both research literature and practice-oriented reports have claimed the need for improving the quality of undergraduate science education through linking research and teaching. Two manners of doing this are reported: undergraduate research and research-based courses. Although there are studies reporting benefits of participating in these experiences, few synthesize their findings. In this article, we present a literature review aimed at synthesizing and comparing results of the impact of participating in these research experiences to establish which approach is most beneficial for students to develop as scientists. Twenty studies on student participation in undergraduate research and research-based courses were reviewed. Results show that both types of experiences have positive effects on students. These results have implications for both practice and research. Regarding practice, we propose ideas for designing and implementing experiences that combine both types of experiences. Concerning research, we identify some methodological limitations that should be addressed in further studies.
Williams, Brett; Boyle, Mal; Earl, Tracy
Paramedics rely on establishing a health provider-patient relationship with patients that promotes two-way communication, patient satisfaction, and facilitates appropriate patient assessment and treatment. Paramedics also must have an ability to empathize with patients and their family members in order to develop a successful health provider-patient relationship. The objective of this study was to assess paramedics' empathy and attitudes toward patients with specific conditions. This was a cross-sectional study using a convenience sample of first-, second-, and third-year, Australian undergraduate paramedic students. Student empathy levels were assessed using two standardized self-reporting instruments: the Jefferson Scale of Physician Empathy (JSPE) Health Professional (HP) version and the Medical Condition Regard Scale (MCRS). A total of 94 paramedic students participated in the study. The JSPE demonstrated that male paramedic students had higher mean empathy scores than did female paramedic students (113.25 and 107.5, respectively; P = .042). The JSPE empathy level scores were lowest among first-year paramedic students (mean = 107.53); age was not found to be a significant variable on empathy scores. The Medical Condition Regard Scale revealed lowest scores in compassion towards substance abuse (mean = 46.42). The results of this study provide the discipline of paramedic health care with useful data, and provide students, academics, and other educators with important information regarding the improvement of the health provider-patient relationship and paramedic education curriculum development.
McComb, Tina Ann
The purpose of this study was to explore the applicability of the Transtheoretical (Stages of Change) Model to examine undergraduate women’s intention to participate in leadership activities and to identify variables related to their differential participation. Use of the Stages of Change framework extends the examination of student leadership to those not yet involved in leadership activities and recognizes individual intentions for becoming involved, as opposed to only considering actions. ...
Kohn, Christine; Saleheen, Hassan; Borrup, Kevin; Rogers, Steve; Lapidus, Garry
Drug use by drivers is a significant and growing highway safety problem. College students are an important population to understand drugged driving. The objective of this study was to examine correlates of drugged driving among undergraduate college students. We conducted an anonymous, confidential, 24-question survey at a large New England public university during the 2010-2011 academic year among undergraduates in courses that met a graduation requirement. Data include demographics; academics; housing status; lifestyle; personal values; high school/college drug use; and driving following alcohol use, drug use, or both; and as a passenger with a driver who used alcohol, drugs, or both. Descriptive statistics were calculated. Chi-square tests compared driver alcohol use, drug use, or both with demographic, academic, and lifestyle variables. Logistic regression analyses were performed with drugged driving as the dependent variable. Odds ratios and corresponding 95 percent confidence intervals were calculated for each of the potential explanatory variables in relation to the outcome. Four hundred forty-four of 675 students completed surveys (66% participation rate). Participants were representative of the student body with a mean age of 19.4 (±1.3 years), 51 percent male, 75 percent white, and 10 percent Hispanic. Seventy-eight percent lived on campus, 93 percent had a driver's license, and 37 percent had access to a car. Students disagreed that cannabinoids impair driving (18%) compared to other drugs (17%), stimulants (13%), depressants (11%), hallucinogens (8%), and alcohol (7%). Twenty-three percent drove after alcohol use and 22 percent drove after drug use. Forty-one percent reported having been a passenger with a driver who had been drinking and 37 percent with a driver using drugs. Drugged driving was more likely among males vs. females (30% vs. 14%, P college (50% vs. 8%, P confidence interval [CI]: 4.6-19.6) and best friends in college used drugs regularly
Abstract. Higher education institutions, including medical schools, still grapple with the challenge of poor academic ... and implications of lack of accommodation for black students; how poor academic performance can lead to an array of ... student development, student success, undergraduate medical students. Introduction.
Fortin, Anne; Sauvé, Louise; Viger, Chantal; Landry, France
A collaborative project of several Quebec universities, this study investigates nontraditional student withdrawal from undergraduate accounting programmes. A nontraditional student is older than 24, or is a commuter or a part-time student, or combines some of these characteristics. Univariate and multivariate analyses of student dropout factors…
Luneta, Kakoma; Makonye, Judah P.
This study explores the nature of undergraduate students' errors and misconceptions in particle mechanics. This paper provides in-depth descriptions of the errors presented by students and accounts for them in terms of students' procedural or conceptual knowledge. Specifically, this study analyses students' written responses to questions on…
Data were collected by questionnaires and analyzed by Mann–Whitney U‑test and Kruskal–Wallis test using SPSS software version 16 for Windows (SPSS Inc., Chicago, IL, USA). Results: In this study, 235 dental students participated in the study. The average awareness and knowledge score was 7.27 (1.92). Based on the ...
Tambling, Rachel B.; Reckert, Ashley
Researchers who have studied sexual functioning concerns do not often focus their research on undergraduate populations, perhaps due to perceptions of universal sexual health among this population. The current study examined prevalence and type of sexual functioning concerns in a sample of 347 male and female undergraduate students. Sexual…
McGaha, Valerie; Fitzpatrick, Jacki
The purpose of the present study was to examine how personal characteristics (e.g., loneliness, interpersonal competence) and social characteristics (e.g., marginality) contributed to dropout risk among undergraduate students. The respondents (n=127 undergraduates) completed a questionnaire packet to assess all of the variables. Regression…
Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.
Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for involving undergraduates in research. In this study, we examined the experiences of undergraduates participating in a multi-institution and interdisciplinary biology research network. Unlike the traditional apprenticeship model of research, in which a student participates in research under the guidance of a single faculty member, students participating in networked research have the opportunity to develop relationships with additional faculty and students working in other areas of the project, at their own and at other institutions. We examined how students in this network develop social ties and to what extent a networked research experience affords opportunities for students to develop social, cultural, and human capital. Most studies of undergraduate involvement in science research have focused on documenting student outcomes rather than elucidating how students gain access to research experiences or how elements of research participation lead to desired student outcomes. By taking a qualitative approach framed by capital theories, we have identified ways that undergraduates utilize and further develop various forms of capital important for success in science research. In our study of the first 16 months of a biology research network, we found that undergraduates drew upon a combination of human, cultural, and social capital to gain access to the network. Within their immediate research groups, students built multidimensional social ties with faculty, peers, and others, yielding social capital that can be drawn upon for information, resources, and support. They reported developing cultural capital in the form of learning to
Nuclear physics research is fundamental to our understanding of the visible universe and at the same time intertwined with our daily life. Nuclear physics studies the origin and structure of the atomic nuclei in terms of their basic constituents, the quarks and gluons. Atoms and molecules would not exist without underlying quark-gluon interactions, which build nearly all the mass of the visible universe from an assembly of massless gluons and nearly-massless quarks. The study of hadron structure with electromagnetic probes through exclusive and semi-inclusive scattering experiments carried out at the 12 GeV Jefferson Laboratory plays an important role in this effort. In particular, planned precision measurements of pion and kaon form factors and longitudinal-transverse separated deep exclusive pion and kaon electroproduction cross sections to the highest momentum transfers achievable play an important role in understanding hadron structure and masses and provide essential constraints for 3D hadron imaging. While a growing fraction of nuclear physics research is carried out at large international laboratories, individual university research groups play critical roles in the success of that research. These include data analysis projects and the development of state-of-the-art instrumentation demanded by increasingly sophisticated experiments. These efforts are empowered by the creativity of university faculty, staff, postdocs, and provide students with unique hands-on experience. As an example, an aerogel Cherenkov detector enabling strangeness physics research in Hall C at Jefferson Lab was constructed at the Catholic University of America with the help of 16 undergraduate and high school students. The ''Conference Experience for Undergraduates'' (CEU) provides a venue for these students who have conducted research in nuclear physics. This presentation will present the experiences of one of the participants in the first years of the CEU, her current research program
Leonardi, Denise Piotto; Haragushiku, Gisele Aihara; Tomazinho, Flavia Sens Fagundes; Furuse, Adilson Yoshio; Volpato, Lusiane; Baratto-Filho, Flares
The aim of this study was to evaluate the performance of undergraduates in their first contact with manual and rotary root canal instrumentation. Forty-two students who had never worked on a root canal before instrumented 42 extracted lower-incisors. Participants were assigned to one of two groups: Rotary instrumentation or manual instrumentation. Pre- and post-operative computed tomography scans were obtained with a 3-dimensional dental imaging system. Starting and finishing times of preparation were recorded. The cross-sectional area of the root canal was analyzed with 2-mm-below-the-apex initial and final transverse images recorded through a digital imaging system and analyzed with software to measure the initial and final area of the root canal in mm(2). Data from the cross-sectional area of the root canal and time spent were subjected to the Mann-Whitney's U-test (pcanal were observed (p=0.25). No accidents occurred. Undergraduate students showed good performance in their first contact with the manual and rotary instrumentation with regard to time spent and cross-sectional area of the root canal, with no operative accidents.
Thongpriwan, Vipavee; Leuck, Susan E; Powell, Rhonda L; Young, Staci; Schuler, Suzanne G; Hughes, Ronda G
The purpose of this study was to describe undergraduate nursing students' attitudes toward mental health nursing and how these attitudes influenced their professional career choices in mental health nursing. A descriptive, online survey was utilized to examine students' perceptions of mental health nursing. A total of 229 junior and senior nursing students were recruited from eight nursing colleges in Midwestern United States to participate in this survey. Students of different ages, genders, ethnicities, and nursing programs did not report significantly different perceptions of: (a) knowledge of mental illness; (b) negative stereotypes; (c) interest in mental health nursing as a future career; and (d), and beliefs that psychiatric nurses provide a valuable contribution to consumers and the community. Negative stereotypes were significantly different between students who had mental health nursing preparation either in class (p=0.0147) or in clinical practice (p=0.0018) and students who had not. There were significant differences in anxiety about mental illness between students who had classes on mental health nursing (p=.0005), clinical experience (p=0.0035), and work experience in the mental health field (p=0.0012). Significant differences in an interest in a future career in mental health nursing emerged between students with and without prior mental health experience and between students with and without an interest in an externship program with p-values of 0.0012 and students have to mental health nursing through clinical experiences, theory classes, and previous work in the field, the more prepared they feel about caring for persons with mental health issues. Published by Elsevier Ltd.
stage sampling technique was used to select 500 undergraduate students. The instrument that was used consisted of socio-demographic characteristics and a modification of the Stimulant Use section of the World Health Organisation ...
Brown, Ted; Williams, Brett; Jolliffe, Laura
Background: Occupational therapy graduates are expected to assume leadership roles in a variety of contexts and capacities. Objective: To investigate the leadership styles of undergraduate occupational therapy students. Methods: First, second, third, and fourth year undergraduate occupational therapy students from one Australian university were asked to complete the What’s My Leadership Style (WMLS) questionnaire. Results: The total sample response rate was 86.3% (n = 182/211). Overa...
Martínez-Sierra, Gustavo; García-González, María del Socorro
Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…
Olatunji, Samuel Olusola; Aghimien, Douglas Omoregie; Oke, Ayodeji Emmanuel; Olushola, Emmanuel
Academic performance of students in Nigerian institutions has been of much concern to all and sundry hence the need to assess the factors affecting performance of undergraduate students in construction related discipline in Nigeria. A survey design was employed with questionnaires administered on students in the department of Quantity Surveying,…
Burcu Özge Özaslan ÇaliÅŸkan; Burcu Adigüzel Mercangöz
Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is ab...
Burcu Ozge Özaslan Caliskan
Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is ab...
Bowman, Thomas G; Hertel, Jay; Mazerolle, Stephanie M; Dodge, Thomas M; Wathington, Heather D
The average retention rate for students enrolled in undergraduate athletic training programs (ATPs) nationwide has been reported to be 81%, and slightly more than half of program directors (PDs) have indicated that retention of athletic training students (ATSs) is a problem. However, why PDs do or do not believe ATS retention is problematic is unknown. To determine why PDs do or do not believe ATS retention is problematic. Qualitative study. Undergraduate ATPs. We obtained responses from 177 of the 343 PDs (51.6%). Using data saturation as a guide, we randomly selected 16 PDs from the survey responses to participate in follow-up telephone interviews; 8 believed retention was a problem and 8 did not. During audio-recorded telephone interviews, we asked PDs why they thought retention was or was not a problem for athletic training education. Following verbatim transcription, we used grounded theory to analyze the interview data and maintained trustworthiness by using intercoder agreement, member checks, and peer review. Program directors believed that retaining ATSs was a problem because students lack information regarding athletic training and the rigor of the ATP. Program directors were consistent in their perception that ATPs do not have a retention challenge because of the use of a secondary admissions process. This finding was likely based on personal use of a secondary admissions process in the ATPs these PDs lead. Program directors who lead ATPs that struggle to retain ATSs should consider using a secondary admissions process. During the preprofessional phase of the ATP, faculty and staff should work to socialize students to the demands of the ATP and the professional lives of athletic trainers.
Littleford, Linh Nguyen
Undergraduate students (N = 932, 83.8% European Americans, 69.6% women) completed an online survey and reported their definitions of diversity, their attitudes toward incorporating diversity into the curriculum, and their motivations for learning about diversity issues. Findings revealed that students conceptualized diversity primarily in terms of…
Al-Ansari, Asim; Al-Harbi, Fahad; AbdelAziz, Wafaa; AbdelSalam, Maha; El Tantawi, Maha M.; ElRefae, Ismail
Objective: This study was conducted to assess the level of participation of dental undergraduate students in extracurricular activities (ECAs) and the factors affecting this participation. Methods: The study included dental students enrolled in undergraduate programs at the Faculty of Dentistry, Alexandria University, Egypt, and the College of Dentistry, University of Dammam, Saudi Arabia. A questionnaire was developed to collect background information about students, their participation i...
Kohtz, Cindy; McCoy, Larisa; Klimala, Emma; Gray, Pennie
Promoting reading compliance is a common concern in undergraduate education. This study described the reading behaviors, preferences, and perceptions of 519 undergraduate nursing and nonnursing students concerning course-related reading assignments. Mean time completing assigned course readings for nursing students was 6.63 hours per week; it was similar for other majors (6.73 hours). Nonnursing majors read a greater percentage of their assigned readings than nursing students (t = -6.59, P < .01). Implications highlight strategies faculty can implement to facilitate student reading.
Sara M. Al-Hilali
Full Text Available Objectives: This study aimed to evaluate attitudes, perceptions and perceived barriers towards health research among Saudi Arabian undergraduate medical students. Methods: This cross-sectional study took place between August and October 2014 and included 520 students from five medical schools across Saudi Arabia. An anonymous online survey with 21 close-ended questions was designed to assess students’ attitudes towards research, contribution to research-related activities, awareness of the importance of research, perception of available resources/opportunities for research, appreciation of medical students’ research contributions and perceived barriers to research. Responses were scored on a 5-point Likert scale. Results: A total of 401 students participated in the study (response rate: 77.1%. Of these, 278 (69.3% were female. A positive attitude towards research was reported by 43.9% of the students. No statistically significant differences were observed between genders with regards to attitudes towards and available resources for research (P = 0.500 and 0.200, respectively. Clinical students had a significantly more positive attitude towards research compared to preclinical students (P = 0.007. Only 26.4% of the respondents believed that they had adequate resources/opportunities for research. According to the students, perceived barriers to undertaking research included time constraints (n = 200; 49.9%, lack of research mentors (n = 95; 23.7%, lack of formal research methodology training (n = 170; 42.4% and difficulties in conducting literature searches (n = 145; 36.2%. Conclusion: Less than half of the surveyed Saudi Arabian medical students had a positive attitude towards health research. Medical education policies should aim to counteract the barriers identified in this study.
Gardner, Linda M.
Foundations of Chemistry courses at the University of Kansas have traditionally accommodated nearly 1,000 individual students every year with a single course in a large lecture hall. To develop a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced to assist students, starting in the spring of 2010. PLUS was derived from the more well-known Peer-Led Team Learning with modifications to meet the specific needs of the university and the students. The yearlong investigation of PLUS Chemistry began in the fall of 2012 to allow for adequate development of materials and training of peer leaders. We examined the impact of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to be pharmacists (i.e., pre-pharmacy students). In a least linear squares multiple regression, PLUS participants performed on average one percent higher on exam scores for Chemistry 184 and four tenths of a percent on Chemistry 188 for each PLUS session attended. Pre-pharmacy students moderated the effect of PLUS attendance on chemistry achievement, ultimately negating any relative gain associated by attending PLUS sessions. Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions. Additionally, an item analysis studied the relationship between PLUS material to individual items on exams. The research discovered that students who attended PLUS session, answered the items correctly 10 to 20 percent more than their comparison group for PLUS interrelated items and no difference to 10 percent for non-PLUS related items. In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas.
Laursen, S. L.; Hunter, A.; Weston, T.; Thiry, H.
Evidence-based thinking is essential both to science and to the development of effective educational programs. Thus assessment of student learning—gathering evidence about the nature and depth of students’ learning gains, and about how they arise—is a centerpiece of any effective undergraduate research (UR) program. Assessment data can be used to monitor progress, to diagnose problems, to strengthen program designs, and to report both good outcomes and strategies to improve them to institutional and financial stakeholders in UR programs. While the positive impact of UR on students’ educational, personal and professional development has long been a matter of faith, only recently have researchers and evaluators developed an empirical basis by which to identify and explain these outcomes. Based on this growing body of evidence, URSSA, the Undergraduate Research Student Self-Assessment, is a survey tool that departments and programs can use to assess student outcomes of UR. URSSA focuses on what students learn from their UR experience, rather than whether they liked it. Both multiple-choice and open-ended items focus on students’ gains from UR, including: (1) skills such as lab work and communication; (2) conceptual knowledge and linkages among ideas in their field and with other fields; (3) deepened understanding of the intellectual and practical work of science; (4) growth in confidence and adoption of the identity of scientist; (5) preparation for a career or graduate school in science; and (6) greater clarity in understanding what career or educational path they might wish to pursue. Other items probe students’ participation in important activities that have been shown to lead to these gains; and a set of optional items can be included to probe specific program features that may supplement UR (e.g. field trips, career seminars, housing arrangements). The poster will describe URSSA's content, development, validation, and use. For more information about
Cui, Lixia; Lin, Wenwen; Oei, Tian P. S.
This study investigated cross-cultural differences in the factor structure and psychometric properties of the Young Schema Questionnaire (short form; YSQ-SF). The participants were 712 Chinese undergraduate students. The total sample was randomly divided into two sub-samples. Exploratory Factor Analysis (EFA) was conducted on questionnaire results…
Du, Ning; Chen, Jianhua; Liu, Meihua
The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely…
Loats, Jim; White, Diana; Rubino, Carmen
We provide in-depth information and analysis on three activities for use in History of Mathematics courses taught either in a traditional semester format for undergraduates or in a summer professional development course for middle school teachers. These activities require students to be active participants in their own learning. They also…
Ganesan, Rajalakshmi; Mamat, Norul Hidayah Bt; Mellor, David; Rizzuto, Laura; Kolar, Christina
The present study investigated academic procrastination in the context of the 2 x 2 goal achievement theoretical framework within a population of 450 Malaysian undergraduate students, aged 18 to 25 years. Participants completed the Achievement Goal Questionnaire and the Tuckman Procrastination Test. Approach dimensions of both the mastery and…
Gardner, Grant E.; Forrester, Jennifer H.; Jeffrey, Penny Shumaker; Ferzli, Miriam; Shea, Damian
The goal of the study described was to understand the process and degree to which an undergraduate science research program for rising college freshmen achieved its stated objectives to integrate participants into a community of practice and to develop students' research identities.
Bian, Hui; Wu, Jingjin; Li, Yan; Largo-Wight, Erin
This study examined Chinese female college students' multiple health behaviors, their quality of life, and mental and psychological well-being and compared that with American counterparts. A convenience sample of 293 female undergraduates participated in the study during spring 2010, in Eastern China. A traditional self-report paper-pencil…
Bulmer, Sandra Minor; Irfan, Syed; Mugno, Raymond; Barton, Barbara; Ackerman, Louise
Objective: This study examined alcohol consumption patterns and trends at a public university in the Northeast from 2002 to 2008. Participants: Stratified random sampling was used to select undergraduate students enrolled in courses during spring semesters in 2002, 2004, 2006, and 2008. Methods: Data were collected during regularly scheduled…
Fraser, Joy; Fahlman, Dorothy; Arscott, Jane; Guillot, Isabelle
Prior to undertaking a descriptive study on attrition and retention of students in two online undergraduate health administration and human service programs, a pilot test was conducted to assess the procedures for participant recruitment, usability of the survey questionnaire, and data collection processes. A retention model provided the…
Xavier University of Louisiana is well known for being number one in graduating the most minority students in physical and biological sciences. The reason for this success is built on the concept of Standards with Sympathy in the Sciences (Triple S). This is an outgrowth of over twenty years of planning and development by the Xavier science faculty to devise a program for preparing and retaining students in the sciences and engineering. Xavier has been successfully conducting for over ten years, Summer Science Academy (SSA) for middle and high school students; Science Technology, Engineering and Mathematics (STEM) Scholars and Howard Hughes Biomedical programs for in-coming freshmen. Recently, through a grant from NSF, we have developed the Experiential Problem-solving and Analytical Reasoning (EPsAR) summer bridge program for in-coming freshmen who were given conditional admission to the university (i.e., those students who scored below the acceptable range for placement into degree mathematics courses). In this program, EPsAR participants will be engaged in problem-solving and critical thinking activities for eight hours per day, five days per week, for six weeks. Additionally, an interdisciplinary approach is taken to convey the mathematical skills learned to relate to physics, chemistry, biology, and computer science. Sixty-six students have participated in the last two years in the EPsAR program. During the first year 23 of 28 students successfully bi-passed the algebra review course and were placed into a degree credit course in mathematics. In the second year, thirty-one (31) of the 38 were advanced to a higher-level mathematics course. Twenty-three (23) out of 38 went on to degree credit math course. To retain students in the sciences peer tutoring in all the science disciplines are made available to students throughout the day for 5 days per week. Faculty and students are available to give guidance to the needed students. The University has established a
Lehnen, J. N.
Undergraduate students often participate in research by following the vision, creativity, and procedures established by their principal investigators. Students at the undergraduate level rarely get a chance to direct the course of their own research and have little experience creatively solving advanced problems and establishing project objectives. This lack of independence and ingenuity results in students missing out on some of the most key aspects of research. For the last two years, the Undergraduate Student Instrument Project (USIP) at the University of Houston has encouraged students to become more independent scientists by completing a research project from start to finish with minimal reliance on faculty mentors. As part of USIP, students were responsible for proposing scientific questions about the upper stratosphere, designing instruments to answer those questions, and launching their experiments into the atmosphere of Fairbanks, Alaska. Everything from formulation of experiment ideas to actual launching of the balloon borne payloads was planned by and performed by students; members of the team even established a student leadership system, handled monetary responsibilities, and coordinated with NASA representatives to complete design review requirements. This session will discuss the pros and cons of student-led research by drawing on USIP as an example, focusing specifically on how the experience impacted student engagement and retention in the program. This session will also discuss how to encourage students to disseminate their knowledge through conferences, collaborations, and educational outreach initiatives by again using USIP students as an example.
Danielson, Kathryn I; Tanner, Kimberly D
Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification. © 2015 K. I. Danielson and K. D. Tanner. CBE—Life Sciences Education © 2015 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).
Chernomas, Wanda M; Shapiro, Carla
Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students' mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services
Palaigeorgiou, G.; Triantafyllakos, G.; Tsinakos, A.
Following the increasing calls for a more skeptical analysis of web 2.0 and the empowerment of learners' voices in formulating upcoming technologies, this paper elaborates on the participatory design of a web learning environment. A total of 117 undergraduate students from two Greek Informatics Departments participated in 25 participatory design…
Schmidt, S. J.; Parmer, M. S.; Bohn, D. M.
Large undergraduate classes are a challenge to manage, to engage, and to assess, yet such formidable classes can flourish when student participation is facilitated. One method of generating authentic student involvement is implementation of quality circles by means of a Student Feedback Committee (SFC), which is a volunteer problem-solving and…
The purpose of the study was to determine the level of statistics anxiety among undergraduate students, and whether the level of influenced by factor e.g gender and age. A sample of 100 third year students who enrolled for basic statistics in the University of Calabar was used for the study. A series of t-tests revealed that the ...
Background. The creating, maintenance and storage of patients' medical records is an important competence for the professional training of a dental student. Objective. Owing to the unsatisfactory state of dental records at the students' clinic, the objective of this study was to obtain information from undergraduate dental ...
Ahmed, Mumtaz; Aftab, Maria; Yaqoob, Humaira
The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness…
Teviotdale, Wilma W.; Clancy, David; Fisher, Roy; Hill, Pat
This study investigated students' views and experiences of group work in a vocationally oriented undergraduate accounting and finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum.…
This study investigated learning modalities of undergraduate students in terms of their gender, departments, grades and academic achievements. The modalities/styles (visual, auditory and kinaesthetic) indicate learning preferences and help students find ways to study effectively, reach new information and solve problems. The study was conducted…
Pisarik, Christopher T.
This study examined the relationships among motivational orientations based on self-determination theory (Ryan & Deci, 2000b) and burnout among undergraduate college students. A sample of 191 university students was administered the "Academic Motivation Scale" (Vallerand et al., 1992) and the "Maslach Burnout Inventory-Student…
Cruz-Ramirez de Arellano, Daniel
Organic chemistry is an essential subject for many undergraduate students completing degrees in science, engineering, and pre-professional programs. However, students often struggle with the concepts and skills required to successfully solve organic chemistry exercises. Since alkyl halides are traditionally the first functional group that is…
A study of the prevalence of obesity among undergraduate students was conducted at University of. Nigeria Nsukka campus, Enugu, State, in the South Eastern partof Nigeria. A tota of 620 male andfemale students were randomly selected for the study. A structured and validated questionnaire and anthropometry were used ...
Langevin, Elizabeth L.
The purpose of this study was to examine the relationship between undergraduate student happiness and academic performance (GPA), controlling for age, gender, and race/ethnicity for third and fourth year business students at University of Phoenix, Little Rock Campus. The eight-item Oxford Happiness Questionnaire (OHQ) was used to measure the…
Whitehead, Karen; Rasmussen, Chris
This paper reports on research conducted to understand undergraduate students' ways of reasoning about systems of differential equations (SDEs). As part of a semester long classroom teaching experiment in a first course in differential equations, we conducted task-based interviews with six students after their study of first order differential…
Langdon, G. S.; Balchin, K.; Mufamadi, P.
This paper examines the development of risk awareness among undergraduate students studying mechanical engineering at a South African university. A questionnaire developed at the University of Liverpool was modified and used on students from the first, second and third year cohorts to assess their awareness in the areas of professional…
Wandler, J. Brad; Imbriale, William J.
Undergraduate student enrollment in online courses has steadily increased over the years and is expected to continue for the foreseeable future. The need for instructors to utilize best practices in online instruction and course design is crucial. This article presents strategies for online instructors to promote student use of self-regulated…
Mkhatshwa, Thembinkosi Peter; Doerr, Helen M.
Contributing to a growing body of research on undergraduate students' quantitative reasoning, the study reported in this article used task-based interviews to investigate business calculus students' quantitative reasoning when solving two optimization tasks situated in the context of revenue and profit maximization. Analysis of verbal responses…
Cetin, Filiz; Cetin, Saban
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…
This study sought to find the motives that influence undergraduate students enrolled at Bindura University of Science Education and diploma students at Hillside Teachers' College to train as secondary school science and mathematics teachers. Two development factors of teaching as a stepping stone to another job and ...
that new experiments which illustrate both fundamental physics and modern technology can be realized even with a small budget. Traditional labwork courses often provide a catalogue of well known experiments. The students must first learn the theoretical background. They then assemble the setup from specified equipment, collect the data and perform the default data processing. However, there is no way to learn to swim without water. In order to achieve a constructivist access to learning, 'project labs' are needed. In a project labwork course a small group of students works as a team on a mini research project. The students have to specify the question of research, develop a suitable experimental setup, conduct the experiment and find a suitable way to evaluate the data. Finally they must present their results e.g. in the framework of a public poster session. Three contributions refer to this approach, however they focus on different aspects: 'Project laboratory for first-year students' by Gorazd Planinšič, 'RealTime Physics: active learning laboratories' by David Sokoloff et al and 'Labs outside labs: miniprojects at a spring camp for future physics teachers' by Leos Dvorák. Is it possible to prepare the students specifically for project labwork? This question is answered by the contribution 'A new labwork course for physics students: devices, methods and research projects' by Knut Neumann and Manuela Welzel. The two main parts of the labwork course cover first experimental devices (e.g. multimeters, oscilloscopes, different sensors, operational amplifiers, step motors, AD/DA-converters). Then subjects such as data processing, consideration of measurement uncertainties, keeping records or using tools like LABVIEW etc are focused on. Another concrete proposal for a new curriculum is provided by James Sharp et al, in 'Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using MATLAB'. One can well imagine that project labs
Aim The promotion of a distributed leadership model in health care means there is an expectation that undergraduate training should contribute to the development of nursing students' leadership capabilities. However, there is concern that the nursing degree programme is not sufficiently preparing students. This study explored nursing students' perceptions of leadership before qualifying, and how prepared they felt to take on leadership roles. Method Data were collected from 20 undergraduate nursing students, using a Straussian grounded theory approach, through three focus groups and six semi-structured interviews. Findings These suggest students are disengaged from the learning of leadership, and preparation for leadership in clinical areas is problematic, as students are exposed to flawed role modelling. Conclusion Discrepancies between nurse education and the realities of clinical practice mean that successfully preparing nursing students for leadership roles will be challenging within current provision.
Morales, Blanca Nivia; Plazas, Merideidy; Sanchez, Rafael; Ventura, Carla Aparecida Arena
This study aims to identify the frequency of risk and protection factors related to drug consumption among undergraduate nursing students. It is a cross-sectional study in which authors applied the instrument Risk and Protection Factors for the Consumption of Psychoactive Substances, validated for use with undergraduate nursing students. Data were analyzed through STATA 10. Three hundred and ninety students participated in the study. The domain "prejudice and appraisal", "social permissiveness and access to psychoactive substances", "social skills and self-control" are risk factors for drugs use in 100% of participants. "Spirituality" and "satisfaction with interpersonal relations" were predominant protective domains. Based on data, authors can conclude that the students did not consider the risks in alcohol and tobacco consumption, as they think it is normal and socially acceptable.
Luciana Barizon Luchesi
Full Text Available The objective is to identify the impact of the use of a pedagogical strategy for teaching research methodology in the History of Nursing in a course designed for undergraduate students in Nursing. This is a descriptive, quantitative research, which had as source of data a self-administered questionnaire with closed and open questions and an essay prepared by nursing students at the end of the course about their perception of the importance of study History of Nursing during undergraduation course. Among the course participants 33.3% participated in the study. It was concluded that the course was successful in the evaluation of students, and it contributed for more mature professional, scientific and cultural development of the students, there was demonstration of internalization of concepts described in the scientific literature and also presented as impact the production of five micro research projects and consolidation of an interinstitutional laboratory of studies. Descriptors: Nursing, History of Nursing, Teaching.
Full Text Available "nObjective: The main purpose of this study was to validate the short-form of the Emotional Skills and Competence Questionnaire (ESCQ Scale among Iranian undergraduate students. Method: A total of 250 nurse undergraduate students participated in this study. Participants completed the ESCQ in addition to measures of Sheering Emotional Intelligence Questionnaire and Student's Demographic Questionnaire. "n Results: Exploratory factor analysis resulted in three factors that were largely consistent with the a priori scale structure. These factors included such dimensions as appraisal of others' emotions, managing and regulating emotion and specifying and understanding the individuals' own emotions. "nConclusions : The results provide initial support for the construct validity of the self- report version of the ESCQ in nurse students.
Chrispeels, H E; Klosterman, M L; Martin, J B; Lundy, S R; Watkins, J M; Gibson, C L; Muday, G K
This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non-majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole-cular biology techniques not included in the MS curriculum. We measured undergraduates' learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates' content knowledge, even for non-science major students. © 2014 H. E. Chrispeels et al. CBE—Life Sciences Education © 2014 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).
Full Text Available Background: Ultrasonography protocols are easy to learn, frequently used in emergency medicine, and could be useful for inexperienced doctors. In this field, only a few protocols are needed to give an initial diagnosis and to start fast and proper treatment. Until now, only Focused Assessment with Sonography for Trauma (FAST protocol training studies have been reported in the medical literature. Our point-of-care course, comprised of extended FAST, lung scan and ocular scan trainings. The students’ curriculum usually does not include such ultrasonography courses, thus, we wanted to check its utility for the undergraduate medical students. Methods: Training lasted six days and consisted of two parts: 22 hours of theoretical classes and 18 hours of practical activities, all trained and evaluated by six experienced medical doctors. Eighty-five elected students completed pre- and post-study questionnaires about emergency ultrasonography and passed the practical final exam. Results: Eighty-five participants of the course were present in the pre- and final test. Final test scores of theoretical and practical exams were significantly higher after the training (58% vs. 87%; n=85; p<0.01. Answers for the questions related to FAST and EFAST (extended FAST were correct irrespective of completion of the course. A question regarding the sonographic evaluation of body fluid incontinence was found to be the most difficult for students. After the course, 96.5% of participants were able to complete an EFAST scan at an adequate level of performance in under two minutes. Conclusion: Results show that medical students significantly extended their knowledge about point-of-care emergency medicine ultrasonography and acquired practical skills during the course. Emergency medicine ultrasonography courses could be included into medical students’ curricula.
Objective: The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Methods: Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg?s Self-Esteem Scale (SES). Results: Using causal modeling, two mode...
MM Madumo; MD Peu
A qualitative, exploratory and descriptive study was conducted with the purpose of exploring and describing the views of undergraduate nursing students on caring for HIV/AIDS patients. The study population consisted of BCur III nursing students studying at the Medical University of Southern Africa (Medunsa). Participants were purposively selected. Focus group interviews were used as a data collection instrument. Guided by a group moderator and responding to a central research question, partic...
Sin, Mo-Kyung; Bliquez, Rebecca
Considering the heightened importance of evidence-based practice in healthcare settings, incorporating evidence-based practice into the nursing curriculum, especially in baccalaureate programs is essential because this is a first step to prepare students for their professional role as an RN, and the undergraduate nursing students are the ones who will spend the most time with patients at their bedside providing direct care. Teaching evidence-based practice at the undergraduate level, however, can be challenging. Creative and enjoyable teaching strategies are instrumental in order to promote students' engagement and learning about evidence-based practice. This paper describes useful strategies for teaching evidence-based practice in an undergraduate nursing research course. Copyright © 2017 Elsevier Inc. All rights reserved.
Shanahan, Madeleine C.
Undergraduate education is undergoing a shift away from the traditional transmission of a fixed body of knowledge to a learning approach where the emphasis is on supporting learners to learn. Central to this change is recognition that undergraduate education programmes should aim to develop independent learners who become effective lifelong learning practitioners. Successful independent learning as an undergraduate student or as a lifelong learner requires the learner to have well developed information literacy skills. An Online Electronic Information Skills (OEIS) intervention was designed to develop the information literacy skills in a cohort of second year undergraduate radiography students. An evaluation focused on learning outcomes was used to provide evidence of development of information literacy within the undergraduate course. The evaluation clearly demonstrated substantial skill development in students' ability to access scholarly information in their discipline area. The reported continued use of database searching by this cohort of students seven months after the OEIS intervention provides evidence that they are continuing to access and use scholarly information, information literacy skills necessary for their future work context
Shanahan, Madeleine C. [Medical Radiations, School of Medical Sciences, RMIT University, PO Box 71, Bundoora, Victoria (Australia)]. E-mail: email@example.com
Undergraduate education is undergoing a shift away from the traditional transmission of a fixed body of knowledge to a learning approach where the emphasis is on supporting learners to learn. Central to this change is recognition that undergraduate education programmes should aim to develop independent learners who become effective lifelong learning practitioners. Successful independent learning as an undergraduate student or as a lifelong learner requires the learner to have well developed information literacy skills. An Online Electronic Information Skills (OEIS) intervention was designed to develop the information literacy skills in a cohort of second year undergraduate radiography students. An evaluation focused on learning outcomes was used to provide evidence of development of information literacy within the undergraduate course. The evaluation clearly demonstrated substantial skill development in students' ability to access scholarly information in their discipline area. The reported continued use of database searching by this cohort of students seven months after the OEIS intervention provides evidence that they are continuing to access and use scholarly information, information literacy skills necessary for their future work context.
Alice Abboud Chalhoub
Full Text Available Student debt in the United States has been quickly increasing during the past decade. As to the first quarter of 2014, the student loan debt surpassed credit cards debt and auto loans. Puerto Rico ranks #17 by total debt among the United States and territories. Nonetheless, students in Puerto Rico have an average of $18,000 of student debt, positioning it at the lowest rank by average debt. This paper explores the debt phenomena among Puerto Rican undergraduate students. Specifically, we want to determine if students have debt, and if so, what type and how they spend it. A sample of 194 undergraduate students from a School of Business at a public higher education institution of Puerto Rico was surveyed. Results indicate that 28% of business students have debt. Female students were more susceptible to have debt. Furthermore, top expenses covered by debt are food, education, car expenses, clothing, and entertainment. The results reveal that 90 percent is not receiving counseling about debt management from the financial aid office. From those receiving the financial advising (10 percent, only 2 percent perceive it as useful. These results provide an exploratory look into the debt and its use among Puerto Rican undergraduate students.
Thompsett, Andrew; Ahluwalia, Jatinder
Research on undergraduate bioscience students and the incidence of plagiarism is still in its infancy and a key problem arises in gauging the perception of undergraduate students on plagiarism and collusion in biosciences subjects because of the lack of empirical data. The aim of this study was to provide qualitative data on the perceptions of…
Mileder, Lukas Peter
Junior medical staff provides a large proportion of undergraduate student education. However, despite increasing numbers of resident-as-teacher training programs, junior doctors may still not be sufficiently prepared to teach medical students. Hence, medical schools should consider implementing formal teaching skills training into undergraduate curricula.
Kim, Yoonseo; Han, Kihye; Yoo, Hae Young
As the need for greater global health competency increases for health care professionals in South Korea, educational efforts for nursing students have begun. This study examined the effectiveness of two educational courses for freshmen and sophomores that were designed to improve students' global health competencies. A trend study was conducted for all undergraduate nursing students enrolled in a 4-year undergraduate nursing program in 2013 and 2014. We assessed students' global health competencies (1-knowledge and interests in global health and health equity, 2-global health skills, and 3-learning needs) in 2013 and 2014 and analyzed variance between mean scores by year and by course exposure, using 95% confidence intervals. Students who took both global health courses (sophomores in both years) reported higher global health-related knowledge and interests than did freshmen (p students' global health competencies. Reinforcement of knowledge in later courses may be needed to build on the global competencies. © 2017 Wiley Periodicals, Inc.
Thiry, Heather; Laursen, Sandra L.
Among science educators, current interest in undergraduate research (UR) is influenced both by the traditional role of the research apprenticeship in scientists' preparation and by concerns about replacing the current scientific workforce. Recent research has begun to demonstrate the range of personal, professional, and intellectual benefits for STEM students from participating in UR, yet the processes by which student-advisor interactions contribute to these benefits are little understood. We employ situated learning theory (Lave and Wenger, Situated learning: legitimate peripheral participation, Cambridge University Press, Cambridge in 1991) to examine the role of student-advisor interactions in apprenticing undergraduate researchers, particularly in terms of acculturating students to the norms, values, and professional practice of science. This qualitative study examines interviews with a diverse sample of 73 undergraduate research students from two research-extensive institutions. From these interviews, we articulate a continuum of practices that research mentors employed in three domains to support undergraduate scientists-in-training: professional socialization, intellectual support, and personal/emotional support. The needs of novice students differed from those of experienced students in each of these areas. Novice students needed clear expectations, guidelines, and orientation to their specific research project, while experienced students needed broader socialization in adopting the traits, habits, and temperament of scientific researchers. Underrepresented minority students, and to a lesser extent, women, gained confidence from their interactions with their research mentors and broadened their future career and educational possibilities. Undergraduate research at research-extensive universities exemplifies a cycle of scientific learning and practice where undergraduate researchers are mentored by graduate students and postdoctoral researchers, who are
Kumar, David Devraj; Dunn, Jessica
Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.
Stanek, Justin; Rogers, Katherine; Anderson, Jordan
Researchers have examined the physical activity (PA) habits of certified athletic trainers; however, none have looked specifically at athletic training students. To assess PA participation and constraints to participation among athletic training students. Cross-sectional study. Entry-level athletic training education programs (undergraduate and graduate) across the United States. Participants were 1125 entry-level athletic training students. Self-reported PA participation, including a calculated PA index based on a typical week. Leisure constraints and demographic data were also collected. Only 22.8% (252/1105) of athletic training students were meeting the American College of Sports Medicine recommendations for PA through moderate-intensity cardiorespiratory exercise. Although 52.3% (580/1105) were meeting the recommendations through vigorous-intensity cardiorespiratory exercise, 60.5% (681/1125) were meeting the recommendations based on the combined total of moderate or vigorous cardiorespiratory exercise. In addition, 57.2% (643/1125) of respondents met the recommendations for resistance exercise. Exercise habits of athletic training students appear to be better than the national average and similar to those of practicing athletic trainers. Students reported structural constraints such as lack of time due to work or studies as the most significant barrier to exercise participation. Athletic training students experienced similar constraints to PA participation as practicing athletic trainers, and these constraints appeared to influence their exercise participation during their entry-level education. Athletic training students may benefit from a greater emphasis on work-life balance during their entry-level education to promote better health and fitness habits.
Dewi, Widiaswati; Sawitri, Dian R.
Pro-environmental behavior is an individual action as a manifestation of one's responsibility to create a sustainable environment. University students as one of the agent of change can adopt pro-environmental behaviors concept, even through simple things to do on daily activities such as ride a bicycle or walk for short distance, reuse the shopping bags, separate waste, learn about environmental issues etc. Many studies have examined pro-environmental behavior from various approaches. However, the study about university students' pro-environmental behavior is lacking. The aim of this paper is to examine the undergraduate students' pro-environmental behaviors level. We surveyed 364 first year undergraduate students from a state university in Semarang. The survey included six aspects of pro-environmental behavior in daily practice which include energy conservation, mobility and transportation, waste avoidance, recycling, consumerism, and vicarious behaviors toward conservation. Findings of this study showed the level of pro-environmental behavior of first year undergraduate students is medium. Recommendations for undergraduate students and future researchers are discussed.
Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria
Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.
Hinko, Kathleen; Finkelstein, Noah D.
Informal education programs organized by university physics departments are a popular means of reaching out to communities and satisfying grant requirements. The outcomes of these programs are often described in terms of broader impacts on the community. Comparatively little attention, however, has been paid to the influence of such programs on those students facilitating the informal science programs. Through Partnerships for Informal Science Education in the Community (PISEC) at the University of Colorado Boulder, undergraduate and graduate physics students coach elementary and middle school children during an inquiry-based science afterschool program. As part of their participation in PISEC, university students complete preparation in pedagogy, communication and diversity, engage with children on a weekly basis and provide regular feedback about the program. We present findings that indicate these experiences improve the ability of university students to communicate in everyday language and positively influence their perspectives on teaching and learning.
Williams, Brett; Brown, Ted; Etherington, Jamie
It has been identified that health science students, and in particular undergraduate nutrition and dietetics (N&D) students, have distinctive learning needs. The purpose of this study was to investigate the learning styles of undergraduate N&D students enrolled at a large Australian university. An awareness of the learning styles of undergraduate N&D students will assist university educators in providing appropriate learning opportunities and developing curricula to equip N&D graduates with the essential skills they need to work effectively in the modern practice environment. The Kolb Learning Style Inventory (K-LSI), Index of Learning Styles (ILS) and Success Types Learning Style Type Indicator (STLSTI) were distributed to 162 students enrolled in a Bachelor of Nutrition and Dietetics program at one metropolitan university. One hundred twenty-nine questionnaires were returned, providing a response rate of 79.6%. The K-LSI showed that students were inclined toward converging (practical) and assimilating (reasoning) learning styles while the ILS identified the students as intuitive (innovative). The STLSTI results indicated an intraverted, sensing, feeling, judging approach to learning. It is recommended N&D educators take into consideration the learning styles of dietetics students when developing curricula and evaluating teaching approaches. Analysis of learning styles can inform the planning, implementation, and assessment of teaching and learning activities to create effective learning environments, appropriate learning opportunities, and a contemporary curriculum for N&D students.
Ali S Radeef
Full Text Available Background: This study aims to compare the prevalence of psychological distress between medical and science undergraduate students and to assess the sources of stressors that are attributing to it. Methods: A sample of 697 undergraduate students participated in this study, in which 501 were medical students and the remaining 196 were Science students. Psychological distress was assessed using the 12-item General Health Questionnaire. The students were given a list of possible sources of stress which were chosen depending on previous studies. Results: The overall prevalence of psychological distress was 32.6%. Science students showed a significantly higher rate and mean score of psychological distress than medical students, and the mean score was significantly higher during the clinical phase rather than the pre-clinical phase in medical students. Overall, female students had a significantly higher mean score than males, however although the mean score was higher in females it was only significant in the pre-clinical phase. In addition to academic and psychological stressors, factors such as reduced holidays, lack of time for relaxation, and limitation of leisure/entertainment time were among the top ten stressors reported by the students. Conclusions: Psychological distress is common among university students, and it is higher among science students than medical students. Academic and psychological factors can be considered as sources of stressors which may precipitate psychological distress among college students.
Full Text Available Due to the fact that critical thinking and problem solving skills are essential components of educational and social lives of individuals, this present study which investigate critical thinking and problem solving skills of undergraduate students of nursing was planned. This is a descriptive study. The study population consisted of undergraduate nursing students of a university during the 2011-2012 academic year. Any specific sampling method was not determined and only the voluntary students was enrolled in the study . Several participants were excluded due to incomplete questionnaires, and eventually a total of 231 nursing students were included in the final sampling. Socio Demographic Features Data Form and the California Critical Thinking Disposition Scale and Problem Solving Inventory were used for data collection. The mean age of 231 subjects (148 girls, 83 boys was 21.34. The mean score of critical thinking was 255.71 for the first-grade, 255.57 for the second-grade, 264.73 for the third-grade, and 256.468 for the forth-grade students. The mean score of critical thinking was determined as 257.41 for the sample, which can be considered as an average value. Although there are mean score differences of critical thinking between the classes , they were not statistically significant (p> 0.05. With regard to the mean score of problem solving, the first-grade students had 92.86, the second-grade students had 94. 29, the third-grade students had 87.00, and the forth-grade students had 92.87. The mean score of problem solving was determined as 92.450 for the sample. Although there are differences between the classes in terms of mean scores of problem solving, it was not found statistically significant (p> 0.05. In this study, statistically significant correlation could not be identified between age and critical thinking skills of the subjects (p>0.05. However, a negative correlation was identified at low levels between critical thinking skills and
Hammoudi, Nadjib; Arangalage, Dimitri; Boubrit, Lila; Renaud, Marie Christine; Isnard, Richard; Collet, Jean-Philippe; Cohen, Ariel; Duguet, Alexandre
Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study were to assess the feasibility of integrating an ultrasound-based course into the conventional undergraduate medical teaching programme and to analyse student and teacher feedback. An ultrasound-based teaching course was implemented and proposed to all second-year medical students (n=348) at the end of the academic year, after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback. Two months were required to implement the entire module; 330 (95%) students (divided into 39 groups) and 37 teachers participated in the course. Student feedback was very positive: 98% of students agreed that the course was useful; 85% and 74% considered that their understanding of cardiac anatomy and physiology, respectively, was improved. The majority of the teachers (97%) felt that the students were interested, 81% agreed that the course was appropriate for second-year medical students and 84% were willing to participate to future sessions. Cardiac anatomy and physiology teaching using ultrasound is feasible for undergraduate medical students and enhances their motivation to improve their knowledge. Student and teacher feedback on the course was very positive. Copyright © 2013 Elsevier Masson SAS. All rights reserved.
Full Text Available Context: Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. Aims: The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. Settings and Design: This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. Materials and Methods: A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. Results: It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Conclusions: Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in
Wros, Peggy; Archer, Sherry
International health care experiences offer undergraduate nursing students the opportunity for significant personal and professional growth. During a month-long travel course to Cameroon, West Africa, students improved their skills in clinical assessment, data management, intercultural communication, and collaboration based on an empowerment model of international partnership. Although it is not possible for all students to participate in providing health care in another country, it is possible to design a local course in which students are able to meet similar outcomes in a community health experience in partnership with an immigrant and refugee center.
Lockwood, Elise; Erickson, Sarah
Counting problems offer rich opportunities for students to engage in mathematical thinking, but they can be difficult for students to solve. In this paper, we present a study that examines student thinking about one concept within counting, factorials, which are a key aspect of many combinatorial ideas. In an effort to better understand students'…
Fritson, Krista K.; Nelson, Destinee A.; Vontz, Hannah; Forrest, Krista D.
Students' perceptions of journaling are examined with the hypothesis that students perceive reflective journaling as a beneficial tool that aids in their overall success in their courses. Students completed seven, one-page journals throughout the semester. A content analysis of the final journal reveals that students enjoy the process of…
Einstein’s special and general theories of relativity are explored graphically and quantitatively using elementary algebra through a series of fifteen interactive lectures designed for undergraduate physics majors. Topics covered include: space-time diagrams, special relativity, the equivalence principle, general relativity, and black holes. The goal of this book is to provide the student with a sound, conceptual understanding of both the special and the general theories of relativity, so the student will gain insight into how astrophysicists are using these theories to study black holes in the universe. At the end of each chapter, there is a set of exercises to further facilitate the student’s understanding of the material. The ultimate goal of the book is for students to continue to use it as a preferred reference during and after their undergraduate career.
Msigwa, Faustina M.
Financing of higher education (HE) through provision of student loans has become the most popular strategy globally for funding undergraduate degrees; hence, widening participation in HE depends crucially on socially just distribution of loans. Tanzanian financial assistance policy aims to support students from low-socio-economic status (SES)…
Kim, Jung Yin
This study examines, from a sociocultural perspective, the factors that explain why a group of seven Korean students attending an undergraduate business program in a US university are initially labelled as silent participants when first engaging in group work, and how these factors impacted the students' overall adjustment process. Data came from…
Chang, Mitchell J.; DeAngelo, Linda
Examines whether different levels of undergraduate racial compositions affect White student participation in social fraternities and sororities. Findings show that White students who attended nearly all-White campuses were significantly more likely to join a Greek social organization. Also notes that the role of Greek systems on the racial…
Full Text Available Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal as a result of the experience. Significant success can be realized when involving deaf and hard-of-hearing (d/hh undergraduate students, who are also vastly underrepresented in the sciences, in interdisciplinary research projects. Even d/hh Associate degree level students and those in the first two years of their postsecondary careers can contribute to, and benefit from, the research process when faculty mentors properly plan/design projects. We discuss strategies, including the dissemination/communication of research results, for involving these students in research groups with different communication dynamics and share both findings of our research program and examples of successful chemical and biological research projects that have involved d/hh undergraduate students. We hope to stimulate a renewed interest in encouraging diversity and involving students with disabilities into higher education research experiences globally and across multiple scientific disciplines, thus strengthening the education and career pipeline of these students.
Lederer, Alyssa M; Autry, Dana M; Day, Carol R T; Oswalt, Sara B
To examine the impact of work and volunteer hours on 4 health issues among undergraduate college students. Full-time undergraduate students (N = 70,068) enrolled at 129 institutions who participated in the Spring 2011 American College Health Association-National College Health Assessment II survey. Multiple linear regression and binary logistic regression were used to examine work and volunteer hour impact on depression, feelings of being overwhelmed, sleep, and physical activity. The impact of work and volunteer hours was inconsistent among the health outcomes. Increased work hours tended to negatively affect sleep and increase feelings of being overwhelmed. Students who volunteered were more likely to meet physical activity guidelines, and those who volunteered 1 to 9 hours per week reported less depression. College health professionals should consider integrating discussion of students' employment and volunteering and their intersection with health outcomes into clinical visits, programming, and other services.
Galloway, Kelli R.; Bretz, Stacey Lowery
A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N = 13)…
Odom, Summer F.
This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how students view the effectiveness and impact of pedagogies used in the course. Undergraduate students (n = 28) reflected on the effectiveness of the pedagogies and the learning…
Sujatha, Rajaragupathy; Jayagowri, Karthikeyan
Palliative care knowledge is being given meager importance in the curriculum of medical and other allied medical sciences. It is vital that all health care practitioners including medical, pharmacy, physiotherapy and nursing are aware and apply the best principles of palliative care. To assess the awareness of palliative care among undergraduate students of medical, nursing, pharmacy and physiotherapy. The study population included total of 200 students. Among 200 students, 50 were from each of the colleges of medicine, nursing, pharmacy and physiotherapy. After obtaining informed consent, questionnaire was given. The questionnaire contained the sociodemographic profile and 35 statements under nine groups, for which the respondents were expected to answer one out of the three options (Yes, No, Don't know). The groups of statements deal with palliative care definition, its philosophy, communication issues, non-pain symptoms, medications use and context of application of palliative care. It was found that less than 20% of nursing students were unaware of palliative care. Among the undergraduates of college of pharmacy, more than 50% had no knowledge of palliative care. More than 80% of physiotherapy, nursing and medical students agree that death should occur without any pain or symptoms. The need of palliative care was well understood by more than 70% of students of physiotherapy, pharmacy, nursing and medical colleges. Basic knowledge about palliative care was inadequate among the undergraduate students related to healthcare.
Janeiro, Maria G. Fabregas; Fabre, Ricardo Lopez; Nuno de la Parra, Jose Pablo
The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Autonoma del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students' intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by…
Aktas, Can Baran
Purpose: The purpose of the article was to convey experiences with pioneering interdisciplinary sustainability research by involving undergraduate students. Experiences with initiating and conducting multiple research projects spanning engineering and sustainability are described, and recommendations for programs and faculty in other institutions…
Procrastination became increasingly prevalent among students in recent years. However, little research was found that directly compares academic procrastination across different academic grade levels. The present study used a self-regulated learning perspective to compare procrastination types and associated motivation between undergraduate and…
Following a quantitative design, data was collected by means of a questionnaire adapted from both the Nurse Workplace Scale (NWS) and the Bullying in Nursing Education Questionnaire (BNEQ). The population consisted of undergraduate nursing students registered at nursing education institutions in South Africa.
Ryan, Tracey Ellen; Blau, Shawn; Grozeva, Dima
This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements…
Giacobbe, George A.; Traynelis-Yurek, Elaine
Undergraduate students (N=106) in a psychoeducational testing course were required to administer the Peabody Picture Vocabulary Test-Revised to the instructor. Only 29.2 percent were able to administer the test error-free, indicating that a one-semester course is insufficient preparation for special educators to become effective test…
Hancock, Dale; Funnell, Alister; Jack, Briony; Johnston, Jill
An experiment is conducted, which in four 3 h laboratory sessions, introduces third year undergraduate Biochemistry students to the technique of real-time PCR in a biological context. The model used is a murine erythroleukemia cell line (MEL cells). These continuously cycling, immature red blood cells, arrested at an early stage in erythropoiesis,…
Walker, Carol M.; Sockman, Beth Rajan; Koehn, Steven
Understanding the covert events surrounding the undergraduate students' experience is essential to educators' and counselors' involvement in their success. Research into bullying behaviors has documented victims' feelings of anger, sadness and poor concentration. Affordable technologies have propagated this concern into cyberspace. This…
Orawiwatnakul, Wiwat; Wichadee, Saovapa
The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some…
This article outlines an undergraduate course focusing on supramolecular membrane protein complexes involved in the molecular pathogenesis of neuromuscular disorders. The emphasis of this course is to introduce students to the key elements involved in the ion regulation and membrane stabilization during muscle contraction and the role of these…
Knowledge is the Country's most precious commodity, and people who are information literate are the most valuable resource. The study aimed at establishing strategies for building information literacy skills among the undergraduate students for long life learning in Makerere University. It intended to establish information ...
Undergraduate research experiences are promoted and funded for their potential in increasing students' likelihood of pursuing graduate degrees, increasing their confidence, and expanding their awareness of their discipline and career opportunities. These outcomes, however, depend on the social, organizational, and intellectual conditions under…
van der Riet, Pamela; Rossiter, Rachel; Kirby, Dianne; Dluzewska, Teresa; Harmon, Charles
Widespread reports of high stress levels and mental health problems among university student populations indicate the use of interventions to facilitate stress reduction and support student resilience and wellbeing. There is growing evidence that regular mindfulness practice may confer positive health benefits and reduced stress levels. The aim of this pilot project was to explore the impact of a seven-week stress management and mindfulness program as a learning support and stress reduction method for nursing and midwifery students. The program was conducted at a large regional university in Australia. Fourteen first-year undergraduate nursing and midwifery students agreed to attend the program and to participate in a follow-up focus group. A descriptive qualitative design was utilised to examine the impact of the program. A semi-structured focus group interview was conducted with a thematic analysis undertaken of the transcript and process notes. Ten students completed the research component of this project by participating in the focus group interview. Three main themes capture the participants' experience: attending to self, attending to others and attending to program related challenges. Data indicate a positive impact on sleep, concentration, clarity of thought and a reduction in negative cognitions. Participants also identified challenges related to timetabling, program structure and venue. Overall, this pilot program enhanced the participants' sense of well-being. Despite the challenges, benefits were identified on a personal and professional level. Valuable feedback was provided that will be used to further develop and expand stress management and mindfulness programs offered to students attending this university. Copyright © 2014. Published by Elsevier Ltd.
Edmonds, Thomas; Flanagan, David J.; Palmer, Timothy B.
The purpose of this paper is to examine factors that influence business students' intentions to enroll in law school. Scant research has focused on factors that influence business students' decisions to enroll in law school. This paper attempts to fill that gap. Hypotheses about student intentions are based on Ajzen & Fishbein's (1977) Theory…
Background: Mental health among university students represents an important public health concern and the health of university students has been the subject of increasing focus in recent years. Available evidence suggests that there are significantly more students experiencing high levels of distress compared with the ...
Samara, Nawaf Ahmad Hasan
This study aimed at investigating the effectiveness of analogy instructional strategy on undergraduate students' acquisition of organic chemistry concepts in Mutah University, Jordan. A quasi-experimental design was used in the study; Participants were 97 students who enrolled in organic chemistry course at the department of chemistry during the…
Teviotdale, Wilma; Clancy, David; Fisher, Roy; Hill, Pat
This study investigated students’ views and experiences of group work in a vocationally oriented undergraduate Accounting and Finance degree course in an English post-1992 university. In this context tutors prepare students for the profession and for the workplace, and the development of team-working skills is a core element in the curriculum. This presents a significant challenge to tutors given that students commonly report an aversion to aspects of group work, including a perceived loss of...
Gunjal, Shilpa; Pateel, Deepak Gowda Sadashivappa; Parkar, Sujal
Aim. To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia. Materials and Methods. A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS) was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5?11), moderately...
Full Text Available Prashant Bamania, Nicholas J BurstowFaculty of Medicine, Imperial College London, London, Kensington, UKWe read with great interest the article by Deane and Murphy1 regarding student and staff experiences of attendance monitoring in undergraduate obstetrics and gynecology (OBG. We agree with the findings of this cross-sectional survey, which show that attendance monitoring was acceptable to both staff and students.1 Student attendance is considered a vital aspect to professional development. Furthermore, studies have demonstrated a positive correlation between student attendance and academic performance in both clinical- and tutorial-based learning environments.2View the original paper by Deane and Murphy.
Mazerolle, Stephanie M.; Gavin, Kerri E.; Pitney, William A.; Casa, Douglas J.; Burton, Laura
Context Career opportunities for athletic training students (ATSs) have increased substantially over the past few years. However, ATSs commonly appear to be opting for a more diversified professional experience after graduation. With the diversity in available options, an understanding of career decision is imperative. Objective To use the theoretical framework of socialization to investigate the influential factors behind the postgraduation decisions of senior ATSs. Design Qualitative study. Setting Web-based management system and telephone interviews. Patients or Other Participants Twenty-two ATSs (16 females, 6 males; age = 22 ± 2 years) who graduated in May 2010 from 13 different programs accredited by the Commission on Accreditation of Athletic Training Education. Data Collection and Analysis All interviews were transcribed verbatim, and the data were analyzed inductively. Data analysis required independent coding by 2 athletic trainers for specific themes. Credibility of the results was confirmed via peer review, methodologic triangulation, and multiple analyst triangulation. Results Two higher-order themes emerged from the data analysis: persistence in athletic training (AT) and decision to leave AT. Faculty and clinical instructor support, marketability, and professional growth were supporting themes describing persistence in AT. Shift of interest away from AT, lack of respect for the AT profession, compensation, time commitment, and AT as a stepping stone were themes sustaining the reasons that ATSs leave AT. The aforementioned reasons to leave often were discussed collectively, generating a collective undesirable outlook on the AT profession. Conclusions Our results highlight the importance of faculty support, professional growth, and early socialization into AT. Socialization of pre–AT students could alter retention rates by providing in-depth information about the profession before students commit in their undergraduate education and by helping
Varga, Mary Alice; McClam, Tricia M; Hassane, Sofoh
The purpose of this study was to compare the incidence of grief among American and Arab female undergraduate students, the effects of their grief, and risk of prolonged grief disorder. A total of 471 female undergraduate students, 308 (65.4%) from the United Arab Emirates and 163 (34.6%) from the United States, completed a survey about their grief experiences. Students experiencing a significant loss also completed the Prolonged Grief Disorder Questionnaire. Findings revealed that overall approximately 38.4% (n = 181) of all 471 students experienced the loss of a significant person in their lives within the past 24 months; a similar percentage was found in each sub group. Students reported various grief effects with American students experiencing more effects related to sleep, relationships, academics, physical well-being, religion/spirituality, and outlook on life than Arab students. Only a small number (10, 5.52%) of students met the criteria for prolonged grief disorder; however, most students were female Arab students. Limitations of the study and recommendations for future research are provided.
Julielen Salvador dos Santos
Full Text Available Objective. To assess knowledge of nursing undergraduate students about the use of contact precautions. Methodology. There were 106 nursing undergraduate students from three universities within the state of Sao Paulo. The data collection was done between April and May 2012. A questionnaire was elaborated with questions assessing knowledge regarding contact precautions. The data were submitted to statistical procedures in the package MINITAB version 16. The knowledge were rated as adequate, partially adequate and inadequate. Results. There was a predominance of females (86% and age group between 20 and 29 years (70%. Regarding the definition of contact precaution of diseases in which these measures are used, undergraduate's knowledge was partially adequate (92% and 44%, respectively. The knowledge was considered adequate for the preventive measures used during assistance (86%. As difficulties mentioned in the use of these measures were discomfort, lack of material, personnel and time. Conclusion. Although undergraduate students know what measures to be used in contact precaution, they do not have adequate knowledge about which diseases they should use them. The three participating universities should reflect on the quality of training for nursing students regarding biosecurity and contact precautions.
Marchut, Amber E.
Diversifying the student population and workforce under science, technology, engineering, and mathematics (STEM) is a necessity if innovations and creativity are to expand. There has not been a lot of literature regarding Deaf students in STEM especially regarding understanding how they persist in STEM undergraduate programs to successfully become STEM Bachelor of Science degree recipients. This study addresses the literature gap by investigating six students' experiences as they navigate their STEM undergraduate programs. The investigation uses narrative inquiry methodology and grounded theory method through the lens of Critical Race Theory and Critical Deaf Theory. Using videotaped interviews and observations, their experiences are highlighted using narratives portraying them as individuals surviving in a society that tends to perceive being deaf as a deficit that needs to be treated or cured. The data analysis also resulted in a conceptual model providing a description of how they persist. The crucial aspect of the conceptual model is the participants learned how to manage being deaf in a hearing-dominated society so they can reach their aspirations. The essential blocks for the persistence and managing their identities as deaf undergraduate STEMs include working harder, relying on familial support, and affirming themselves. Through the narratives and conceptual model of the six Deaf STEM undergraduates, the goal is to contribute to literature to promote a better understanding of the persistence of Deaf students, members of a marginalized group, as they pursue their dreams.
Lee, Oi Sun; Gu, Mee Ock
This study was conducted to develop and test the effects of an emotional intelligence program for undergraduate nursing students. The study design was a mixed method research. Participants were 36 nursing students (intervention group: 17, control group: 19). The emotional intelligence program was provided for 4 weeks (8 sessions, 20 hours). Data were collected between August 6 and October 4, 2013. Quantitative data were analyzed using Chi-square, Fisher's exact test, t-test, repeated measure ANOVA, and paired t-test with SPSS/WIN 18.0. Qualitative data were analyzed using content analysis. Quantitative results showed that emotional intelligence, communication skills, resilience, stress coping strategy, and clinical competence were significantly better in the experimental group compared to the control group. According to the qualitative results, the nursing students experienced improvement in emotional intelligence, interpersonal relationships, and empowerment, as well as a reduction in clinical practice stress after participation in the emotional intelligence program. Study findings indicate that the emotional intelligence program for undergraduate nursing students is effective and can be recommended as an intervention for improving the clinical competence of undergraduate students in a nursing curriculum.
Park, Heejung; Twenge, Jean M; Greenfield, Patricia M
The Great Recession's influence on American undergraduate students' values was examined, testing Greenfield's and Kasser's theories concerning value development during economic downturns. Study 1 utilised aggregate-level data to investigate (a) population-level value changes between the pre-recession (2004-2006: n = 824,603) and recession freshman cohort (2008-2010: n = 662,262) and (b) overall associations of population-level values with national economic climates over long-term periods by correlating unemployment rates and concurrent aggregate-level values across 1966-2015 (n = 10 million). Study 2 examined individual-level longitudinal value development from freshman to senior year, and whether the developmental trajectories differed between those who completed undergraduate education before the Great Recession (freshmen in 2002, n = 12,792) versus those who encountered the Great Recession during undergraduate years (freshmen in 2006, n = 13,358). Results suggest American undergraduate students' increased communitarianism (supporting Greenfield) and materialism (supporting Kasser) during the Great Recession. The recession also appears to have slowed university students' development of positive self-views. Results contribute to the limited literature on the Great Recession's influence on young people's values. They also offer theoretical and practical implications, as values of this privileged group of young adults are important shapers of societal values, decisions, and policies. © 2016 International Union of Psychological Science.
Porteous, Debra J; Machin, Alison
This study gives insight into the experiences and perceptions of one group of undergraduate nursing students as they make the transition into Higher Education and the nursing profession, during the first year, of their three-year programme. Research has shown that first year undergraduate experience is complex and challenging for any student. For undergraduate nursing students, the process of achieving additional professional practice competencies required for United Kingdom nursing registration adds additional responsibility and potentially, more pressure. Few studies have considered student nurses' lived experiences during their first year of study in any depth. This study aimed to understand how one group of undergraduate nursing students perceived their experiences of the transition into higher education and nursing profession. Framed within an interpretive philosophical paradigm, a hermeneutic phenomenological approach enabled the exploration of participants' lived experiences. The study took place at a Higher Education Institution approved nurse education provider in the North of England, United Kingdom (UK). Following ethical approval, ten first year student nurses from a range of different backgrounds gave informed consent to participate. Over a one year period between 2013 and 2014 participants provided data at three points during their first year (four months, eight months and twelve months) via semi-structured, digitally recorded individual interviews (n=30) and digital recordings of critical incident accounts as they occurred (n=30). Data was transcribed verbatim, systematically thematically analysed drawing on hermeneutic phenomenological principles and verified for thematic accuracy by participants in 2015. Five themes emerged from the data: uncertainty; expectations; learning to survive; seeking support; and moving forward. Findings identify that the participants had developed skills to survive however considerable variation in their experience
Dove, A.; Colwell, J. E.; Brisset, J.; Kirstein, J.; Brightwell, K.; Hayden, R.; Jorges, J.; Schwartzberg, D.; Strange, J.; Yates, A.
Our team was selected by the 2016 USIP program to build, fly, and analyze the results from a granular dynamics experiment that will fly in 2017 on a suborbital flight. The experiment will be designed to test technology and enable science relevant to low-gravity planetary objects, such as asteroids, comets, and small moons. Following on the success of previous NASA Flight Opportunities Program (FOP) and Undergraduate Student Instrumentation Project (USIP) projects, however, the primary driver of the project is to enable undergraduate student participation in the entire lifetime of a science and technology development project. Our mentoring team consists of faculty, postdoctoral researchers, and graduate students, who have experience with the past USIP program and similar projects, as well as with mentoring undergraduate students. The undergraduate team includes a diversity of major disciplines, including physics, mechanical/aerospace engineering, electrical engineering, business (accounting), and marketing. Each team member has specific project tasks, as outlined in the proposal, and all members will also help develop and participate in outreach events. In additional to their project roles, students will also be responsible for presentations and milestones, such as design reviews. Through these reviews and the outreach events, all team members have the chance to develop their technical and non-technical communication skills. Previous experience with the NASA USIP program demonstrated that students achieve significant growth through these projects -gaining a better understanding of the entire lifecycle of a project, and, likely more importantly, how to work with a diverse team. In this talk, we will discuss the status of the project, and present student impressions and thoughts on the project thus far.
Friedel, Curtis R.; Kirland, Kelsey Church; Grimes, Matthew W.
Principles of Peer Leadership is an undergraduate course developed through the collaboration of leadership educators with colleagues from residence life and fraternity/sorority life to provide instruction to undergraduate students serving in peer leadership positions across campus. The course comprises online and recitation components to connect…
Shaw, Lawton; Kennepohl, Dietmar
Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their…
Al-Maweri, Sadeq Ali; Tarakji, Bassel; Shugaa-Addin, Bassam; Al-Shamiri, Hashem M; Alaizari, Nader Ahmed; AlMasri, Ousamah
This study aimed to assess the level of knowledge, attitudes, and practices regarding infection control procedures among undergraduate dental students. This was a questionnaire-based cross-sectional survey. A self-administered questionnaire consisting of questions on students' vaccination status as well as knowledge and attitudes regarding infection control was sent to 600 undergraduate dental students in the fourth, fifth, and sixth year of the Al-Farabi College for Dentistry and Nursing, Riyadh, Saudi Arabia. The collected data were analyzed using SPSS software. The significance level was set at P<0.05. The response rate was 85% (512 out of 600). While the vast majority of students (90%) had been vaccinated against hepatitis, only 37.4% have been assessed for anti-HBs. A total of 98.8% and 90.8% reported always wearing gloves and masks, respectively, during dental procedures. The use of protective eyewear was reported by only 29.2%. A significantly higher proportion of sixth-year students showed a positive attitude toward the treatment of patients with infectious diseases than other students of lower academic years. Approximately one-third of students reported having one or more occupational injuries while treating their patients. Although the students had good knowledge and attitudes regarding infection control, the compliance and practice levels regarding the same were low. Such findings highlight the necessity of continued infection-control education of Saudi dental students.
Formanek, Martin; Wenger, Matthew; Buxner, Sanlyn; Impey, Chris David
It is vital for the instructors and designers of the Massive Open Online Courses (MOOCs) to understand the motivation of its users for enrolling in the class and their reasons to engage with the material. This is particularly important for MOOCs focusing on scientific topics such as our MOOC on Astronomy (Astronomy: Exploring time and space) whose audience is less motivated by a desire to advance their careers compared to other MOOCs. In order to learn more about the motivation of our learners we deployed in our Astronomy MOOC a survey based on the Science Motivation Questionnaire II developed by Glynn et. al (2011). We specifically asked for reasons to sign up for the course and the overall motivation and attitude towards astronomy and science courses. We compare results of 3360 participants of this survey with a similar instrument administered to 638 students in undergraduate Astronomy classes for non Astronomy majors at the University of Arizona. Our comparison not only looks at the demographic differences, but also at reasons for signing up for the course and scores in motivational categories such as self-determination, self-efficacy, grade motivation, career motivation, hobby motivation, social motivation, and intrinsic motivation showing, that these populations of learners are fundamentally different.
Danner, Aaron J.; Henz, Martin; Teo, Brian Shohei
Controlled, fully solar-powered flight in a rotorcraft is a difficult engineering challenge. Over the past five years, multidiciplinary teams of undergraduate engineering students at the National University of Singapore have built and test-flown a succession of increasingly impressive and larger, more efficient aircraft. While many other multidisciplinary or purely photonics projects are available to students in our programme, this particular project attracts an unusual level of excitement and devotion among students working on it. Why is that the case, and what, in general, makes a good final year undergraduate design project? These questions will be explored. Additionally, videos of solar helicopter test flights and spectacular crashes will be shown in the presentation for which the proceedings below have been prepared.
Wook, Muslihah; Yusof, Zawiyah M.; Nazri, Mohd Zakree Ahmad
The acceptance of Educational Data Mining (EDM) technology is on the rise due to, its ability to extract new knowledge from large amounts of students' data. This knowledge is important for educational stakeholders, such as policy makers, educators, and students themselves to enhance efficiency and achievements. However, previous studies on EDM…
This study was conducted to provide baseline information on the pattern of psychoactive substance use and identify factors associated with use among tertiary students in Nigeria. A structured self- administered questionnaire was used to obtain information from students of the University of Ibadan who were selected by ...
A successful academic adjustment of first year students to the university will enable them complete their studies. The work examines the academic adjustment amongst first year students in Anambra State University, Uli (ANSU). Two research questions and two null hypotheses guided to study. Stratified random sampling ...
Background: Modern teaching methods emphasize feed-back from students on all aspects of any course. This study was done to assess students\\' perception of their posting in anaesthesia and to permit them suggest ways it can be more rewarding. Methodology: A structured questionnaire was voluntarily and anonymously ...
LuPone, Kathleen A.
Results from previous studies indicated nursing students needed to further develop critical thinking (CT) especially with respect to employing it in their clinical reasoning. Thus, the study was conducted to support development of students' CT in the areas of inference subskills that could be applied as they engaged in clinical reasoning during…
Firmin, Michael W; Wantz, Richard A; Geib, Ellen F; Ray, Brigitte N
This article reports research findings from a survey of 261 students regarding their perceptions of psychiatrists. Overall, students view psychiatrists as competent and prestigious. At the same time, however, only approximately half of respondents reported having a "positive view" of these professionals and around one-third were neutral. College students view psychiatrists as effective for treating relatively severe mental health problems, although depression was not considered to be a psychiatrist's relative strong suit (only half viewed them as being effective). Some confusion between psychiatrists and psychologists seemed apparent. Although students did not consider the media a highly reliable source of information, media sources nonetheless appeared to play a dominant role in determining how college students framed psychiatry roles. We discuss the results in the context of the need for further education by the specialty of psychiatry and the importance of reversing what appears to be some negative stereotyping.
Tomaschewski-Barlem, Jamila Geri; Lunardi, Valéria Lerch; Lunardi, Guilherme Lerch; Barlem, Edison Luiz Devos; da Silveira, Rosemary Silva; Vidal, Danielle Adriane Silveira
to investigate the burnout syndrome and its relationship with demographic and academic variables among undergraduate nursing students at a public university in Southern Brazil. a quantitative study with 168 students, by applying an adaptation of the Maslach Burnout Inventory - Student Survey, validated for this study. We used descriptive and variance analysis of the data analysis. we found that students do not have the burnout syndrome, manifesting high average scores in Emotional Exhaustion, low in Disbelief and high in Professional Effectiveness; that younger students who perform leisure activities have greater Professional Effectiveness, unlike students in early grades with no extracurricular activities; combining work and studies negatively influenced only the Professional Effectiveness factor, while the intention of giving up influenced negatively Disbelief and Professional Effectiveness factors. the situations that lead students to Emotional Exhaustion need to be recognized, considering the specificity of their study environments.
Jamila Geri Tomaschewski-Barlem
Full Text Available OBJECTIVE: to investigate the burnout syndrome and its relationship with demographic and academic variables among undergraduate nursing students at a public university in Southern Brazil.METHOD: a quantitative study with 168 students, by applying an adaptation of the Maslach Burnout Inventory - Student Survey, validated for this study. We used descriptive and variance analysis of the data analysis.RESULTS: we found that students do not have the burnout syndrome, manifesting high average scores in Emotional Exhaustion, low in Disbelief and high in Professional Effectiveness; that younger students who perform leisure activities have greater Professional Effectiveness, unlike students in early grades with no extracurricular activities; combining work and studies negatively influenced only the Professional Effectiveness factor, while the intention of giving up influenced negatively Disbelief and Professional Effectiveness factors.CONCLUSION: the situations that lead students to Emotional Exhaustion need to be recognized, considering the specificity of their study environments.
This article sets out to examine how school science activities can encourage students' participation while supporting a specific science content. One ordinary class with 12-year-old students was chosen and their regular classroom work was studied without intervention and with a minimum of interference. Lessons were video filmed, transcribed and analyzed focussing on the participants' speech acts. It was found that students' initiatives and experiences were important parts of their participation. The results show how students' participation was orchestrated with a science content by means of four different kinds of activities. The activities are called `individual inventory of experiences', `building a common platform of experiences', `sharing new experiences' and `concluding a common platform'. The activities form a foundation for participation in human biology topics. For example, to `build a common platform of experiences' seems to level out students' different prerequisites for participating in subsequent tasks. Furthermore, to `conclude a common platform' implied a checkpoint of the shared new experiences. The activities support students' tentative use of scientific words as well as their learning of what counts as knowledge in the school science setting. However, it can be questioned if the time spent on each separate activity is necessary or if similar achievements could be made even if some activities were integrated. The question is open for further research.
Full Text Available The purpose of this study was to assess the effect of various socio-demographicfactors on leisure attitudeamong undergraduate students.A survey questionnairewas used to collect data from a sample of 430undergraduate students enrolled at aSouth African university during the first semester of 2014.Leisure attitude wasmeasured usingthe Leisure Attitude ScalebyRaghebandBeard(1982.Descriptive statistics and a binary logistic regression were used to analyse thedata. Results showed that factors such students’ expenditure, race, mode oftransport to and from campusage, and level of study have a significant influenceon leisure attitude among students. There was no statistical evidence supportingthe effect of placeof residence during school time, genderand field of study onleisure attitude status. This study concluded that socio-demographic factors do notonly influence leisure attitude but may also affect the level of participation inleisure activities.
The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg's Self-Esteem Scale (SES). Using causal modeling, two models were compared; a model with self-esteem as a mediator versus a model with procrastination as a mediator. The self-esteem mediator model accounted for 21% of the variance in procrastination. The significance of the mediation effect was found by bootstrapping method. The relationship of procrastination with self-esteem and self-efficacy was revealed among undergraduate psychology students.
Philosophical debates about chemistry have clarified that the issue of emergence plays a critical role in the epistemology and ontology of chemistry. In this article, it is argued that the issue of emergence has also significant implications for understanding learning difficulties and finding ways of addressing them in chemistry. Particularly, it is argued that many misconceptions in chemistry may derive from students' failure to consider emergence in a systemic manner by taking into account all relevant factors in conjunction. Based on this argument, undergraduate students' conceptions of acids, and acid strength (an emergent chemical property) were investigated and it was examined whether or not they conceptualized acid strength as an emergent chemical property. The participants were 41 third- and fourth-year undergraduate students. A concept test and semi-structured interviews were used to probe students' conceptualizations and reasoning about acid strength. Findings of the study revealed that the majority of the undergraduate students did not conceptualize acid strength as an emergent property that arises from interactions among multiple factors. They generally focused on a single factor to predict and explain acid strength, and their faulty responses stemmed from their failure to recognize and consider all factors that affect acid strength. Based on these findings and insights from philosophy of chemistry, promoting system thinking and epistemologically sound argumentative discourses among students is suggested for meaningful chemical education.
Department of Psychology, Institute of Education and Behavioral Sciences, Ambo University, West Showa,. Oromia, Ethiopia. ... School of Psychology, College of Education and Behavioral Sciences, Addis Ababa University, Ethiopia. ... counselling programmes will be effective in assisting students, along with their parents,.
Smith, M.; Osborn, J.
Increasingly, REUs are recruiting from community colleges as a means of broadening participation of underrepresented minorities, women, and low-income students in STEM. As inclusion of community college students becomes normalized, defining the role of science faculty and preparing them to serve as mentors to community college students is a key component of well-designed programs. This session will present empirical research regarding faculty mentoring in the first two years of an NSF-REU grant to support community college students in a university's earth and environmental science labs. Given the documented benefits of undergraduate research on students' integration into the scientific community and their career trajectory in STEM, the focus of the investigation has been on the processes and impact of mentoring community college STEM researchers at a university serving a more traditionally privileged population; the degree to which the mentoring relationships have addressed community college students needs including their emotional, cultural and resource needs; and gaps in mentor training and the mentoring relationship identified by mentors and students.
Clark, Eileen; McCann, Terence V; Rowe, Kathy; Lazenbatt, Anne
Smoking is a major cause of morbidity and mortality. Although nurses have an important role in health promotion, and are well placed to see the harmful effects of tobacco smoking, studies suggest that they smoke at much the same rate as the general population. The aim of this paper is to report a study examining undergraduate nursing students' knowledge about the impact of smoking on health, and their attitudes towards smokers and smoking. The study took place in 2001, using a non-probability sample of 366 undergraduate nursing students from an Australian university. Participants completed the Smoking and Health Promotion instrument. Festinger's theory of cognitive dissonance provided an explanatory framework for the findings. Most respondents who were still smoking began the habit while in high school. Students had greater generic than specialized knowledge about the effects of smoking on health, and there was no significant difference between second and third year students' knowledge. Those who still smoked had less favourable attitudes towards smoking-related health promotion than those who had never smoked or stopped smoking. Non-smokers were more supportive of non-smokers' rights than those who continued to smoke, while those who had stopped smoking were undecided. There was minimal association between levels of knowledge and attitudes about being sensitive to smoking-related health risks. The findings have implications for both high school education and undergraduate nursing education, and for the recruitment of students to undergraduate nursing programmes. More attention needs to be given in undergraduate nursing programmes to smoking and smoking-related illnesses, and to nurses' role in smoking health promotion.
Kassa, Andargachew; Taddesse, Fiker; Yilma, Aweke
Use of psychoactive substances (PAS) early in school age implies drug dependence in later life. Although no studies have been conducted on undergraduate students of Hawassa University, a few studies in Ethiopia have reported that alcohol, khat, and cigarette are the commonly abused PASs among young high school/undergraduate university students. Therefore, this study was designed to establish the prevalence of and predictors for PAS use among undergraduate HU Students. An institution-based quantitative cross-sectional study using the self-administered WHO Model Core Questionnaire to collect information on use of various Psychoactive Substances (PASs) was conducted from June to July 2011. A multistage stratified sampling method was employed to select a total of 586 undergraduate HU students as study participants. Bivariate and multivariate logistic regression analysis were done to determine factors affecting PAS use. Lifetime, past 12 months, and current prevalence rate for overall PAS were 53.6%, 45.7%, and 35.5% respectively. The study depicted that in the past 12 months of the study period 40.8% used alcohol, 20.3% chewed khat, 11.9% smoked cigarettes, and 0.9% used marijuana. The prevalence of other illicit PASs such as Ecstasy, lysergic diethylamide (LSD), cocaine, crack, heroin, solvents or inhalants and un-prescribed psycho active medications was found zero percent (0%). Having family members who used PAS, peer influence, being male, and living alone during school age were found to be positively associated with overall PAS use in the past 12 months. The prevalence of PAS use among undergraduate HU students is high. Designing effective strategies to reduce PAS use should be everyone's priority.
Gamroth, Lucia; Budgen, Claire; Lougheed, Mary
An Undergraduate Nurse Employment Demonstration Project (UNDP) was implemented in four Health Service Areas in British Columbia with a concurrent evaluation study. This demonstration project comprised the development and implementation of a new position in the BC healthcare system. The position enabled third- and fourth-year nursing students to be employed at their level of education. The purposes of the evaluation were to explore the feasibility and outcomes of this type of paid undergraduate student nurse employment. The three-year project and evaluation included both implementation and outcome analysis. The implementation evaluation design was descriptive and prospective, involving multiple data sources. The outcome evaluation design was quasi-experimental, with intervention and comparison groups. Learning outcomes for undergraduate nurses were increased confidence, organizational ability, competency and ability to work with a team. Workplace outcomes were increased unit morale, help with workload and improved patient care. New graduates with undergraduate nurse experience reported less time required for orientation and transition than other graduates who did not have this experience, and workplace nurses viewed these new graduates as more job-ready than other new graduates. After 21 months, new graduates with undergraduate nurse experience were less likely to move to other employment than other new graduates. Results from the four Health Service Areas indicated that the paid undergraduate nurse position was feasible and that outcomes benefited students, new graduates and workplaces. The undergraduate nurse position is now being implemented throughout all Health Service Areas in British Columbia.By 2000, concerns in British Columbia about the nursing workforce, workplace and patient safety had escalated to the point where diverse stakeholder groups were prepared to work together in new ways to prepare nursing graduates to be more job-ready, to recruit and retain
Dubuc, Marie-Maude; Aubertin-Leheudre, Mylène; Karelis, Antony D.
Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2 max (r = 0.32), intrinsic motivation toward knowledge (r = 0.23), intrinsic motivation toward accomplishment (r = 0.27) and external regulation (r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P academic performance in female undergraduate students. PMID:28479964
Dubuc, Marie-Maude; Aubertin-Leheudre, Mylène; Karelis, Antony D
The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO 2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Significant correlations were observed between GPA with estimated VO 2 max ( r = 0.32), intrinsic motivation toward knowledge ( r = 0.23), intrinsic motivation toward accomplishment ( r = 0.27) and external regulation ( r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academic performance ( P breakfast explained 28.5 % of the variation in the GPA in our cohort. Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students.
Full Text Available Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academic performance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old. All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA, handgrip strength, estimated maximal oxygen consumption (VO2max (Bruce Protocol and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2max (r = 0.32, intrinsic motivation toward knowledge (r = 0.23, intrinsic motivation toward accomplishment (r = 0.27 and external regulation (r = -0.30, P = 0.002. In addition, eating breakfast every morning and being an atheist was positively associated with academic performance (P < 0.05. Finally, a stepwise linear regression analysis showed that external regulation, intrinsic motivation toward accomplishment, VO2max levels and eating a daily breakfast explained 28.5 % of the variation in the GPA in our cohort. Conclusions: Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academic performance in female undergraduate students.
Crowe, Jessica; Ceresola, Ryan; Silva, Tony
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants,…
Burnley, P. C.; Thomas, S.; Honn, D. K.
We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.
Films featuring psychiatrists, psychiatry and the mentally ill abound, for better or for worse. The use of cinema in postgraduate psychiatry training has been gaining increasing acceptability, but its potential for use in undergraduate psychiatry has received little attention in the literature. This paper reports on the rationale behind, and medical students' responses to a special study module for third year medical students at King's College London, which utilized movies to highlight the significance of the social, cultural and historical context in shaping representations of mental illness, psychiatry, and psychiatrists. Medical students were very receptive to the use of film as an educational tool and able to understand both the benefits and limitations. They found the module enjoyable, and subjectively rated their knowledge of psychiatric topics and the history of psychiatry as significantly improved. The results presented are course feedback from medical students (n = 8) who completed the module. Although our findings provide provisional support for the use of film as an educational tool in undergraduate psychiatry, more systematic research is needed to delineate the potential role of cinema in undergraduate psychiatric education.
Madumo, M M; Peu, M D
A qualitative, exploratory and descriptive study was conducted with the purpose of exploring and describing the views of undergraduate nursing students on caring for HIV/AIDS patients. The study population consisted of BCur III nursing students studying at the Medical University of Southern Africa (Medunsa). Participants were purposively selected. Focus group interviews were used as a data collection instrument. Guided by a group moderator and responding to a central research question, participants shared their views about caring for HIV/AIDS patients. Tesch's qualitative method of data analysis, as described by Cresswell (1994:155), was used to analyse the data. Caring for HIV/AIDS patients evoked emotions such as fear, anger and frustration among undergraduate nursing students. Students expressed needs such as the acquisition of knowledge and a reduction in the stigmatisation of patients with HIV/ AIDS, while the data analysis revealed demands such as more intensive clinical accompaniment by lecturers and antiretroviral therapy delivery by government. Suggested solutions included student participation in HIV/AIDS prevention campaigns and the upholding of patients' rights. Curriculum innovation was recommended to improve students' knowledge of HIV/AIDS and to ensure the provision of quality care for these patients.
The paper addresses the issue of student participation from the perspective of the health promoting schools initiative. It draws on experience from the Macedonian Network of Health Promoting Schools, and its collaboration with the Danish as well as other country networks within the European Netwo...... and token participation are presented and discussed in the paper. Underpinning values that these models endorse as important for the processes of health promotion in schools include self-determination, participation, democracy, diversity, and equity....
Hastie, Carolyn Ruth
to develop an effective model to enable educators to teach, develop and assess the development of midwifery students' teamwork skills DESIGN: an action research project involving participant interviews and academic feedback. a regional university PARTICIPANTS: midwifery students (n = 21) and new graduate midwives (n = 20) INTERVENTIONS: a whole of course program using a rubric, with five teamwork domains and behavioural descriptors, to provide a framework for teaching and assessment. Students self and peer assess. Lectures, tutorials and eight different groupwork assignments of increasing difficulty, spread over the three years of the undergraduate degree are incorporated into the TeamUP model. the assignments provide students with the opportunity to practice and develop their teamwork skills in a safe, supported environment. the social, emotional and practical behaviours required for effective teamwork can be taught and developed in undergraduate health students. students require a clear overview of the TeamUP model at the beginning of the degree. They need to be informed of the skills and behaviours that the TeamUP model is designed to help develop and why they are important. The success of the model depends upon the educator's commitment to supporting students to learn teamwork skills. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.
Wagar, Terry H.; Carroll, Wendy R.
Although there has been increased research attention on the development of peer evaluation instruments, there has been less emphasis on understanding student preferences for specific peer evaluation approaches. The authors used data from a study conducted with undergraduate students in management courses to examine student preferences of group…
Despite the fact that environmental consequences derived from food waste have been widely known, studies on the amount of food waste and its influencing factors have relatively been paid little attention. Addressing this shortage, this paper aimed to quantify monthly avoidable food waste generated by Indonesian undergraduate students and analyse factors influencing the occurrence of avoidable food waste. Based on data from 106 undergraduate students, descriptive statistics and logistic regression were applied in this study. The results indicated that 4,987.5 g of food waste was generated in a month (equal to 59,850 g yearly); or 47.05 g per person monthly (equal to 564.62 g per person per a year). Meanwhile, eating out frequency and gender were found to be significant predictors of food waste occurrence.
Michael, Kimberly; Tran, Xuan; Keller, Shelby; Sayles, Harlan; Custer, Tanya
To gather data on educational program requirements for student membership in a state or national professional society, organization, or association. A 10-question online survey about student involvement in professional societies was emailed to 616 directors of Joint Review Committee on Education in Radiologic Technology (JRCERT)-accredited radiography programs. A total of 219 responses were received, for a 36% response rate. Of these, 89 respondents (41%) answered that their programs require students to join a professional organization. The society respondents most often required (70%) was a state radiography society. Sixty respondents (68%) answered that students join a society at the beginning of the radiography program (from matriculation to 3 months in). Of programs requiring student membership in professional societies, 42 (49%) reported that their students attend the state or national society annual conference; however, participation in activities at the conferences and in the society throughout the year is lower than conference attendance. Some directors stated that although their programs' policies do not allow membership mandates, they encourage students to become members, primarily so that they can access webinars and other educational materials or information related to the profession. Survey data showed that most JRCERT-accredited radiography programs support but do not require student membership in professional organizations. The data reveal that more programs have added those requirements in recent years. Increased student participation could be realized if programs mandated membership and supported it financially. ©2017 American Society of Radiologic Technologists.
Saddki, Norkhafizah; Sukerman, Noraini; Mohamad, Dasmawati
Background This study investigated the association of emotional intelligence (EI) and other factors with perceived stress (PS) in undergraduate dental students. Methods A total of 234 undergraduate dental students at the School of Dental Sciences, Universiti Sains Malaysia (USM), in the academic year of 2009/2010, participated in this cross-sectional study. Self-administered questionnaires, the Assessing Emotions Scale and the Perceived Stress Scale (PSS-10), were used to evaluate EI and PS, respectively. Results The mean EI score was 121.2 (SD 11.85). The scores were significantly higher in females than males, and in students who chose dentistry based on their own interest rather than in those who were motivated by others to study dentistry. The mean PSS-10 score was 21.2 (SD 5.08). Pearson correlation analysis indicated a significant inverse relationship between EI and PSS-10 scores (r = −0.337). Multi-variable regression analysis also indicated a significant negative linear association between EI and PSS-10 scores (b = −0.156, 95% CI: −0.207, −0.104). PSS-10 scores were significantly higher for students who were in the clinical years rather than the preclinical years. Conclusions This study of USM undergraduate dental students shows that a low EI, female sex, and being in the clinical years were significant predictors of PS. PMID:28381929
Saddki, Norkhafizah; Sukerman, Noraini; Mohamad, Dasmawati
This study investigated the association of emotional intelligence (EI) and other factors with perceived stress (PS) in undergraduate dental students. A total of 234 undergraduate dental students at the School of Dental Sciences, Universiti Sains Malaysia (USM), in the academic year of 2009/2010, participated in this cross-sectional study. Self-administered questionnaires, the Assessing Emotions Scale and the Perceived Stress Scale (PSS-10), were used to evaluate EI and PS, respectively. The mean EI score was 121.2 (SD 11.85). The scores were significantly higher in females than males, and in students who chose dentistry based on their own interest rather than in those who were motivated by others to study dentistry. The mean PSS-10 score was 21.2 (SD 5.08). Pearson correlation analysis indicated a significant inverse relationship between EI and PSS-10 scores ( r = -0.337). Multi-variable regression analysis also indicated a significant negative linear association between EI and PSS-10 scores ( b = -0.156, 95% CI: -0.207, -0.104). PSS-10 scores were significantly higher for students who were in the clinical years rather than the preclinical years. This study of USM undergraduate dental students shows that a low EI, female sex, and being in the clinical years were significant predictors of PS.
Starovoytova, Diana; Namango, Saul Sitati
Undoubtedly, plagiarism has been a global concern, especially so, in institutions of higher learning. Furthermore, over the past decades, cases of student plagiarism, in higher education, have increased, substantially. This issue cannot be taken, without due consideration, and it is crucial for educators, and universities, at large, to find the…
Education has changed as a result of technological advances. Distance learning, particularly online learning, has rapidly increased its presence in higher education. Millennials, a new generation of students who have grown up with the Internet, are college-age. They expect access to the Internet to manage their daily lives. However, as they enter…
To confirm the importance of IT in Ghana,. Duodo (2006) noted that, there have been on- going discussions with Ghana ... teamwork (Mihail, 2006). IT also helps to de- velop the student's communication skills that ..... Internships at Greece. Universities: An exploratory study, Journal of Workplace Learning, 18 (1): 28-41.
Hubenthal, Michael; Boyd, Tom; Lahr, John; Taber, John
Using seismometers as a catalyst for learning, the IRIS Consortium has partnered with the Colorado School of Mines (CSM) and the U.S. Geological Survey (USGS) to intensively expose the 2002 CSM freshman engineering class to geophysics instrument design. These students worked to design inexpensive seismic recording systems for use in educational environments as part of the Engineering Practices Introductory Course Sequence (EPICS).Through the EPICS courses, CSM strives to strengthen the ability of first-year engineering students to resolve open-ended problems in a team environment and learn skills that are vital to their success as engineers. Students learn AutoCAD, technical drawing/drafting skills, prototyping, analysis skills, and communication skills necessary to present and promote engineering design solutions to the professional community. These engineering skills, introduced through coursework, are applied to an open-ended engineering challenge throughout the semester. Although the CSM faculty clearly has skills and expertise in engineering, as well as the pedagogy to deliver this information, the program needs exciting, real-world engineering challenges, technical support to develop the problem, and the human resources and experience to provide students with sufficient content knowledge to attempt the challenge.
Demetriou, Cynthia; Powell, Candice
The primary theoretical tradition in the study of college retention has been sociological. A review and synthesis of common themes of development among traditional-age, college students suggests that a developmental perspective on the retention of youth in college may have more to offer than the dominant sociological paradigm. This article argues…
Career guidance and counselling is a vaguely implemented concept in most educational institutions, governmental and non-governmental organisations. The severity of the problem and scarcity of relevant information among university students have prompted the undertaking of this study the aim of which was to assess ...
Castro, Eneida Lazzarini de; Caldas, Tânia Alencar de; Morcillo, André Moreno; Pereira, Elisabete Monteiro de Aguiar; Velho, Paulo Eduardo Neves Ferreira
Sexually transmitted diseases (STDs) are the main global cause of acute illness and death and represent a high socioeconomic cost. Undergraduate students are highly exposed to STDs. The research developed at UNICAMP sought to quantify and generate self-perception of knowledge(or lack thereof) about STDs, as well as evaluate the interest of the students in a course on the topic. The data collection instrument was a questionnaire sent electronically to students about to graduate at the end of 2011 and to freshmen in 2012. The questionnaire was answered by 1,448 seniors and 371 freshmen. Twenty percent of seniors and 38% of freshmen had no sexual activity. Among sexually active students, 26.9% had no regular partner and 28.2% more than two partners per year. The condom was used by 99% of students, but less than 20% used them appropriately. About 80% were unaware that condoms do not provide protection outside the barrier area; they intended to read more about STDs and learnt something about the subject. Nearly half of the students considered that a course should be offered to all undergraduates. These findings will be of use in defining strategies for prevention and the teaching tool could be used in other learning environments.
Lombard, B. J. J.
In comparison to attention given to research methods for education students at postgraduate level, the offering of research methods for education students at undergraduate level is less often considered. Yet, it is agreed that research methods for undergraduate level students is important for shaping student attitudes, learning and achievement in…
Berthelote, A. R.; Geraghty Ward, E. M.; Dalbotten, D. M.
The REU site on sustainable land and water resources has a goal of broadening participation in the geosciences by underrepresented groups and particularly Native American students. We are evaluating modifications to the traditional REU model in order to better support these students. First, we review a team research model for REU students, where students are placed on teams and work together in peer groups supported by a team of mentors. Second, the REU takes place in locations that have high populations of Native American students to remove barriers to participation for non-traditional students. Finally, the teams do research on issues related to local concerns with cultural focus. Traditional REU models (1 faculty to 1 student/on campus) have been shown to be effective in supporting student movement into graduate programs but often fail to attract a diverse group of candidates. In addition, they rely for success on the relationship between faculty and student, which can often be undermined by unrealistic expectations on the part of the student about the mentor relationship, and can be exacerbated by cultural misunderstanding, conflicting discourse, or students' personal or family issues. At this REU site, peer mentorship and support plays a large role. Students work together to select their research question, follow the project to completion and present the results. Students from both native and non-native backgrounds learn about the culture of the partner reservations and work on a project that is of immediate local concern. The REU also teaches students protocols for working on Native American lands that support good relations between reservation and University. Analysis of participant data gathered from surveys and interview over the course of our 3-year program indicates that the team approach is successful. Students noted that collaborating with other teams was rewarding and mentors reported positively about their roles in providing guidance for the student
Rukundo, Godfrey Zari; Kasozi, Jannat; Burani, Aluonzi; Byona, Wycliff; Kirimuhuzya, Claude; Kiguli, Sarah
In most medical schools, graduate students, sometimes referred to as graduate teaching assistants, often participate in the training of undergraduate students. In developing countries like Uganda, are typically involved in undergraduate training. However, prior to this study there were no standard guidelines for this involvement. At the same time, the views and experiences of the graduate students in their role as educators had not been documented. Therefore, the aim of this study was to explore the views and experiences of graduate students about their involvement in undergraduate training in three Ugandan medical schools. The findings of this study will contribute to the development of policies for training in Ugandan medical schools. This was a qualitative study in which thirty in-depth-interviews were conducted among second and third year graduate students in three Ugandan medical schools in the MESAU consortium (Medical Education Services to all Ugandans) including Mbarara University of Science and Technology, Makerere College of Health Sciences and Kampala International University, Western Campus. All graduate students from all the three medical schools viewed their involvement in undergraduate training as important. The study also revealed that graduate students increase available human resources and often compensate for the teaching missed when senior educators were absent. The graduate students expressed important views that need to be considered in the design of educational programs where they are to be involved. The respondents also reported a number of challenges in this undertaking that included lack of motivation, lack of orientation and having heavy workloads. The presence and commitment of senior educators to guide and support the graduate students in teaching activities was viewed as one significant intervention that would increase the effectiveness of their educational contributions. Graduate students enjoy their involvement in the training of
Godfrey Zari Rukundo
Full Text Available Abstract Background In most medical schools, graduate students, sometimes referred to as graduate teaching assistants, often participate in the training of undergraduate students. In developing countries like Uganda, are typically involved in undergraduate training. However, prior to this study there were no standard guidelines for this involvement. At the same time, the views and experiences of the graduate students in their role as educators had not been documented. Therefore, the aim of this study was to explore the views and experiences of graduate students about their involvement in undergraduate training in three Ugandan medical schools. The findings of this study will contribute to the development of policies for training in Ugandan medical schools. Methods This was a qualitative study in which thirty in-depth-interviews were conducted among second and third year graduate students in three Ugandan medical schools in the MESAU consortium (Medical Education Services to all Ugandans including Mbarara University of Science and Technology, Makerere College of Health Sciences and Kampala International University, Western Campus. Results All graduate students from all the three medical schools viewed their involvement in undergraduate training as important. The study also revealed that graduate students increase available human resources and often compensate for the teaching missed when senior educators were absent. The graduate students expressed important views that need to be considered in the design of educational programs where they are to be involved. The respondents also reported a number of challenges in this undertaking that included lack of motivation, lack of orientation and having heavy workloads. The presence and commitment of senior educators to guide and support the graduate students in teaching activities was viewed as one significant intervention that would increase the effectiveness of their educational contributions
The purpose of this study was to examine the pre-service teachers' perspectives of practicum experience as a tool of learning to teach by using qualitative research methods. Data were collected through interview from twenty four purposively selected information rich participants' ranging in diversity. The data were analyzed ...
Haacker-Santos, R.; Allen, L.; Batchelor, R. L.
As undergraduate research experiences have become an unofficial pre-requisite to enter graduate school programs in the sciences, we have to make sure that these experiences are inclusive and accessible to all students. Program managers who make a conscious effort to recruit students from traditionally under-represented groups, including veterans, non-traditional students or students with disabilities, are often unaware of the financial and program implications these students require, and discover that their current program design might inadvertently exclude or not fully support these students. The SOARS Program, an undergraduate-to-graduate bridge program in the atmospheric sciences, has supported this group of students for over 15 years. We have found that we needed to adjust some program elements and secure extra funding sources to holistically support our students in their research experience, however, the program and the students have reaped tremendous benefits. Involving non-traditional students or veterans in our program has raised the maturity level and problem solving skills of the group, and having students with disabilities participate has been a vehicle for broadening perspective and diverse knowledge into the field of study, e.g. researching weather and climate beyond what you can 'see'. This presentation will highlight some of the findings from the SOARS program experience, and will share practices for recruitment and holistic support to ensure student success. We will share resources and tips on inclusive program design, including working with students with family commitments or physical disabilities, and will report on the enormous program benefits and peer learning these students have brought to the student cohorts and research labs they are working in.
Ahmad, Mas Suryalis; Md Yusoff, Mohd Mazharul; Abdul Razak, Ishak
This study was conducted to identify the prevalence of stress, types of stressors, consequences of stress and stress relievers among undergraduate dental students at the University of Malaya during the different years of study. A descriptive cross-sectional quantitative study was conducted using a self-administered questionnaire among Bachelor of Dental Surgery students during Years 2 to 5. A 100% response rate was obtained. The instrument asked questions about the preceding academic year. The results of the questionnaire reveal the prevalence of stress was 100%. The most common cause of stress among preclinical students was academic concerns and among clinical students was patient management and clinical performance. Physical and behavioral problems were reported as consequences of stress. Most students overcame stress by having strong interpersonal relationships.
Rahayu, N. W.; Huda, S. N.
Perpetual students are problematic, both for campus and for themselves. Inefficient student management could lead to bad lecturer: students’ ratio and cause complicated problem for students and parents. This paper describes ICT used by an Informatics department of a big private university in Indonesia to help 203 perpetual undergraduate students finishing their study in a short time. Lengths of study are varying from 7 until 15 years and most of them suffered from some compulsory credits and mandatory internship project. We observed wide-range of ICT used for data management and communication during the beginning, middle and the end of periods. Success rate of finding perpetual students and producing graduates are almost 70%, but this percentage could be higher if we maximize ICT use. Information sharing type, social media, privacy and patience become important issues related with the use of ICT.
Full Text Available A qualitative, exploratory and descriptive study was conducted with the purpose of exploring and describing the views of undergraduate nursing students on caring for HIV/AIDS patients. The study population consisted of BCur III nursing students studying at the Medical University of Southern Africa (Medunsa. Participants were purposively selected. Focus group interviews were used as a data collection instrument. Guided by a group moderator and responding to a central research question, participants shared their views about caring for HIV/AIDS patients. Tesch’s qualitative method of data analysis, as described by Cresswell (1994:155, was used to analyse the data. Caring for HIV/AIDS patients evoked emotions such as fear, anger and frustration among undergraduate nursing students. Students expressed needs such as the acquisition of knowledge and a reduction in the stigmatisation of patients with HIV/ AIDS, while the data analysis revealed demands such as more intensive clinical accompaniment by lecturers and antiretroviral therapy delivery by government. Suggested solutions included student participation in HIV/AIDS prevention campaigns and the upholding of patients’ rights. Curriculum innovation was recommended to improve students’ knowledge of HIV/AIDS and to ensure the provision of quality care for these patients.
Ruzafa-Martínez, María; Molina-Salas, Yolanda; Ramos-Morcillo, Antonio Jesús
Evidence-based practice (EBP) learning has become a key issue for nurses. An EPB subject was included in the 4(th) year in the new syllabus of the Nursing Degree at University of Murcia (UM). To know the competence level in EBP of undergraduate nursing students at UM and compare the results between all four years. Observational descriptive study with a cross-sectional approach. undergraduate nursing students from all four years at Nursing Degree at the Faculty of Social and Healthcare Science at UM in the year 2013-14. EBP evaluation of competence of the nursing students consisted of attitude, skills and knowledge on EBP. A validated questionnaire, the EBP-COQ, was used. The scale range is 1 point «lowest level» to 5 points «higher level».The SPSS 21.0 program has been used to carry out descriptive and bivariate analyses. 144 students were included, 76.4% was female, and the median age was 23 years, 84.7% attended more than 75% class hours. The mean differences in the questionnaire between first and fourth years were 0.58 points in attitude, 0.60 in skills, 1.6 in knowledge and 0.83 in global competence in EBP. Significant differences in mean scores between the fourth and the remaining years in the global competence in EBP were observed, as well as in the three dimensions (p <0.05). The undergraduate-nursing students studied here have acquired an appropriate competence level in EBP, with a gradual increase by year. The biggest increase was in the fourth year students. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.
Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students
Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.
The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.
Full Text Available Aim. To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia. Materials and Methods. A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5–11, moderately anxious (12–18, and severely anxious ≥19. Out of 1500 students enrolled, 1024 students (342 males and 682 females completed and returned the questionnaire having response rate of 68.26%. Results. There was a statistically significant difference (P<0.001 when the mean dental anxiety scores were compared among the three faculties and dental students had lowest mean score (11.95 ± 4.21. The fifth year (senior dental students scored significantly (P=0.02 lower mean anxiety score as compared to the first dental students (junior. The students were anxious mostly about tooth drilling and local anesthetic injection. Conclusions. Dental students have a significantly low level of dental anxiety as compared with medical and pharmacy students. Incorporation of dental health education in preuniversity and other nondental university curriculums may reduce dental anxiety among the students.
Aim. To assess the dental anxiety level among dental, medical, and pharmacy students of MAHSA University, Malaysia. Materials and Methods. A cross-sectional questionnaire study was conducted among 1500 undergraduate students of MAHSA University. The Modified Dental Anxiety Scale (MDAS) was used to measure dental anxiety among the study population. The responses were assessed by 5-point likert scale ranging from 1 to 5. The level of anxiety was categorized into lowly anxious (5–11), moderately anxious (12–18), and severely anxious ≥19. Out of 1500 students enrolled, 1024 students (342 males and 682 females) completed and returned the questionnaire having response rate of 68.26%. Results. There was a statistically significant difference (P dental anxiety scores were compared among the three faculties and dental students had lowest mean score (11.95 ± 4.21). The fifth year (senior) dental students scored significantly (P = 0.02) lower mean anxiety score as compared to the first dental students (junior). The students were anxious mostly about tooth drilling and local anesthetic injection. Conclusions. Dental students have a significantly low level of dental anxiety as compared with medical and pharmacy students. Incorporation of dental health education in preuniversity and other nondental university curriculums may reduce dental anxiety among the students. PMID:28348593
Reynolds, Julie A.; Thompson, Robert J.
One of the best opportunities that undergraduates have to learn to write like a scientist is to write a thesis after participating in faculty-mentored undergraduate research. But developing writing skills doesn't happen automatically, and there are significant challenges associated with offering writing courses and with individualized mentoring. We present a hybrid model in which students have the structural support of a course plus the personalized benefits of working one-on-one with faculty. To optimize these one-on-one interactions, the course uses BioTAP, the Biology Thesis Assessment Protocol, to structure engagement in scientific peer review. By assessing theses written by students who took this course and comparable students who did not, we found that our approach not only improved student writing but also helped faculty members across the department—not only those teaching the course—to work more effectively and efficiently with student writers. Students who enrolled in this course were more likely to earn highest honors than students who only worked one-on-one with faculty. Further, students in the course scored significantly better on all higher-order writing and critical-thinking skills assessed. PMID:21633069
Smith, Graeme D; Yang, Fang
Globally, stress is a well-recognized feature of the life of undergraduate nursing students. However, there currently is little evidence to suggest what role resilience plays in this issue. To examine the relationship between stress and resilience on psychological well-being in a cohort of Chinese undergraduate student nurses. A cross-sectional study was conducted using multivariate logistic regression and descriptive statistical analysis in three Chinese nursing schools. A total of 1538 nursing students participated in the study, completing three validated self-administered questionnaires. Nursing students in their final year reported the highest mean General Health Questionnaire 12 (GHQ-12) scores (Mean 4.50 SD 2.89) and Stress in Nursing Student (SINS CN) scores (Mean 105.11 SD 25.37), Moderate levels of resilience were noted across all four years of nursing training programmes (Mean 121.59 SD 21.49). Resilience scale (RS) scores were negatively correlated with mean total score for stress (r=-0.236, Ppsychological well-being (r=-0.411, PPsychological well-being appears impaired in Chinese nursing students, particularly final year students, prior to registration. Globally, more attention could be given to the potential role of resilience training and other forms effective coping strategies to deal with the inevitable sources of stress in student nurse training. Copyright © 2016. Published by Elsevier Ltd.
Dwyer, John J M; Starr, Andrea; Mills, Christine; Haines, Jess
This qualitative study, guided by a phenomenological approach, explored senior-level undergraduate, nutrition students' perceptions of how obesity and weight bias were addressed in the undergraduate curricula and how the curricula influenced their attitudes toward individuals with obesity. Twenty senior-level undergraduate, nutrition students from the University of Guelph participated in interviews. Interviews were audio-recorded and transcribed verbatim. Thematic analysis entailed open, axial, and selective coding. Participants' sources of information about obesity in the curricula included nutrition courses, case studies, and non-nutrition courses. Regarding sources of information about weight bias in the curricula, they discussed nutrition courses, non-nutrition courses, and limited coverage of weight bias. Themes for curricular influence on attitudes toward people with obesity were increased knowledge of obesity, understanding the complexity of obesity, increased empathy toward individuals with obesity, and better ability to avoid stereotypes toward people with obesity. The perceptions among nutrition students varied regarding the amount and type of obesity and weight-bias information in the curricula, as well as the influence of the curricula on attitudes toward individuals with obesity, suggesting that obesity and weight bias warrant more coordinated coverage in the nutrition curricula.
Full Text Available Background: This study aimed to investigate the consumption of energy drinks and associated factors among undergraduate students in Taiwan. Methods: Data came from a cross-sectional survey conducted in 2015. Eligible participants completed a self-administered questionnaire assessing use and perceptions of energy drinks, tobacco, alcohol, and betel nut. Results: Among 606 surveyed undergraduate students, 24.8% reported consuming energy drinks in the past 30 days. The major reasons for use included keeping alert at work (48.7%, being curious about the products (32.0%, enjoying the flavor (31.3%, or preparing for school exams (26.7%. Among energy drink users, half have never read the nutrition label, and 15.3% reported that they had ever mixed energy drinks with alcohol. Most participants showed negative attitudes toward using tobacco, alcohol, or betel nut, while 54.1% reported positive attitudes toward consuming energy drinks. Being male, living away from parents’ home, tobacco use, alcohol use, and positive perceptions of energy drink’s effects significantly predicted energy drink consumption. Conclusions: In addition to exploring motivations of energy drink consumption in undergraduate students in Taiwan, the study findings indicated that energy drink consumption might relate to the use of tobacco and alcohol, which should be taken into account in substance use prevention programs.
Chang, Yen-Jung; Peng, Ching-Yi; Lan, Yu-Ching
Background : This study aimed to investigate the consumption of energy drinks and associated factors among undergraduate students in Taiwan. Methods : Data came from a cross-sectional survey conducted in 2015. Eligible participants completed a self-administered questionnaire assessing use and perceptions of energy drinks, tobacco, alcohol, and betel nut. Results : Among 606 surveyed undergraduate students, 24.8% reported consuming energy drinks in the past 30 days. The major reasons for use included keeping alert at work (48.7%), being curious about the products (32.0%), enjoying the flavor (31.3%), or preparing for school exams (26.7%). Among energy drink users, half have never read the nutrition label, and 15.3% reported that they had ever mixed energy drinks with alcohol. Most participants showed negative attitudes toward using tobacco, alcohol, or betel nut, while 54.1% reported positive attitudes toward consuming energy drinks. Being male, living away from parents' home, tobacco use, alcohol use, and positive perceptions of energy drink's effects significantly predicted energy drink consumption. Conclusions : In addition to exploring motivations of energy drink consumption in undergraduate students in Taiwan, the study findings indicated that energy drink consumption might relate to the use of tobacco and alcohol, which should be taken into account in substance use prevention programs.
High attrition among undergraduate Science Technology Engineering and Mathematics (STEM) majors has led national and business leaders in the United States to call for both research and educational reform within the collegiate STEM classrooms. Included among suggestions for reform are ideas to improve retention of first-year students and to improve critical thinking and depth of knowledge, instead of covering large quantities of materials. Past research on graphic organizers suggest these tools assist students in learning information and facilitate conceptual and critical thinking. Despite their widespread use in high school science departments, collegiate humanities departments, and even medical schools, their use is considerably less prevalent in the undergraduate biology classroom. In addition to their lack of use, little research has been conducted on their academic benefits in the collegiate classroom. Based on national calls for improving retention among undergraduate STEM majors and research suggesting that academic success during an individual first major's related course highly determine if that individual will continue on in their intended major, the researcher of this dissertation chose to conduct research on an introductory general biology class. Using both quantitative and qualitative methods, the research in this dissertation examines the effectiveness of graphic organizers in promoting academic success and also examines their influence on student attitudes. This research is grounded in the theories of constructivism and cognitive load theory. Constructivism suggests that individuals must build their knowledge from their personal experiences, while the cognitive load theory recognizes the limited nature of one's working memory and suggests that instructional practices minimize cognitive overload. The results of this dissertation suggest that the use of graphic organizers in an undergraduate general biology classroom can increase students' academic
Houlton, H. R.; Keane, C. M.; Wilson, C. E.
Most Science, Technology, Engineering and Mathematics (STEM) disciplines have a direct recruiting method of high school science courses to supply their undergraduate majors. However, recruitment and retention of students into geoscience academic programs, who will be the future workforce, remains an important issue. The geoscience community is reaching a critical point in its ability to supply enough geoscientists to meet the current and near-future demand. Previous work done by Houlton (2010) determined that undergraduate geoscience majors follow distinct pathways when pursuing their degree and career. These pathways are comprised of students' interests, experiences, goals and career aspirations, which are depicted in six pathway steps. Three population groups were determined from the original 17 participants, which exhibited differences in pathway trajectories. Continued data collection efforts developed and refined the pathway framework. As part of an informal workshop activity, data were collected from 27 participants who are underrepresented minority early-career and future faculty in the geosciences. In addition, 20 geoscience departments' Heads and Chairs participated in an online survey about their pathway trajectories. Pathways were determined from each of these new sample populations and compared against the original geoscience undergraduate student participants. Several pathway components consistently spanned across sample populations. Identification of these themes have illuminated broad geoscience-related interests, experiences and aspirations that can be used to broadly impact recruitment and retention initiatives for our discipline. Furthermore, fundamental differences between participants' ages, stages in career and racial/ethnic backgrounds have exhibited subtle nuances in their geoscience pathway trajectories. In particular, those who've had research experiences, who think "creativity" is an important aspect of a geoscience career and those who
Mohamed, Moataz Ehab; Mohy, Nagla; Salah, Sarah
The survey aimed to capture the perceptions of undergraduate pharmacy students towards plagiarism in three major public universities in Cairo, Egypt: Helwan, Ain-Shams, and Cairo Universities. This was a paper-based self-administrated survey study. The questionnaire was validated by both content and face validation. The final survey form captured the knowledge of the students on plagiarism in terms of definitions, attitudes, and practices. Four hundred and fourteen students, 320 females and 94 males, participated in the study. There was a significant difference between the students who knew the definition of plagiarism among the three universities with p-value = .01. More than half of the participants (67%) claimed that they had no previous education or training on plagiarism. However, after being informed about plagiarism, most of them agreed that plagiarism should be regarded as stealing and a punishment. Additionally, poor study skills and the ease of copying and pasting from the Internet were identified by the majority of the students to be the leading causes of plagiarism. Pharmacy students need to be more educated on plagiarism and its consequences on research and educational ethics. Finally, more strict policies should be incorporated to monitor and control plagiarism in undergraduate sections.
Ash, Robert B
Geared toward upper-level undergraduates and graduate students, this text surveys fundamental algebraic structures and maps between these structures. Its techniques are used in many areas of mathematics, with applications to physics, engineering, and computer science as well. Author Robert B. Ash, a Professor of Mathematics at the University of Illinois, focuses on intuitive thinking. He also conveys the intrinsic beauty of abstract algebra while keeping the proofs as brief and clear as possible.The early chapters provide students with background by investigating the basic properties of groups
Guerra, Karina Juliana; Spiri, Wilza Carla
This study aimed at understanding the meaning of leadership to undergraduate nursing students and the expectation related to their professional practice. Phenomenology was used as theoretical framework. Fifteen undergraduate nursing students were recruited as subjects and answered the following question: "What do you understand by leadership, and how can it be applied in your professional practice?" The topics which were revealed and analyzed, Leadership Styles and Leadership Exercise, enabled us to understand that the meaning attributed to leadership is unveiled as a dynamic process, and the style adopted is the form to lead a team; therefore, an ideal leadership style does not exist. In teaching, the leadership style began to be discussed when the participant forms of personnel management were approached. In leadership practice, the dissociation between leadership theory and practice is emphasized, pointing out that integration with practice is relevant for leadership learning.
Wilson, C. E.; Keane, C. M.; Houlton, H. R.
a second pilot testing with Spring 2012 graduates from 45 departments across the United States. These graduating students from undergraduate and graduate programs answered questions about their earth science education experiences at the high school, community college, and university levels; their quantitative skills; their research and internship experiences and their immediate plans after graduation. Out of the 294 complete responses to the survey, 233 were from undergraduate students. This presentation will focus on the responses of these undergraduate students. AGI hopes to fully deploy this survey broadly to geosciences departments across the country in Spring 2013. AGI will also begin longitudinally participants from the previous Exit Survey efforts in order to understand their progression through their chosen career paths.
Fox, L. K.; Singer, J.
Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.
Harvey, Pamela A; Wall, Christopher; Luckey, Stephen W; Langer, Stephen; Leinwand, Leslie A
Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor's laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor's lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates. © 2014 P. A. Harvey et al. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication 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).
Meeuwsen, Harry J; King, George A; Pederson, Rockie
A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.
Kunst, Elicia L; Mitchell, Marion; Johnston, Amy N B
Mental health care is an increasing component of acute patient care and yet mental health care education can be limited in undergraduate nursing programs. The aim of this study was to establish if simulation learning can be an effective method of improving undergraduate nurses' capability in mental health care in an acute care environment. Undergraduate nursing students at an Australian university were exposed to several high-fidelity high-technology simulation activities that incorporated elements of acute emergency nursing practice and acute mental health intervention, scaffolded by theories of learning. This approach provided a safe environment for students to experience clinical practice, and develop their skills for dealing with complex clinical challenges. Using a mixed method approach, the primary domains of interest in this study were student confidence, knowledge and ability. These were self-reported and assessed before and after the simulation activities (intervention) using a pre-validated survey, to gauge the self-rated capacity of students to initiate and complete effective care episodes. Focus group interviews were subsequently held with students who attended placement in the emergency department to explore the impact of the intervention on student performance in this clinical setting. Students who participated in the simulation activity identified and reported significantly increased confidence, knowledge and ability in mental health care post-intervention. They identified key features of the intervention included the impact of its realism on the quality of learning. There is some evidence to suggest that the intervention had an impact on the performance and reflection of students in the clinical setting. This study provides evidence to support the use of simulation to enhance student nurses' clinical capabilities in providing mental health care in acute care environments. Nursing curriculum development should be based on best-evidence to ensure that
Full Text Available Objective: In dental and medical education, information and communication technology (ICT has been playing an important role and its use is rapidly increasing. In developing countries, however, information technology is still only available to a minority of health professionals. The present study aimed to assess the level of computer use among dental undergraduate students pursuing their career at a private dental institution in India.Materials and Methods: The study population comprised dental undergraduate students from first to fourth year pursuing their career in a private dental institution of India. Informationtechnology practices were assessed using a questionnaire that consisted of 14 questions.Results: In total, 247 students with an overall response rate of 66% participated in the study. Only 58.3% of the study population mentioned that they had access to computers.Students from preclinical years reported to be competent in IT skills more frequently than the clinical year students (chi square test, P=0.007. Compared to women, men used computers more regularly both for academic activities (P=0.082 and personal use (P=0.006.Similarly, students of clinical years used computers more than preclinical students for both purposes (academic activities, P=0.045; personal use, P=0.124.Conclusion: The present study revealed that computer literacy of Indian dental undergraduate students was comparable with students of other countries whereas accessibility of IT sources was poor. Expansion of computer-assisted learning which requires careful strategic planning, resource sharing, staff incentives, active promotion of multidisciplinary working, and effective quality control should be implemented.
Shoop, Barry L.
A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years.
Aggarwal, R; Brough, H; Ellis, H
Surface anatomy is an integral part of medical education and enables medical students to learn skills for future medical practice. In the past decade, there has been a decline in the teaching of anatomy in the medical curriculum, and this study seeks to assess the attitudes of medical students to participation in surface anatomy classes. Consequently, all first year medical students at the Guy's, King's and St Thomas's Medical School, London, were asked to fill in an anonymous questionnaire at the end of their last surface anatomy session of the year. A total of 290 medical students completed the questionnaires, resulting in an 81.6% response rate. The students had a mean age of 19.6 years (range 18-32) and 104 (35.9%) of them were male. Seventy-six students (26.2%) were subjects in surface anatomy tutorials (60.5% male). Students generally volunteered because no one else did. Of the volunteers, 38.2% would rather not have been subjects, because of embarrassment, inability to make notes, or to see clearly the material being taught. Female medical students from ethnic minority groups were especially reluctant to volunteer to be subjects. Single-sex classes improved the volunteer rate to some extent, but not dramatically. Students appreciate the importance of surface anatomy to cadaveric study and to future clinical practice. Computer models, lectures, and videos are complementary but cannot be a substitute for peer group models, artists' models being the only alternative. Copyright 2006 Wiley-Liss, Inc.
Valerie O’Toole Baker
Full Text Available Purpose: Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation. Methods: We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM and Trauma Team Performance Observation Tool (TPOT scoring systems. Pre-test and post-test TEAM and TPOT scores were compared. Results: We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P=0.04, P=0.02, and P=0.03, respectively, as assessed by the TPOT scoring system. TeamSTEPPS also improved the team’s ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively as measured by TEAM. Conclusions: Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.
Khoshhal, Khalid I; Khairy, Gamal A; Guraya, Salman Y; Guraya, Shaista S
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.
Nahas, V L; Nour, V; al-Nobani, M
Clinical teaching is a dynamic process that occurs in a variety of sociocultural contexts. The quality of student-teacher interaction in the clinical field can either facilitate or hinder the students' learning in the clinical area. This paper presents the results of a study to explore Jordanian undergraduate nursing students' perceptions of effective clinical teacher characteristics. The results showed that overall, the nursing students rated the professional competence of the clinical teacher as the most important characteristic, which when compared to the Western population was different. When male and female nursing students' perceptions were compared, no significant differences were found. However, responses of nursing students from the three academic years differed significantly in that second-year students rated the clinical teachers' relationship with students as most important and fourth-year students rated personal qualities of the clinical teachers as most important. The results were significant in that they were congruent with the students' level of education and most importantly, their cultural beliefs and values about education.
Pacifici, Lara Brongo; Thomson, Norman
Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non-premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.
Pacifici, Lara Brongo; Thomson, Norman
Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non–premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non–premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non–premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non–premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school. PMID:21633068
Donnelly, Mary Broderick; Horsley, Trisha Leann; Adams, William H; Gallagher, Peggy; Zibricky, C Dawn
Background Undergraduate nursing education standards include acquisition of knowledge of ethics principles and the prevalence of health-care ethical dilemmas mandates that nursing students study ethics. However, little research has been published to support best practices for teaching/learning ethics principles. Purpose This study sought to determine if participation in an ethics consultation simulation increased nursing students' knowledge of nursing ethics principles compared to students who were taught ethics principles in the traditional didactic format. Methods This quasi-experimental study utilized a pre-test/post-test design with randomized assignment of students at three universities into both control and experimental groups. Results Nursing students' knowledge of nursing ethics principles significantly improved from pre-test to post-test ( p = .002); however, there was no significant difference between the experimental and control groups knowledge scores ( p = .13). Conclusion Further research into use of simulation to teach ethics principles is indicated.
Krass, Ines; Sainsbury, Erica; Rose, Grenville
Objectives To compare longitudinal data with previous cross-sectional data regarding Australian undergraduate pharmacy students' approaches to learning, and explore the differences in approaches to learning between undergraduate and postgraduate cohorts. Methods Longitudinal, repeated measures design using a validated self-report survey instrument were used to gather data. Results Undergraduate students' preferences for meaning directed, undirected, and reproduction-directed approaches to learning displayed the same pattern across the 2 studies; however, application-directed scores increased significantly in the second half of the undergraduate degree program. Commencing postgraduate students' approaches to learning were similar to finishing undergraduate students, and this group was significantly more oriented towards meaning-directed learning compared to undergraduate students. Conclusions Pharmacy students' maturation in approach to their learning was evident and this bodes well for pharmacists' engaging in life-long learning and capacity to work in increasingly complex health settings. PMID:21045948
Putwain, David W.; Sander, Paul
This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at…
Full Text Available Although there is a broad agreement among scientists and science educators that students should not only learn science, but also acquire some sense of its nature, it has been reported that undergraduate students possess an inadequate grasp of the nature of science (NOS. The study presented here examined the potential and effectiveness of Nobel Prize stories as a vehicle for teaching NOS. For this purpose, a 36-hour course, “Albert Einstein’s Nobel Prize and the Nature of Science,” was developed and conducted in Taiwan Normal University. Ten undergraduate physics students participated in the course. Analysis of the Views of Nature of Science questionnaires completed by the students before and after the course, as well as the students’ own presentations of Nobel Prize stories (with an emphasis on how NOS characteristics are reflected in the story, showed that the students who participated in the course enriched their views concerning all aspects of NOS. The paper concludes with some suggestions for applying the novel idea of using Nobel Prize stories in physics classrooms.
Full Text Available Background: Spirituality is considered one of the determinants of health. Various studies have documented its role in the management of psychological illnesses such as schizophrenia, and anxiety disorders. Doctors often lack skills to do spiritual assessment of the patients. Aim: The current study was conducted among the 1st year undergraduate medical students to find out their ideas and thoughts about spirituality using self-administered questionnaire. Methodology: This was a college based cross sectional study wherein 168 students were interviewed using semistructured, self administered questionnaire. Ethical clearance was obtained from Institutional ethical committee.Results: Most of the students (93.5% believed in spirituality, but only about half (49% of them had complete knowledge about it. Only psychological disorders and chronic diseases were labeled by students who need spirituality as a modality of treatment. Girls linked spirituality with God more than boys. A formal training in spirituality is not essential according to 43% of the subjects. Conclusion: The undergraduates need to understand the importance of this dimension of health. A mere gain in knowledge about spiritual strength available in some of the textbooks would not be able to orient doctors sufficiently to apply it in their practice. Future Direction: Skill building and practicing the culture of spiritual counseling among health workers is the need of hour.
Morgan Teressa Carlton
Full Text Available Equal access to education is a growing concern throughout the nation. With an increasing amount of programs aimed to support the underrepresented populations on college campuses, first generation college students have grown to be a target population of particular interest. This study examined the relationships between first generation college seniors and applications to graduate or professional programs. The goal of this study was to determine if first generation students are pursuing advanced degrees at lower rates than non-first generation students and if so, attempt to uncover factors contributing to that evidence. Data were gathered from the National Longitudinal Survey of Freshman data set, and variables were analyzed using a binary logistic regression. The results of the study indicate that first generation students are significantly less likely to pursue an advanced degree, even when controlling for race, gender, family income, and cumulative grade point average, suggesting a distinctive impact of first generation status on post-undergraduate aspirations. However, after controlling for the impact of self-reported undergraduate loans, the effect of first generation status was no longer significant. The findings in this study provide an important new perspective in the field of sociology.
Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members' experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie
McDaris, J. R.; Hodder, J.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.
Undergraduate research experiences are important for the development of expertise in geoscience disciplines. These experiences have been shown to help students learn content and skills, promote students' cognitive and affective development, and develop students' sense of self. Early exposure to research experiences has shown to be effective in the recruitment of students, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Just as departments at four-year institutions (4YCs) are increasingly integrating research into their introductory courses, two-year college (2YC) geoscience faculty have a great opportunity to ground their students in authentic research. The Undergraduate Research with Two-year College Students website developed by SAGE 2YC: Supporting and Advancing Geoscience Education at Two-year Colleges provides ideas and advice for 2YC and 4YC faculty who want to get more 2YC students involved in research. The continuum of possibilities for faculty to explore includes things that can be done at 2YCs (eg. doing research as part of a regular course, developing a course specifically around research on a particular topic, or independent study), done in collaboration with other local institutions (eg. using their facilities, conducting joint class research, or using research to support transfer programs), and by involving students in the kind of organized Undergraduate Research programs run by a number of institutions and organizations. The website includes profiles illustrating how 2YC geoscience faculty have tackled these various models of research and addressed potential challenges such as lack of time, space, and funding as part of supporting the wide diversity of students that attend 2YCs, most of whom have less experience than that of rising seniors who are the traditional REU participant. The website also
Mendoza, Pilar; Malcolm, Zaria; Parish, Nancy
This study investigated qualitatively how undergraduate students experienced the Great Recession at a flagship university in the South Eastern of United States and how this experience relates to their retention. Results indicate that the Great Recession has significantly impacted students' engagement and commitments. We argue that student…
Hosein, Anesa; Rao, Namrata
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To…
Aydeniz, Mehmet; Yeter-Aydeniz, Kubra
In this study we challenged 18 undergraduate physics students to develop four written scientific arguments across four physics labs: 1) gravity-driven acceleration, 2) conservation of mechanical energy, 3) conservation of linear momentum and 4) boyle's law, in a mechanics and thermodynamics laboratory course. We evaluated quality of the written scientific arguments developed by the participants using the Claim, Evidence, Reasoning and Rebuttal (CERR) rubric. The results indicate that while students developed adequate scientific explanations that summarized the findings of their experiments, they experienced unique difficulties in using a persuasive and critical discourse in their written arguments. Students experienced the most difficulty in considering alternative explanations in formulating their written scientific arguments. We elaborate on the implications of these findings for teaching physics laboratories and assessing students' learning in physics laboratories. We especially focus on the importance of framing in helping students to appropriate the epistemic norms of science in writing scientific arguments.
Lisboa, Pedro; Sotomayor, Joo; Ribeiro, Paulo
The construction of a diode laser polarimeter apparatus by undergraduate students is described. The construction of the modular apparatus by undergraduate students gives them an insight into how it works and how the measurement of a physical or chemical property is conducted. The students use the polarimeter to obtain rotation angle values for the…
Laidlaw, Anita; McLellan, Julie; Ozakinci, Gozde
Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews…
Butcher, John; Maunder, Rachel
This paper reports on the impact for students of an institutional scheme designed to involve undergraduate students in pedagogic research. Through Undergraduate Research Bursaries at Northampton, students are funded to work as researchers on pedagogic projects in partnership with academic staff. Drawing on data from a larger longitudinal mixed…
Nichols, Nicole L; Ilatovskaya, Daria V; Matyas, Marsha L
Life science professional societies play important roles for undergraduates in their fields and increasingly offer membership, fellowships, and awards for undergraduate students. However, the overall impacts of society-student interactions have not been well studied. Here, we sought to develop and test a pilot survey of undergraduate students to determine how they got involved in research and in presenting at the Experimental Biology (EB) meeting, what they gained from the scientific and career development sessions at the meeting, and how the American Physiological Society (APS) can best support and engage undergraduate students. This survey was administered in 2014 and 2015 to undergraduate students who submitted physiology abstracts for and attended EB. More than 150 students responded (38% response rate). Respondents were demographically representative of undergraduate students majoring in life sciences in the United States. Most students (72%) became involved in research through a summer research program or college course. They attended a variety of EB sessions, including poster sessions and symposia, and found them useful. Undergraduate students interacted with established researchers at multiple venues. Students recommended that APS provide more research fellowships (25%) and keep in touch with students via both e-mail (46%) and social media (37%). Our results indicate that APS' EB undergraduate activities are valued by students and are effective in helping them have a positive scientific meeting experience. These results also guided the development of a more streamlined survey for use in future years. Copyright © 2017 the American Physiological Society.
Badir, Aysel; Tekkas, Kader; Topcu, Serpil
Cardiovascular disease is the number one cause of death worldwide. However, there is not enough data exploring student nurses' understanding, knowledge, and awareness of cardiovascular disease. To investigate knowledge of cardiovascular disease and its risk factors among undergraduate nursing students, with an emphasis on understanding of cardiovascular disease as the primary cause of mortality and morbidity, both in Turkey and worldwide. This cross-sectional survey assessed 1138 nursing students enrolled in nursing schools in Istanbul, Turkey. Data were collected using the Cardiovascular Disease Risk Factors Knowledge Level (CARRF-KL) scale and questions from the Individual Characteristics Form about students' gender, age, level of education, and family cardiovascular health history, as well as smoking and exercise habits. Respondents demonstrated a high level of knowledge about cardiovascular disease, with years of education (p students were not aware that cardiovascular disease is the primary cause of mortality and morbidity in Turkey and worldwide. The majority of the respondents' body mass index (87%) and waist circumference values (females: 90.3%, males: 94.7%) were in the normal range and most were non-smokers (83.7%). However, more than half of the students did not exercise regularly and had inadequate dietary habits. Although students were knowledgeable about cardiovascular disease and associated risk factors, there were significant gaps in their knowledge; these should be addressed through improved nursing curricula. While students were generally healthy, they could improve their practice of health-promoting behaviors. © The European Society of Cardiology 2014.
Frisby, Brandi N.; Berger, Erin; Burchett, Molly; Herovic, Emina; Strawser, Michael G.
Participation is considered a positive student classroom behavior that can also create a face-threatening classroom climate that may be alleviated through interpersonal relationships with the instructor. Participants (N?=?189) categorized as low apprehensives perceived less face threat and more face support when participating; moderate…
Full Text Available The purpose of the study is to discover determinant factors of students' participation in online examination based on expectancy-value theory. The method used was group comparison between the groups of participating and nonparticipating students. The results showed that the following factors differentiated the two groups, i.e.: (1 self efficacy in using computers (t=12.81, p<0.01, (2 perceived of easiness in operating an online examination (t=9.51, p<0.01, (3 perceived of the importance of online examination (t=5.58, t<0.01, (4 intrinsic value of online examination (t=10.58, p<001, and (5 cost of online examination (t=-2.05, p=0.029. In addition, the following students' personal factors were also compared and the results were (1 age (t=-2.01, p=0.46, (2 grade point average (t=-5.546, 0<0.01, (3 sex (x2=28.51, p<0.01, and (4 marital status (x2=6.50, p=0.011. The results concluded that the expectancy and value theory was useful for explaining and predicting students' participation in online examinations.
Burnett, Angus; Sze, Ching Ching; Tam, Suet May; Yeung, Ka Man; Leong, Michelle; Wang, Wendy Tj; Tan, B-K; O'sullivan, Peter
To determine if country (Australia, Taiwan, Singapore), undergraduate healthcare course (physiotherapy, nursing), low back pain (LBP) history, and year of course influenced various back pain beliefs in undergraduate female healthcare students. Three hundred and 82 female undergraduate nursing and physiotherapy students completed questionnaires examining; the inevitability of future life with low back trouble, the LBP beliefs held by healthcare providers and fear avoidance beliefs related to physical activity. Also participants completed questionnaires to determine their LBP status. General linear models were used to determine whether differences existed for back beliefs scores. Differences were evident in the future consequence of LBP between countries (PChinese displayed more negative back beliefs regarding the future consequence of LBP (Pstudents had more negative back pain beliefs than physiotherapy students (P<0.001) and, the experience of LBP was associated with more positive beliefs on the future consequence of back trouble (P=0.021). Findings of this study highlight the importance of country, education, and LBP experience on back pain beliefs. The more negative back pain beliefs found in Taiwan and Singapore may reflect current pain beliefs and management attitudes.
Hodgins, David C; Racicot, Stephanie
The purpose of this research was to explore different aspects of the link between alcohol use and gambling among undergraduate university students (N = 121). Potential aspects of the link examined included level of involvement in each behavior, consequences, motives for involvement, and impaired control over involvement. Results confirmed that drinking and gambling among university students are associated, consistent with the expectations of a problem syndrome model. The strongest link was between general dimensions of problematic involvement for both behaviors. Students who drink to cope and have other indicators of alcohol problems are more likely to gamble to cope, gamble to win money, and have higher gambling involvement and gambling-related problems. However, the salience of drinking and gambling to cope in this relationship is an interesting finding that needs further exploration and extension to other problem behaviors. PsycINFO Database Record (c) 2013 APA, all rights reserved.
Catarina Aparecida Sales
Full Text Available The purpose of the study was to know the definitions nursing students have concerning the death-dying process. A descriptive-qualitative study developed in 2010, with 65 students of the first and last year of Nursing in a public university. Data was collected through semi-structured interview and submitted to content analysis. Data showed that the students possess diverse opinions concerning this process, per times seeing it as natural however difficult to be understood and accepted, especially because it brings pain, suffering, losses and family unstableness. They also revealed that they do not feel prepared to experience terminality in their future customers. The results reinforce the importance of having the thematic approached in the beginning of the undergraduate course, in curricular components or in extra-curricular activities, in order to provide the development of necessary support to experiencethe death-dying process of the customers.
Yusuf Awaluddin, M.; Yuliadi, Lintang
Bridging Geosciences to the future generations in interesting and interactive ways are challenging for lecturers and teachers. In the past, one-way 'classic' face-to-face teaching method has been used as the only alternative for undergraduate's Marine Geology class in Padjadjaran University, Indonesia. Currently, internet users in Indonesia have been increased significantly, among of them are young generations and students. The advantage of the internet as a teaching method in Geosciences topic in Indonesia is still limited. Here we have combined between the classic and the online method for undergraduate teaching. The case study was in Marine Geology class, Padjadjaran University, with 70 students as participants and 2 instructors. We used Edmodo platform as a primary tool in our teaching and Dropbox as cloud storage. All online teaching activities such as assignment, quiz, discussion and examination were done in concert with the classic one with proportion 60% and 40% respectively. We found that the students had the different experience in this hybrid teaching method as shown in their feedback through this platform. This hybrid method offers interactive ways not only between the lecturers and the students but also among students. Classroom meeting is still needed to expose their work and for general discussion.Nevertheless, the only problem was the lack of internet access in the campus when all our students accessing the platform at the same time.
Full Text Available The current study aimed at diagnosing the language needs of Iranian undergraduate students of computer engineering in order to find out whether there is any significant difference in perceptions between the students and their ESAP (English for Specific Academic Purpose teachers, concerning their Reading skill needs. To conduct the intended research study, both qualitative and quantitative approaches were taken. The quantitative approach included the use of self-assessment, and two questionnaires, and the qualitative approach included participant observation. The questionnaires were adapted from Atai and Shoja (2009, and were distributed among 500 undergraduate students of computer engineering and 30 ESAP teachers who were chosen randomly through cluster sampling method from thirteen universities. Mann-Whitney U-test results showed that there was a significant difference between perceptions of the students and their teachers about their Reading skill needs and ‘Reading’ was mentioned as one of the most difficult skills for the students. Moreover, it was found that the majority of students suffered from low level of General English Language Proficiency, and also ‘low motivation’ and the ‘character’ of teachers were found to be important factors affecting students’ learning. Keywords: Needs analysis, English for specific purposes, English for academic purposes, Present situation analysis, Target situation analysis
Ali Sabri Radeef, Ghasak Ghazi Faisal, Syed Masroor Ali, MaungKoHajee Mohamed Ismail
Full Text Available Introduction: Higher education is considered as a stressful period in students’ life which they have to cope with since they are facing a variety of demands such as living away from their families, a heavily loaded curriculum, and inefficiency in both mentor- mentee and health education programs. This will make them more vulnerable to emotional disturbances such as stress, anxiety and depression. Methodology: A total of 194 undergraduate students from Kulliyyah (Faculty of Science, International Islamic University Malaysia participated in questionnaire-based study using the Depression Anxiety, Stress Scale (DASS-21 to assess the severity of emotional disturbances Results: The overall prevalence of depression, anxiety and stress was 64.4%, 84.5% and 56.7% respectively. Regarding the severity of the symptoms, it was found that 13.9%, 51.5 % and 12.9% of the students have clinically significant depression, anxiety and stress respectively. Young students aged 21 years and below had a statistically significant association with depression, anxiety and stress. While first year students had significant association with depression. Regarding the source of stressors, the top ten stressors decided by the students were mainly academic and personal factors. Conclusion: Emotional disturbances in the form of depression, anxiety and stress are existing in high rate among undergraduate science students that require early intervention. Factors including feeling of incompetence, lack of motivation to learn and difficulty of class work can be considered as source of stressors that may precipitate for depression anxiety and stress.
Full Text Available Background: Alcohol use amongst tertiary education students, particularly female undergraduates, is increasing. Heavy alcohol use by tertiary students leads to a variety of alcohol-related problems such as damage to property, poor academic performance, problematic peer relationships, high dropout rates, unprotected sexual activity, physical injuries, date rape and suicide. Abuse of alcohol is attributed to curiosity and experimentation, peer pressure, low self-esteem, enjoyment, parental modelling, socio-cultural influences, stress and life events, self-medication and concerns about weight and appearance. Our study explores alcohol use and the reasons behind it amongst undergraduate female psychology students at the University of Limpopo. The findings will be important, as these students represent many future psychologists who are going to advise others on harms related to alcohol use. Methods: This was a descriptive survey, and the qualitative results are presented. The sample consists of 700 undergraduate female psychology students. A self-administered questionnaire included five open-ended questions which elicited the thoughts and experiences of these students about alcohol use. Responses to these questions were analysed using thematic content analysis. Results: The themes that arose were as follows: fun and enjoyment, socio-cultural influences, alcohol use leads to negative behaviour(s, peer influence, destress, concerns about weight and appearance, abstinence from alcohol and it improves self-esteem. Conclusion: The themes were reasons that female students gave for consuming alcohol. The majority of participants reported responsible drinking behaviour, but a notable proportion of female students’ drinking behaviours (across all year levels are cause for concern in terms of negative impact at both social and academic levels.
Gibson, B. A.; Bruno, B. C.
There have been several studies that show how undergraduate research experiences (REU) have a positive impact on a student’s academic studies and career path, including being a positive influence toward improving the student's lab skills and ability to work independently. Moreover, minority students appear to relate to science, technology, engineering, and mathematics (STEM) concepts better when they are linked with (1) a service learning component, and (2) STEM courses that include a cultural and social aspect that engages the student in a way that does not distract from the student’s technical learning. It is also known that a “place-based” approach that incorporates traditional (indigenous) knowledge can help engage underrepresented minority groups in STEM disciplines and increase science literacy. Based on the methods and best practices used by other minority serving programs and described in the literature, the Center for Microbial Oceanography: Research and Education (C-MORE) has successfully developed an academic-year REU to engage and train the next generation of scientists. The C-MORE Scholars Program provides undergraduate students majoring in an ocean or earth science-related field, especially underrepresented students such as Native Hawaiians and Pacific Islanders, the opportunity to participate in unique and cutting edge hands-on research experiences. The program appoints awardees at one of three levels based on previous research and academic experience, and students can progress through the various tiers as their skills and STEM content knowledge develop. All awardees receive guidance on a research project from a mentor who is a scientist at the university and/or industry. A key component of the program is the inclusion of professional development activities to help the student continue towards post graduation education or prepare for career opportunities after they receive their undergraduate STEM degree.
Olubukola Olamide Olatosi
Full Text Available Background and Objective: The rubber dam is used in dentistry to create saliva-free working environment during operative procedures. Despite its numerous advantages, utilization is poor in dental schools. We sought to determine undergraduate dental students' perception, educational satisfaction, and attitude regarding the use of rubber dam. Materials and Methods: This cross-sectional survey was carried out among 5th and 6th year undergraduate dental students. A structured questionnaire was developed that sought their perception, educational satisfaction, and attitude regarding the use of rubber dam. Data collected were analyzed using IBM SPSS version 21.0. P <0.05 was considered statistically significant. Results: One hundred and nine students participated in the study; 66 (60.6% females and 43 (39.4% males with a mean age of 23.4 ± 2.02. Most of the students, i.e., 73 (67% were satisfied with their classroom experience with regard to the use of rubber dam but were least satisfied with their laboratory and clinical training. There was a statistically significant association between the students' satisfaction with their training in the use of rubber dam and the confidence to use the rubber dam on their patients (P = 0.001. Conclusion: The students agreed to the importance of rubber dam but were not satisfied with their hands-on clinical training. The use of rubber dam postgraduation may be influenced by the dental educator's method of training, motivation, and consistency in its use. Students who acquire competence and are confident in the use of rubber dam during their undergraduate training are more likely to continue to use the skills following graduation.
Abdelhafiz, Ahmed Samir; Fouda, Merhan Ahmed; El-Jaafary, Shaimaa Ibrahim; Farghly, Maysa Ibrahim; Salem, Mazen; Tammam, Ahmed; Gabr, Hala
Biobanking is a relatively new concept in the Arab region. Targeting different stakeholders to introduce the concept of biobanking and develop an acceptance of it among them is important for the growth of biobanking in the region. Undergraduate students of life sciences represent an important segment of stakeholders, since they constitute potential future biobank customers. Limited funding, lack of awareness of the existence of the term "biobanking" itself among these students, and questions regarding best marketing strategies presented challenges to planning for the most effective message delivery to this target group. A specific course was designed for undergraduate students of life sciences, which was conducted at the Faculty of Medicine, Cairo University, Egypt. The course was conducted twice in 2016 and included lectures covering biobanking, quality, ethics, information technology, and translational research. Facebook and word-of-mouth were used for marketing and advertising. A total number of 125 participants attended both courses cumulatively. Facebook appeared to have been an effective marketing outlet, especially when paid advertisements were used. Evaluation of knowledge, measured using a pretest and posttest, demonstrated some improvement in knowledge of participants. Evaluation forms filled after the course showed positive attitude toward content and message delivery by a majority of participants. Facebook was also used as an evaluation method through analysis of engagement with posts created after course completion. Biobanking education can be carried out effectively with limited resources. Understanding the needs of the target group and using appropriate methods of communication are essential prerequisites to a well-tailored curriculum and effective message delivery. Using Facebook appears to be an effective and affordable method of communication and advertising. Targeting undergraduate students of life sciences interested in research is a good
A-nongwech, Nattapong; Pruekpramool, Chaninan
The purpose of this research was to develop a Metacognition test in a Genetics Laboratory for undergraduate students. The participants were 30 undergraduate students of a Rajabhat university in Rattanakosin group in the second semester of the 2016 academic year using purposive sampling. The research instrument consisted of 1) Metacognition test and 2) a Metacognition test evaluation form for experts focused on three main points which were an accurate evaluation form of content, a consistency between Metacognition experiences and questions and the appropriateness of the test. The quality of the test was analyzed by using the Index of Consistency (IOC), discrimination and reliability. The results of developing Metacognition test were summarized as 1) The result of developing Metacognition test in a Genetics Laboratory for undergraduate students found that the Metacognition test contained 56 items of open - ended questions. The test composed of 1) four scientific situations, 2) fourteen items of open - ended questions in each scientific situation for evaluating components of Metacognition. The components of Metacognition consisted of Metacognitive knowledge, which were divided into person knowledge, task knowledge and strategy knowledge and Metacognitive experience, which were divided into planning, monitoring and evaluating, and 3) fourteen items of scoring criteria divided into four scales. 2) The results of the item analysis of Metacognition in Genetics Laboratory for undergraduate students found that Index of Consistency between Metacognitive experiences and questions were in the range between 0.75 - 1.00. An accuracy of content equaled 1.00. The appropriateness of the test equaled 1.00 in all situations and items. The discrimination of the test was in the range between 0.00 - 0.73. Furthermore, the reliability of the test equaled 0.97.
Sharma, Sapna; Ahluwalia, Pardeep Kumar
Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher expects them to learn. In a classroom, as a teacher, it is desirable that one tries to bridge this gap at least on the key concepts of a particular field which is being taught. One such key concept which crops up in statistical physics/solid-state physics courses, and around which the behaviour of materials is described, is Fermi energy (ε F ). In this paper, we present the results which emerged about misconceptions on Fermi energy in the process of administering a diagnostic tool called the Statistical Physics Concept Survey developed by the authors. It deals with eight themes of basic importance in learning undergraduate solid-state physics and statistical physics. The question items of the tool were put through well-established sequential processes: definition of themes, Delphi study, interview with students, drafting questions, administration, validity and reliability of the tool. The tool was administered to a group of undergraduate students and postgraduate students, in a pre-test and post-test design. In this paper, we have taken one of the themes i.e. Fermi energy of the diagnostic tool for our analysis and discussion. Students’ responses and reasoning comments given during interview were analysed. This analysis helped us to identify prevailing misconceptions/learning gaps among students on this topic. How spreadsheets can be effectively used to remove the identified misconceptions and help appreciate the finer nuances while visualizing the behaviour of the system around Fermi energy, normally sidestepped both by the teachers and learners, is also presented in this paper. (paper)
Quantum mechanics is widely recognised as an important and difficult subject, and many studies have been published focusing on students’ conceptual difficulties. However, the sociocultural aspects of studying such an emblematic subject have not been researched to any large extent. This study explores students’ experiences of undergraduate quantum mechanics using qualitative analysis of semi-structured interview data. The results inform discussions about the teaching of quantum mechanics by adding a sociocultural dimension. Students pictured quantum mechanics as an intriguing subject that inspired them to study physics. The study environment they encountered when taking their first quantum mechanics course was however not always as inspiring as expected. Quantum mechanics instruction has commonly focused on the mathematical framework of quantum mechanics, and this kind of teaching was also what the interviewees had experienced. Two ways of handling the encounter with a traditional quantum mechanics course were identified in the interviews; either students accept the practice of studying quantum mechanics in a mathematical, exercise-centred way or they distance themselves from these practices and the subject. The students who responded by distancing themselves experienced a crisis and disappointment, where their experiences did not match the way they imagined themselves engaging with quantum mechanics. The implications of these findings are discussed in relation to efforts to reform the teaching of undergraduate quantum mechanics.
Full Text Available INTRODUCTION: Medical training is highly stressful particularly for those who are beginning their medical education. The present study was undertaken to find out the level of stress, hypertension and its etiological factors among undergraduate medical students. METHOD: One hundred and seventeen undergraduate medical students between 17-21 years of age got examined for blood pressure and stress level. Twelve hypertensives selected from the above subjects and twenty normotensives underwent cold pressure test to assess autonomic reactivity to laboratory induced stress. RESULTS: 10.25% of the subjects were found to be hypertensive and 6.83% pre hypertensive. On the stress scale 53% had mild stress, 7% showed moderate stress while none had stress as a major problem. There was no correlation between BP and stress score. On CPT, BP increased significantly in both the hypertensive and normotensive group but came back to basal levels within 5 minutes indicating normal autonomic response. Rise of BP was higher in hypertensive group. The diastolic and mean BP increased significantly on CPT in subjects having family history of hypertension. The subjects taking more of junk and oily foods had a higher systolic BP. Forty percent of normotensive subjects had more than 20 mm Hg rise in systolic BP on CPT. CONCLUSIONS: Adolescents must be routinely screened to detect asymptomatic hypertension. Advice on risk factor modification by appropriate lifestyle changes may prevent long term effects of hypertension on target organs. Keywords: autonomic reactivity, blood pressure, cold pressor test, medical students, stress.
Frye, Cheryl A.; Edinger, Kassandra L.
The Northeast Under/graduate Organization for Neuroscience (N.E.U.R.O.N.) was established in 1996 to provide a forum for undergraduate and graduate students and faculty in neuroscience to interact with each other. N.E.U.R.O.N. organizes a yearly one-day conference in the Northeast. While scientific meetings exist that serve the purpose of enhancing undergraduate research or neuroscience research, N.E.U.R.O.N. is unique in that it is a small, local conference, aimed specifically at undergradua...
McCABE, SEAN ESTEBAN; BQYD, CAROL J.; CRANFORD, JAMES A.; SLAYDEN, JANIE; LANGE, JAMES E.; REED, MARK B.; KETCHIE, JULIE M.; SCOTT, MARCIA S.
Objective Residential learning communities (RLCs) on U.S. college campuses are assumed to build connections between formal teaming opportunities and students’ living environment. The objective of this longitudinal study was to examine the association between living in RLCs and alcohol misuse among first-year undergraduate students. Method A Web-based survey was self-administered to a stratified random sample of 923 first-year undergraduate students (52.7% women) attending a large Midwestern research university. The sample included 342 students who lived and participated in RLCs (termed RLC) and 581 students who did not participate in RLCs (termed non-RLC) First-year students were asked about their drinking behaviors before college, during their first semester, and approximately 6 months later during their second semester. Results RLC students reported lower rates of drinking than non-RLC students before college. RLC students reported lower rates of drinking and fewer alcohol-related consequences than non-RLC students during the first and second semesters. Maximum drinks in 1 day increased from precollege to first semester, and this increase was larger among non-RLC students than RLC students. The number of drinks per occasion and alcohol-related consequences increased between first semester and second semester for all students regardless of RLC status. Conclusions Lower rates of alcohol misuse among RLC students predate their entrance into college, and the increase in drinking from precollege to first semester is lower in magnitude among RLC students RLCs’ influence involves selection and socialization processes. These findings have implications for prevention and intervention efforts aimed at incoming first-year undergraduate students. PMID:17690806
Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily
Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in
Full Text Available Aim. The theory of emotional intelligence provides a framework to think about all of the non-technical skills you need in order to be a good nurse. It’s often described as the potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand, and explain emotions. The aim of the study was to determine the level of total global Emotional Intelligence among undergraduate students of nursing and also to check the influence of factors (the year of study, type of completed high school education on Emotional Intelligence.
Barnes, M. Elizabeth; Truong, Jasmine M.; Brownell, Sara E.
A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention. PMID:28232586
Fleming, Sandra; McKee, Gabrielle; Huntley-Moore, Sylvia
This paper reports on the main findings of a longitudinal study of the learning styles of one cohort of undergraduate pre-registration nursing students at an Irish university. The Honey and Mumford (2000a) Learning Styles Questionnaire was administered to a sample of students in their first (n=202) and final year of study (n=166), the final sample number (58) was based on matched pairs. The most common dominant learning style in first year was the dual learning category (35%) while a large proportion of the students (53%) in their final year had no dominant learning style. The preferred learning style of students in their first (69%) and final (57%) year was reflector. Learning styles were significantly different at the two time points and there was a significant relationship between some learning styles and students' age but not with academic achievement. Total scores of all learning styles showed significant improvements across the two time points of the study. An important implication for nurse education practice is the need for nurse educators to be aware of students' learning styles and in an attempt to maximise students' learning potential, utilise a range of teaching and learning methodologies and assessments that develop all learning styles. Copyright © 2010 Elsevier Ltd. All rights reserved.
Muhammad E. Hoque
Objective: This study was designed to establish risky sexual practices amongst female undergraduate students. Method: This was a descriptive cross-sectional study carried out in September 2009 amongst full-time female undergraduate students. A multi-stage sampling method was used to recruit 391 students for the study. Results: The mean age of the students was 21.4 ± 3.2 years (range 17–45 years. More than half (52.4% of the students were sexually active. The median age at first sexual intercourse was 19.0 years (range 12–24 years. Participants who had multiple sexual partners had a median of 2 (range, 2–4 sexual partners. The majority (89.3% of the students used contraceptives. Almost half (41.5%, sometimes or rarely, used contraceptives during sex. With regard to substance use, 57.5% and 6.9% respectively drank alcohol and used drugs. Sexually active students had 1.5 times (OR = 1.5, p = 0.04, (OR = Odds Ratio, more chances of consuming alcohol than those who were not sexually active. Students with multiple sexual partners were 7 times more likely to consume alcohol compared to those who did not have multiple partners (OR = 6.9, p = 0.004. Students with multiple sexual partners had 3.5 times more chances of taking drugs compared to students with one steady partner (OR = 3.5, p = 0.038. Conclusion: A large number of female university students are engaging in risky sexual practices. University Management should concentrate on developing and implementing policies to promote safer sexual practices, in particular targeting consequences of STIs and HIV and methods to minimise the risk.
Full Text Available Bethany M Shelvey,1 Sion A Coulman,2 Dai N John2 1School of Medicine, 2School of Pharmacy and Pharmaceutical Sciences, Cardiff University, Cardiff, Wales, UK Background: The current literature on undergraduate interprofessional education (IPE for pharmacy and medical students highlights a range of positive outcomes, although to date IPE has focused predominantly on student views and experiences of IPE sessions with these opinions being sought at the end of the sessions. This study aimed to evaluate medical students’ experiences of therapeutics and prescribing IPE, with pharmacy students, 1 year following the session. Methods: Following ethics committee approval, 3rd year medical students at Cardiff University were invited to participate using non-probability sampling. Topic guide development was informed by the literature and research team discussions, including a review of the materials used in the IPE session. Semi-structured one-to-one interviews explored experiences, prior to, during, and after the IPE session. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically. Results: Eighteen medical students were interviewed; 11 were females. Seven themes were identified, namely 1 refinement of pre-session preparation, 2 session value, 3 learning with a pharmacy student, 4 learning about a pharmacist, 5 learning from a pharmacy student, 6 importance and application of what was learnt into practice, and 7 suggestions for change. Conclusion: This study provides a valuable insight into medical students’ experiences of a therapeutics and prescribing IPE session and emphasizes the value they placed on interaction with pharmacy students. Medical students were able to recall clear learning experiences from the IPE session that had taken place 12 months earlier, which itself is an indicator of the impact of the session on the students. Furthermore, they were able to describe how knowledge and skills learnt had been applied to
Full Text Available A Review of: Riehle, C. F., & Hensley, M. K. (2017. What do undergraduate students know about scholarly communication?: A mixed methods study. Portal: Libraries and the Academy, 17(1, 145–178. http://dx.doi.org/10.1353/pla.2017.0009 Abstract Objective – To examine undergraduate student researchers’ perception and understanding of scholarly communication practices and issues. Design – Mixed method study involving a survey and semi-structured interviews. Setting – Two major undergraduate universities in the Midwest region of the United States. Subjects – Undergraduate students who participated in or had completed undergraduate research experiences with faculty mentors. Method – The method was first approved by Institutional Review Board offices at both campuses involved in the study. Then, students received invitations to participate in a survey via email (Campus 1 = 221 students; Campus 2 = 345 students. Identical online surveys ran separately on each campus; both remained open for a period of three weeks. All respondents received a reminder email one week before the survey closed. Participants answered twelve questions related to demographics and scholarly communication practices. The survey examined knowledge and experience across five areas: the peer review process, author and publisher rights, publication and access models, impact of research, and data management. All students who completed the survey were entered in a drawing for a $50 Amazon card. The response rates were 34.8% (Campus 1 and 18.6% (Campus 2. Surveys on both campuses were administered using different software: campus 1 utilized Qualtrics survey software while campus 2 used an institution-specific survey software. Data sets were normed and merged later in the study to enable comparison and identify broad themes. Survey respondents were also invited to participate in a 15 to 20 minute follow-up interview and were compensated with a $20 Amazon gift card. The
Horgan, Aine; Sweeney, John; Behan, Laura; McCarthy, Geraldine
This study aimed to identify levels of depressive symptoms, social and personal college adjustment and peer support among nursing and midwifery students. Student mental health is of international concern, particularly among students who are undertaking professional qualifications in health care. Cross-sectional design. Data were collected in 2013 using the Centre for Epidemiology Depressive Symptoms Scale, two subscales of the Student Adaptation to College Questionnaire; and a subscale of the Peer Support Evaluation Inventory with 417 students in Ireland. Findings indicated that 34% of participants experienced depressive symptoms, 20% were poorly personally adjusted and 9% poorly socially adjusted. Most students had good levels of peer support. Statistically significant relationships were found between all key variables. Students in their second year of study had significantly higher rates of depressive symptoms. Participants who reported having poor relationships with their fathers were at higher risk and had more difficulties personally and socially adjusting to university life and study. The alcohol consumption of participants had a statistically significant relationship with depressive symptoms with higher consumption rates having a positive impact on symptoms. The mental health of undergraduates undertaking professional healthcare studies needs to be a key research, educational and clinical priority. High rates of adjustment and mental health difficulties, particularly in the second year of the programme need to be examined and more effective interventions developed. © 2016 John Wiley & Sons Ltd.
Barmparas, Galinos; Fierro, Nicole; Lee, Debora; Sun, Beatrice J; Ley, Eric J
Offering undergraduate students research opportunities may enhance their interest in pursuing a surgical career and lead to increased academic productivity. We characterize the benefits of participating in the Trauma Research Associates Program. A 19-point Web-based survey. Academic Level I Trauma Center. A total of 29 active and former members of the Trauma Research Associates Program. Academic activities and predictors associated with interest in a surgical career and research productivity. Surveys were completed on 26 of 29 (90%) participants. Clinical experience was the most highly ranked motivation to join the program (65%), followed by pursuing a research experience (46%). During their involvement, 73% of participants observed surgical intensive care unit rounds, 65% observed acute care surgery rounds, and 35% observed a surgical procedure in the operating room. In addition, 46% submitted at least one abstract to a surgical meeting coauthored with the Division's faculty. Furthermore, 58% reported that they enrolled in a medical school, whereas 17% pursued a full-time research job. The program influenced the interest in a surgical career in 39% of all members, and 73% reported that they would incorporate research in their medical career. Observing a surgical procedure was independently associated with development of a high interest in a surgical career (adjusted odds ratio: 6.50; 95% CI: 1.09, 38.63; p = 0.04), whereas volunteering for more than 15 hours per week predicted submission of at least 1 abstract to a surgical conference by the participant (adjusted odds ratio: 13.00; 95% CI: 1.27, 133.29; p = 0.03). Development of a structured research program for undergraduate students is beneficial to both the participants and sponsoring institution. Undergraduate exposure to academic surgery enhances interest in pursuing a surgical specialty and leads to academic productivity. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier
Encouraging student participation while designing writing exercises requires a certain pragmatic approach. Wilbert James McKeachie is the author of a widely read textbook on college teaching. McKeachie was a longtime faculty member at the University of Michigan. He served as president of the American Psychological Association, the American Psychological Foundation and the American Association of Higher Education. In his famous book Teaching and Learning in the College Classroom, McKeachie provides an introduction and notes the role of research in identifying new goals for higher education. He also offers a conceptual framework based on a student mediation model and a focuses on the processs-product relationships between faculty teacher behavior and student learning outcomes. McKeachie' s Teaching Tips provides helpful strategies for dealing with both the everyday problems of university teaching and those that arise in trying to maximize learning for every student. The book does not suggest a set of recipes to be followed mechanically; it gives instructors the tools they need to deal with the ever-changing dynamics of teaching and learning. First, it is extremely important to define the target skill areas and means of implementation. Next, the professor can then proceed to focus on the techniques that could be employed to ensure student participation. This includes selection of an appropriate topic that is relevant to the field of study as well as classroom learning experiences. By pragmatically combining these objectives, the teacher can expect both enthusiasm and effective learning among the student population. McKeachie, Wilbert James. (1980) Learning, Cognition and College Teaching. San Francisco: Jossey - Bass McKeachie, Wilbert James. (1980) Teaching Tips: A Guidebook for the Beginning College Teacher Lexington, MASS. : Heath. 1986. ISBN: 0669067520 McKeachie, Wilbert James., et. al. (2001) Teaching Tips (Eleventh Edition): Strategies, Research, and Theory for
Bowman, C. D.; Arvidson, R. E.; Nelson, S. V.; Sherman, D. M.; Squyres, S. W.
The LAPIS program was developed in 1999 as part of the Athena Science Payload education and public outreach, funded by the JPL Mars Program Office. For the past three years, the Athena Science Team has been preparing for 2003 Mars Exploration Rover Mission operations using the JPL prototype Field Integrated Design and Operations (FIDO) rover in extended rover field trials. Students and teachers participating in LAPIS work with them each year to develop a complementary mission plan and implement an actual portion of the annual tests using FIDO and its instruments. LAPIS is designed to mirror an end-to-end mission: Small, geographically distributed groups of students form an integrated mission team, working together with Athena Science Team members and FIDO engineers to plan, implement, and archive a two-day test mission, controlling FIDO remotely over the Internet using the Web Interface for Telescience (WITS) and communicating with each other by email, the web, and teleconferences. The overarching goal of LAPIS is to get students excited about science and related fields. The program provides students with the opportunity to apply knowledge learned in school, such as geometry and geology, to a "real world" situation and to explore careers in science and engineering through continuous one-on-one interactions with teachers, Athena Science Team mentors, and FIDO engineers. A secondary goal is to help students develop improved communication skills and appreciation of teamwork, enhanced problem-solving skills, and increased self-confidence. The LAPIS program will provide a model for outreach associated with future FIDO field trials and the 2003 Mars mission operations. The base of participation will be broadened beyond the original four sites by taking advantage of the wide geographic distribution of Athena team member locations. This will provide greater numbers of students with the opportunity to actively engage in rover testing and to explore the possibilities of
Knight, James; Stroud, Lauren; Geyton, Thomas; Stead, Anthony; Cock, Hannah R
The aim of this study was to evaluate undergraduate medical student perceptions as to the value of different types of neurosurgical teaching to their general neuroscience education, delivered in the penultimate year of a U.K medical school. We surveyed penultimate-year medical students at St George's Hospital Medical School, University of London (SGUL), who were undertaking their clinical neuroscience attachment from August 2014 to July 2015. A questionnaire comprising closed Likert scale questions and an open question inviting participants to comment freely was used to assess student perception about the value of Neurosurgical sessions within their overall neuroscience education. Of the 316 students in the year we surveyed 247 (78.2%), of whom 201 responded (response rate 81.4%). On average, 82.8% of students either agreed or strongly agreed that neurosurgical teaching sessions made a valuable contribution to their learning. In particular, lectures by neurosurgeons, clinical teaching on the Glasgow Coma Scale in neuro-ITU, bedside teaching and neurosurgical clinics were considered the most beneficial. The majority of students felt the sessions improved their understanding of neurological examination, signs, and 'red-flags'. The sessions were also beneficial for learning neuro-imaging and understanding of neurosurgical emergencies. Over two thirds felt that theatre sessions were beneficial, significantly more so amongst students invited to 'scrub-in'. Students rated neurosurgical sessions highly and valued the contribution they made not only to their learning of neurosurgical conditions and emergencies, but also to their learning of general neurology and clinical neurosciences overall. Student perceived learning from theatre sessions was significantly correlated with whether or not the student had been invited to 'scrub-in'. Expert neurosurgical teaching can make a valuable, and arguably essential contribution to the undergraduate medical curriculum.
Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah
Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229
Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen
In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to explore the relationships among undergraduates' conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students' conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students' conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed.
Ribeiro, Laura; Severo, Milton; Ferreira, Maria Amélia
There is an increasingly growing trend towards integrating scientific research training into undergraduate medical education. Communication, research and organisational/learning skills are core competences acquired by scientific research activity. The aim of this study was to assess the perceived performance of a core of transversal skills, related with scientific research, by Portuguese medical students. A cross-sectional study was conducted in 611 Portuguese students attending the first, fourth and sixth years of the medical course, during the same academic year. A validated questionnaire was applied for this purpose. Medical students felt confident regarding the majority of the analyzed transversal skills, particularly regarding team work capacity (72.7% perceived their own capacity as good). On the other hand, the perceived ability to manage information technology, time and to search literature was classified only as sufficient by many of them. The progression over the medical course and participation in research activities were associated with an increasing odds of a good perceived performance of skills such as writing skills (research activity: OR = 2.00; 95% CI: 1.34-2.97) and English proficiency (research activity: OR = 1.59; 95% CI: 1.06-2.38/final year medical students: OR = 3.63; 95% CI: 2.42-5.45). In this line, the early exposure to research activities along undergraduate medical education is an added value for students and the implementation of an integrated research program on medical curriculum should be considered.
Pim A. de Ruijter
Full Text Available Background: Undergraduate medical students follow a compulsory first aid (FA and basic life support (BLS course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. Methods: One hundred and twenty students were randomly selected from first year (n=349 medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78% and 69 (58% participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. Results: After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. Conclusions: The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.
de Ruijter, Pim A; Biersteker, Heleen A; Biert, Jan; van Goor, Harry; Tan, Edward C
Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.
Szeto, Anne; Haines, Jess; Buchholz, Andrea C
We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students' perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%-22% increase (P learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.
Zubaran, Carlos; Lazzaretti, Rubia
To investigate the prevalence of appetite suppressant use among health sciences students in Southern Brazil. Undergraduate students (n=300) from seven health science undergraduate courses of the Universidade de Caxias do Sul completed a questionnaire about the use of substances to suppress appetite. A significant percentage (15%; n=45) of research participants used appetite suppressants at least once in their lives. The most commonly used substances were sympathomimetic stimulant drugs (5%), including amfepramone (3.3%) and fenproporex (1.7%). The lifetime use of appetite suppressants was more prevalent among Nursing (26.7%) and Nutrition (24.4%%) students. There was no reported use of appetite suppressants among medical students. The use of appetite suppressants was significantly more prevalent among women. The majority of those who used these substances did so under medical recommendation. Most of users took appetite suppressants for more than 3 months. Lifetime use of appetite suppressants was substantial, being sympathomimetic stimulant drugs the most commonly used agents. Students enrolled in Nursing and Nutrition courses presented a significantly higher prevalence of lifetime use of appetite suppressants.
Karina K. Kedzior
Full Text Available University education is increasingly becoming international. Therefore, it is important that universities prepare their new students for the challenges of an intercultural academic environment. The aim of the current study was to quantitatively evaluate the effectiveness of an intercultural peer-to-peer training offered to all new incoming students at Jacobs University Bremen, Germany. The training aims to facilitate the social and academic integration of students at this international university. A total of 117 first-year undergraduate students completed a pen-and-paper questionnaire with 47 items one semester (6 months after attending the intercultural training. The results suggest that participants liked the structure of the training and the use of senior students as peer trainers. It appears that the training improved the awareness of the effects of culture (own and other on the social life of students. However, the training was less adequate at preparing the participants for the student-centered academic culture at this university. In light of its cost-effectiveness, the intercultural training could be easily adopted for use at other universities as part of the campus-wide orientation activities. However, regardless of their culture, all new university students require more assistance to academically adapt to and succeed in multicultural classrooms.
Fergen, Brenda Sue
This dissertation explores undergraduate engineering experiences, comparing men with women and switchers with non-switchers. Factors related to a chilly academic climate and gender-role socialization are hypothesized to contribute to variations in men's and women's academic experiences and persistence rates. Both quantitative and qualitative data are utilized in an effort to triangulate the findings. Secondary survey data, acquired as result of a 1992 Academic Environment Survey, were utilized to test the hypothesis that sex is the most important predictor (i.e., demographic variable) of perceptions of academic climate. Regression analyses show that sex by itself is not always a significant determinant. However, when sex and college (engineering vs. other) are combined into dummy variables, they are statistically significant in models where sex was not significant alone. This finding indicates that looking at sex differences alone may be too simplistic. Thirty personal interviews were conducted with a random stratified sample of undergraduate students from the 1993 engineering cohort. The interview data indicate that differences in childhood socialization are important. With regard to persistence, differences in socialization are greater for switchers vs. non-switchers than men vs. women. Thus, gender-role socialization does not appear to play as prominent a role in women's persistence as past literature would indicate. This may be due to the self-selection process that occurs among women who choose to pursue engineering. Other aspects of childhood socialization such as parents' level of educational and occupation, students' high school academic preparation and knowledge of what to expect of college classes appear to be more important. In addition, there is evidence that, for women, male siblings play an important role in socialization. There is also evidence that women engineering students at Midwestern University face a chilly academic climate. The factors which
Ezeala, Christian Chinyere; Siyanga, Nalucha
It aimed to compare the study skills of two groups of undergraduate pharmacy students in the School of Medicine, University of Zambia using the Study Skills Assessment Questionnaire (SSAQ), with the goal of analysing students’ study skills and identifying factors that affect study skills. A questionnaire was distributed to 67 participants from both programs using stratified random sampling. Completed questionnaires were rated according to participants study skill. The total scores and scores ...
Sheriff, Ibrahim Hasanyn Naim; Ahmed, Faheem; Jivraj, Naheed; Wan, Jonathan C M; Sampford, Jade; Ahmed, Na'eem
Purpose Effective clinical leadership is crucial to avoid failings in the delivery of safe health care, particularly during a period of increasing scrutiny and cost-constraints for the National Health Service (NHS). However, there is a paucity of leadership training for health-care students, the future leaders of the NHS, which is due in part to overfilled curricula. The purpose of this study was to assess the impact of student-led leadership training for the benefit of fellow students. Design/methodology/approach To address this training gap, a group of multiprofessional students organised a series of large-group seminars and small-group workshops given by notable health-care leaders at a London university over the course of two consecutive years. Findings The majority of students had not previously received any formal exposure to leadership training. Feedback post-events were almost universally positive, though students expressed a preference for experiential teaching of leadership. Working with university faculty, an inaugural essay prize was founded and student members were given the opportunity to complete internships in real-life quality improvement projects. Originality/value Student-led teaching interventions in leadership can help to fill an unmet teaching need and help to better equip the next generation of health-care workers for future roles as leaders within the NHS.
Browne, Caroline A; Fetherston, Catherine M; Medigovich, Kristina
International clinical placements provide undergraduate nursing students with the opportunity to experience or practice nursing care in diverse countries, settings, and cultures. This systematic review aims to ascertain the current knowledge on international clinical placements offered by undergraduate nursing programs in Australia. It seeks to explore three questions: (1) How have previous experiences of nursing students' international clinical placements been described? (2) How have participants and stakeholders determined if the placement has been successful? And (3) What benefits or challenges have been identified by stakeholders as a result of participating in international clinical placements? A systematic thematic synthesis was undertaken. A search of electronic databases including CINAHL, Proquest Central, Scopus, PubMed, and Health Collection was undertaken between September and October 2014. Key terms including 'international clinical placement', 'study abroad', 'international exchange', 'nursing', and 'Australia' were used to identify articles that appeared in peer-reviewed English language journals and that explored international clinical placements offered to undergraduate nursing students by Australian universities. Eight studies were identified that meet the inclusion criteria, and through thematic analysis, five key themes were identified including developing cultural awareness and competence, providing a global perspective on health care, translation of theory to practice, growing personally through reflection, and overcoming apprehension to successfully meet the challenge. A comparison search of literature from Canada and the United Kingdom revealed that similar themes occurred internationally. Although personal successes were identified by students undertaking international clinical placement, further research is required to identify all stakeholder experiences including those of the educators, the educational institutions, and travel providers
Ranadip Chowdhury; Abhijit Mukherjee; Kaushik Mitra; Somnath Naskar; Prasanta Ray Karmakar; Saibendu Kumar Lahiri
Recently, there is a growing concern about stress during undergraduate medical training. The objectives of our study were to assess perceived stress among undergraduate medical students and to find out academic factors as determinants. A cross-sectional, questionnaire-based survey was carried out among undergraduate medical students of R. G. Kar Medical College, India, during July 2011–June 2012. Perceived stress was assessed using the Perceived Stress Scale-14. A 10-item questionnaire was us...
The purpose of this study was to identify those particular aspects of US Department of Energy (DOE) research participation programs for undergraduate and graduate students that are most associated with attracting and benefiting underrepresented minority students and encouraging them to pursue careers in science, engineering, and technology. A survey of selected former underrepresented minority participants, focus group analysis, and critical incident analysis serve as the data sources for this report. Data collected from underrepresented minority participants indicate that concerns expressed and suggestions made for conducting student research programs at DOE contractor facilities are not remarkably different from those made by all participants involved in such student research participation programs. With the exception of specific suggestions regarding recruitment, the findings summarized in this report can be interpreted to apply to all student research participants in DOE national laboratories. Clearly defined assignments, a close mentor-student association, good communication, and an opportunity to interact with other participants and staff are those characteristics that enhance any educational program and have positive impacts on career development.
Boni, Robson Aparecido Dos Santos; Paiva, Carlos Eduardo; de Oliveira, Marco Antonio; Lucchetti, Giancarlo; Fregnani, José Humberto Tavares Guerreiro; Paiva, Bianca Sakamoto Ribeiro
To evaluate the prevalence and possible factors associated with the development of burnout among medical students in the first years of undergraduate school. A cross-sectional study was conducted at the Barretos School of Health Sciences, Dr. Paulo Prata. A total of 330 students in the first four years of medical undergraduate school were invited to participate in responding to the sociodemographic and Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaires. The first-year group consisted of 150 students, followed by the second-, third-, and fourth-year groups, with 60 students each. Data from 265 students who answered at least the sociodemographic questionnaire and the MBI-SS were analyzed (response rate = 80.3%). One (n = 1, 0.3%) potential participant viewed the Informed Consent Form but did not agree to participate in the study. A total of 187 students (187/265, 70.6%) presented high levels of emotional exhaustion, 140 (140/265, 52.8%) had high cynicism, and 129 (129/265, 48.7%) had low academic efficacy. The two-dimensional criterion indicated that 119 (44.9%) students experienced burnout. Based on the three-dimensional criterion, 70 students (26.4%) presented with burnout. The year with the highest frequency of affected students for both criteria was the first year (p = 0.001). Personal attributes were able to explain 11% (ΔR = 0.11) of the variability of burnout under the two-dimensional criterion and 14.4% (R2 = 0.144) under the three-dimensional criterion. This study showed a high prevalence of burnout among medical students in a private school using active teaching methodologies. In the first years of graduation, students' personal attributes (optimism and self-perception of health) and school attributes (motivation and routine of the exhaustive study) were associated with higher levels of burnout. These findings reinforce the need to establish preventive measures focused on the personal attributes of first-year students, providing better
Full Text Available Computers and computer-assisted instruction are being used with increasing frequency in the area of undergraduate paramedic education. Paramedic students' attitudes towards the use of e-learning technology and computer-assisted instruction have received limited attention in the empirical literature to date. The objective of this study was to determine paramedic students' attitudes towards e-learning. A cross-sectional methodology was used in the form of a paperbased survey to elicit students' attitudes to e-learning using three standardised scales. Convenience sampling was used to sample a cross-section of paramedic students at five universities during semester 1 of 2009. The scales used were: the Computer Attitude Survey (CAS, the Online Learning Environment Survey (OLES, and the Attitude Toward CAI Semantic Differential Scale (ATCAISDS. There were 339 students who participated. Approximately onehalf (57.7% were female and most (76.0% were under 24 years of age. Moderate results were noted for the CAS general and education subscales. The CAS results were broadly corroborated by the OLES, although a statistically significant difference between participants preferred and actual results on the OLES Computer Usage subscale identified that participants would prefer to use computers less than they actually do. Similarly, the ATCAISDS found participants were largely ambivalent towards computers. As paramedic degree programs continue to emerge and develop, careful consideration should be given to the usability and utility of various e-learning approaches.
Tam, Ai May; Chaw, Siew Ling; Ang, May Jing; Yong, Mei Wan
Objective To measure pharmacy students' anxiety towards research and how academic support, academic effort, attitude and self-efficacy influence their research anxiety. Methods A cross-sectional study was conducted with undergraduate final year students of pharmacy using a convenient sampling method. A validated self-administered questionnaire was used. Results Response rate for this study was 85.9% (128 students from a population of 149). The participants agreed that they read literature to understand research, but did not attend research-related coursework. Most participants (91.4%) felt that they were under stress while doing research. Almost all participants (97.6%) felt that they were doing very badly during their data analysis or they may fail their research projects. The majority of participants agreed that help from the lecturers' and friends in research give emotional support for their research activities. Conclusion Academic support for pharmacy students, along with their additional academic effort will improve the students' self-efficacy and reduce research anxiety. PMID:28419167
Koç, Didem Koban; Koç, Serdar Engin
The purpose of this study is to analyze the perceptions of learners' blog use in a Linguistics course offered in an English Language Teaching program at one of the largest government universities in Turkey. A total of 71 students participated in the study. The students were asked to respond to several blog questions about the linguistics lectures…
Pontes, Manuel C. F.; Pontes, Nancy M. H.
This research investigates the relationship between students' field of study and their preference for distance education. For this research, data were used from the National Postsecondary Student Aid Study: Undergraduate, which uses a complex survey design to collect data from a nationally representative sample of undergraduate postsecondary…
Hanson, Mark J.
A three-day ethics seminar introduced ethics to undergraduate environmental chemistry students in the Research Experiences for Undergraduates (REU) program. The seminar helped students become sensitive to and understand the ethical and values dimensions of their work as researchers. It utilized a variety of resources to supplement lectures and…
Malaquias, Rodrigo Fernandes; Malaquias, Fernanda Francielle de Oliveira; Borges, Dermeval M., Jr.; Zambra, Pablo
The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academic performance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with…
Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students…
Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.
Undergraduate research experiences are a "high impact" educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty…
Werfel, Krystal L.
The purpose of this study was to evaluate the effects of phonetic transcription training on the explicit phonemic awareness of adults. Fifty undergraduate students enrolled in a phonetic transcription course and 107 control undergraduate students completed a paper-and-pencil measure of explicit phonemic awareness on the first and last days of…
Sashittal, Hemant C.; Jassawalla, Avan R.; Markulis, Peter
Apathy and social disconnectedness among undergraduate business students remain poorly understood and under-researched--despite evidence that they produce an adverse impact on learning-related outcomes. Qualitative research was initially conducted among a sample of undergraduate business students to identify the antecedents and learning-related…
Ashwin, Paul; Abbas, Andrea; McLean, Monica
In this article we examine how students' accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology.…
Perrin, David W.; Kerasotes, Dean L.
It was hypothesized that using asterisks as attention focusing devices would cause students to read all asteriked test items more carefully and would improve test scores of undergraduate education students. Sixty-three undergraduates majoring in elementary or special education were administered a 36-item objective test. Asterisks were used to…
Due to EFL undergraduate students' ineffective learning strategies, which mirror lack of autonomy, this paper is a pilot study into how use of Cambridge Dictionaries Online can affect undergraduate students' autonomy or self-reliance in a Thai EFL context. The link was selectively integrated in a writing classroom as a tool to improve their…
Ubierna, Francisco; Arranz, Nieves; Fdez de Arroyabe, J. C.
This paper presents an analysis of the entrepreneurial intentions of university undergraduate students, with particular regard to those studying design. Attitudinal, social and capabilities variables are analysed in order to determine the profile of an entrepreneur. Using a sample of 521 undergraduate students, the findings show that design…
Cofré, Hernán; Jiménez, Juan; Santibáñez, David; Vergara, Claudia
Despite the importance of the theory of evolution to scientific knowledge, a number of misconceptions continue to be found among teachers and undergraduate students. The aim of the present study was to describe and characterise knowledge about evolution among 120 freshman undergraduate students of two natural sciences programmes (environmental…
Tanner, John R.; Noser, Thomas C.; Totaro, Michael W.
In this paper, the authors compare business faculty and undergraduate students' perceptions of online learning. Specifically, a survey was given to a convenience sample of 893 undergraduate students (of which 890 were usable) at two regional universities in the southern United States; a modified version of the survey was mailed to a random sample…
Brown, Stephen; White, Sue; Bowmar, Alex; Power, Nicola
The attitude toward a subject contributes to both academic engagement and success at university, yet it is not routinely measured in undergraduate students. Therefore, in two consecutive introductory courses in Human anatomy and physiology (HAP 1, n = 239, and HAP 2, n = 329), an instrument to quantify undergraduate students' attitude to the…
This paper solicits the views of students in order to assess the goals and effectiveness of the teaching of ethics in undergraduate Accounting programmes. Using a survey and interviews, the opinions of second-year undergraduate students at a UK university were obtained. Their perception of the aims and importance of ethics and their preferred…
Nixon, Ryan S.; Godfrey, T. J.; Mayhew, Nicholas T.; Wiegert, Craig C.
Lab activities are an important element of an undergraduate physics course. In these lab activities, students construct and interpret graphs in order to connect the procedures of the lab with an understanding of the related physics concepts. This study investigated undergraduate students' construction and interpretation of graphs with best-fit…
Thon, Sarah; Hansen, Pamela
Context: Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective: To determine the preferred learning style of professional undergraduate and graduate athletic training students…
Langdon, G. S.; Balchin, K.; Mufamadi, P.
This paper examines the development of risk awareness among undergraduate students studying mechanical engineering at a South African university. A questionnaire developed at the University of Liverpool was modified and used on students from the first, second and third year cohorts to assess their awareness in the areas of professional responsibility, risk assessment, techniques for reducing risk and potential exposure to hazards and risk in the workplace. Students performed best in hazard identification in the workplace. The student performance was similar in the first and second years, but a significant improvement was evident towards the end of the third year. This was attributed to the third year design curriculum, which formally covers certain aspects of risk awareness, including the ones showing improved performance. The results were compared to those obtained from the University of Liverpool - the UK students outperformed their South African counterparts. It is recommended that teaching interventions regarding health and safety be introduced earlier in the South African Mechanical Engineering curriculum to address this deficiency.
Zoe E. Davidson
Full Text Available Evidence-based practice is the foundation of nutrition and dietetics. To effectively apply evidence-based practice, health professionals must understand the basis of research. Previous work has identified the lack of involvement of dietitians in research. As part of a curriculum redevelopment in undergraduate nutrition and dietetics courses, research skill teaching was enhanced. This study evaluated the effect of a new, year two level nutrition research methods unit on the perceived research skills of students. The unit consisted of two key components: a student-led class research project and a small group systematic literature review. Prior to commencement and on completion of the course, students completed a modified version of the Research Skills Questionnaire. Results demonstrated that self-perceived competence increased by a small degree in a set of specific research skills as well as in broader skills such as information gathering and handling, information evaluation, ability to work independently, and critical thinking. The new research unit was also evaluated highly on a student satisfaction survey. Despite these positive findings, students indicated that their general feelings towards research or a career in research were unchanged. In summary, this unit enhanced students’ perceived research skills. Further exploration of students’ attitude towards research is warranted.
Garner, Jayne; O'Sullivan, Helen
The rapid growth and accessibility of social networking websites has fundamentally changed the way people manage information about their personal and professional lives. In particular, it has been suggested that interaction in virtual communities erodes elements of responsibility, accountability and social trust that build traditionally meaningful communities. The purpose of this study was to investigate how undergraduate medical students use the social network website Facebook, and to identify any unprofessional behaviour displayed online. A voluntary anonymous online survey was devised by the University of Liverpool, and emailed to students. Question topics included the use of Facebook, privacy settings, groups relating to the course and professional behaviours. Results were input to spss for analysis. The response rate was 31 per cent (n = 56). The majority of respondents did have a Facebook account and admitted there were photos they found embarrassing on the site. Over half of the respondents reported they had seen unprofessional behaviour by their colleagues on Facebook. Although students say that they are aware of the UK's General Medical Council (GMC) guidance, unprofessional behaviour is still demonstrated on the site. This research highlights the issue of social networking websites and professionalism amongst medical students. Further guidance from the GMC and medical schools should remind students that images and information placed on social networking sites is in the public domain, and could impact upon their professional reputation and identity. © Blackwell Publishing Ltd 2010.
Annear, Michael; Walker, Kim; Lucas, Peter; Lo, Amanda; Robinson, Andrew
This article examines the reflective discourses of medical, nursing, and paramedic students participating in interprofessional education (IPE) activities in the context of aged-care clinical placements. The intent of the research is to explore how students engage with their interprofessional colleagues in an IPE assessment and care planning activity and elucidate how students configure their role as learners within the context of a non-traditional aged-care training environment. Research participants included cohorts of volunteer medical (n = 61), nursing (n = 46), and paramedic (n = 20) students who were on clinical placements at two large teaching aged-care facilities in Tasmania, Australia, over a period of 18 months. A total of 39 facilitated focus group discussions were undertaken with cohorts of undergraduate student volunteers from three health professions between February 2013 and October 2014. Thematic analysis of focus group transcripts was assisted by NVIVO software and verified through secondary coding and member checking procedures. With an acceptable level of agreement across two independent coders, four themes were identified from student focus group transcripts that described the IPE relations and perceptions of the aged-care environment. Emergent themes included reinforcement of professional hierarchies, IPE in aged care perceived as mundane and extraneous, opportunities for reciprocal teaching and learning, and understanding interprofessional roles. While not all students can be engaged with IPE activities in aged care, our evidence suggests that within 1 week of clinical placements there is a possibility to develop reciprocal professional relations, affirm a positive identity within a collaborative healthcare team, and support the health of vulnerable older adults with complex care needs. These important clinical learnings support aged-care-based IPE as a potentially powerful context for undergraduate learning in the 21st Century.
Smith, Morgan R; Grealish, Laurie; Henderson, Saras
Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities
Ramalho, Alan Saito; Silva, Felipe Duarte; Kronemberger, Tatiana Barboza; Pose, Regina Albanese; Torres, Marcelo Luis Abramides; Carmona, Maria José Carvalho; Auler, José Otávio Costa
Academic leagues have been consolidated as instruments of medical teaching and for the introducing of medical students to practice of specialties, including anesthesiology. As the role of leagues in the development process of competencies and learning of their students is not well known, the learning of members of an anesthesiology academic league was evaluated after participating in its activities for one year. Students of an anesthesiology academic league were followed up from March to December 2010 and evaluated through objective cognitive tests of multiple choice applied before the beginning of activities and after their conclusion. Attendance in activities and epidemiologic profile of students were correlated with the tests results. Twenty medical students from 3rd to 6th year were analyzed, with an average age of 22.8 (21-26) years. The average participation in the proposed activities was 10.4/13 (80%). The average of right answers on the first test was 8.1/17 (47.6%), and 3rd year students had lower grades (pgrades of different years of the medical undergraduation. A strong relationship between participation in activities and improved grades was found (r=0.719; p<0.001). Students who participated in the league had improvement in knowledge evaluation tests, suggesting that the league is a useful teaching instrument that can provide improved learning of anesthesiology. Participation in activities was connected with improved performance. Activities developed in leagues may have a positive role in students' academic education, more specifically in this article, in anesthesiology. Copyright © 2012 Elsevier Editora Ltda. All rights reserved.
Full Text Available The purpose of this phenomenological research was to discover whether training in the Korean martial art of Taekwondo may benefit undergraduate (UG students in handling stress. The goal of this innovative approach to learning and stress management was to allow UG students from across disciplines at a metropolitan university achieve an increased sense of emotional balance, inner peace, and overall well-being in body, mind, and spirit. No such study has been conducted before now. This research was multidisciplinary in its inclusion of insights from the tenets of higher education, human development and psychology, nursing and sociology, as well as the art, philosophy, and sport of Taekwondo. Ten UG student participants were sought for this research study, though a total of eight students agreed to participate. The study was open to all of the UG students at this university. Phenomenology was used to identify themes that emerged regarding student participant’s experience with stress. Consequently, new ideas were established about the ways in which UG students learned to use Taekwondo training to overcome stress, thereby improving upon and maintaining health and well-being in body, mind, and spirit.
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student's learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.
Paiva, Carlos Eduardo; de Oliveira, Marco Antonio; Lucchetti, Giancarlo; Fregnani, José Humberto Tavares Guerreiro; Paiva, Bianca Sakamoto Ribeiro
Objective To evaluate the prevalence and possible factors associated with the development of burnout among medical students in the first years of undergraduate school. Method A cross-sectional study was conducted at the Barretos School of Health Sciences, Dr. Paulo Prata. A total of 330 students in the first four years of medical undergraduate school were invited to participate in responding to the sociodemographic and Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaires. The first-year group consisted of 150 students, followed by the second-, third-, and fourth-year groups, with 60 students each. Results Data from 265 students who answered at least the sociodemographic questionnaire and the MBI-SS were analyzed (response rate = 80.3%). One (n = 1, 0.3%) potential participant viewed the Informed Consent Form but did not agree to participate in the study. A total of 187 students (187/265, 70.6%) presented high levels of emotional exhaustion, 140 (140/265, 52.8%) had high cynicism, and 129 (129/265, 48.7%) had low academic efficacy. The two-dimensional criterion indicated that 119 (44.9%) students experienced burnout. Based on the three-dimensional criterion, 70 students (26.4%) presented with burnout. The year with the highest frequency of affected students for both criteria was the first year (p = 0.001). Personal attributes were able to explain 11% (ΔR = 0.11) of the variability of burnout under the two-dimensional criterion and 14.4% (R2 = 0.144) under the three-dimensional criterion. Conclusion This study showed a high prevalence of burnout among medical students in a private school using active teaching methodologies. In the first years of graduation, students’ personal attributes (optimism and self-perception of health) and school attributes (motivation and routine of the exhaustive study) were associated with higher levels of burnout. These findings reinforce the need to establish preventive measures focused on the personal attributes of first
Ruijter, P.A. de; Biersteker, H.A.; Biert, J.; Goor, H. van; Tan, E.C.T.H.
Background: Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students.Methods: One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From thes...
Altaany, Fawzi H.; Jassim, Firas A.
The aim of this study is to investigate the style of Facebook usage between undergraduate students and the impact on their academics performance. Also, this paper was evaluated in the view of student the using of Facebook. A questioner was design for collecting data from a sample of 480 undergraduate students in Irbid National University. The survey revealed that 77% of the students have an account on Facebook. One of the main findings is that there was a significant relationship between gend...
Sahraian, Ali; Gholami, Abdullah; Javadpour, Ali; Omidvar, Benafsheh
The association between religiosity and happiness has been the focus of much recent research. The majority of them report a positive correlation between a religious attitude and behavior and the level of happiness. However, different findings have been reported. The aim of the current study was to test link between religiosity and happiness among a group of undergraduate Muslim students. Two hundred and seventy-one health-related students agreed to participate and completed Oxford Happiness Index and a religious belief questionnaire. It was found that higher score on religious belief was significantly linked to the level of happiness (r = .256, P = .01). The result confirms that individuals with a more religious attitude experience more happiness. The result of this study should be considered in programs designed to improve overall well-being of university students.
Furmedge, Daniel S; Iwata, Kazuya; Gill, Deborah
Peer-assisted learning (PAL) has become increasingly popular over recent years with many medical schools now formally incorporating peer-teaching programs into the curriculum. PAL has a sound evidence base with benefit to both peer-teacher and peer-learner. Aside from in teaching delivery, empowering students to develop education in its broadest sense has been much less extensively documented. Five case studies with supportive evaluation evidence illustrate the success of a broad range of peer-led projects in the undergraduate medical curriculum, particularly where these have been embedded into formal teaching practices. These case studies identify five domains of teaching and support of learning where PAL works well: teaching and learning, resource development, peer-assessment, education research and evaluation and mentoring and support. Each case offers ways of engaging students in each domain. Medical students can contribute significantly to the design and delivery of the undergraduate medical program above and beyond the simple delivery of peer-assisted "teaching". In particular, they are in a prime position to develop resources and conduct research and evaluation within the program. Their participation in all stages enables them to feel involved in course development and education of their peers and ultimately leads to an increase in student satisfaction.
Full Text Available The internationalization of Brazilian higher education has attracted the attention of academic production, by investigating trends as increasing academic mobility in different countries, the adoption of transnational curriculum matrices and the consolidation of international networks of scientific research. At the University of the State of Santa Catarina (UDESC this process is in its early stages, creating the need to understand the impact of internationalization phenomenon in relation to university management. This study aims to identify the main challenges and difficulties encountered by undergraduate students of the School of Business and Management (ESAG, department of UDESC, to participate in an academic mobility program in foreign universities. A survey was conducted with 208 undergraduates between the years 2009 and 2013, using semi-structured interviews by digital means. The results indicate that the mobility experience is seen by the students, predominantly, as an opportunity for personal development, and the obstacles faced by the students are mostly bureaucratic, such as validating courses taken abroad and knowing the foreign documents necessary for the local registry. Regarding the university management, it is discussed the creation of a virtual instrument support with the objective of streamlining the service to students in mobility.
Hay, Benjamin; Carr, Peter J; Dawe, Lydia; Clark-Burg, Karen
The purpose of this study was to identify in what way social media and mobile technology assist with learning and education of the undergraduate nurse. The study involved undergraduate nursing students across three campuses from the University of Notre Dame Australia. Participants were invited to complete an online questionnaire that related to their current knowledge, preferences, and practice with mobile technology and social media within their undergraduate nursing degree. A quantitative descriptive survey design was adapted from an initial pilot survey by the authors. A total of 386 nursing students (23.47% of the total enrolment) completed the online survey. Overall, results suggested that students are more supportive of social media and mobile technology in principle than in practice. Students who frequently use mobile technologies prefer to print out, highlight, and annotate the lecture material. Findings suggest that nursing students currently use mobile technology and social media and are keen to engage in ongoing learning and collaboration using these resources. Therefore, nursing academia should encourage the appropriate use of mobile technology and social media within the undergraduate curriculum so that responsible use of such technologies positively affects the future nursing workforce.
Niia, Anna; Almqvist, Lena; Brunnberg, Elinor; Granlund, Mats
This study shows that students, teachers, and parents in Swedish schools ascribe differing meanings and significance to students' participation in school in relation to academic achievement. Students see participation as mainly related to social interaction and not academic achievement, whilst teachers view students' participation as more closely…
Coronado, Gloria D; O'Connell, Mary A; Anderson, Jennifer; Löest, Helena; Ogaz, Dana; Thompson, Beti
Students from racially/ethnically diverse backgrounds are underrepresented in graduate programs in biomedical disciplines. One goal of the Minority Institution/Cancer Center partnership between New Mexico State University (NMSU) and the Fred Hutchinson Cancer Research Center (FHCRC) is to expand the number of underrepresented students who are trained in cancer research. As part of the collaboration, a summer internship program has been organized at the FHCRC. The program runs for 9 weeks and involves mentored research, research seminars, coffee breaks, social activities, and a final poster session. This study examined the graduate school attendance rates of past interns, explored interns' perceptions of the training program, and identified ways to improve the program. Thirty undergraduate students enrolled at NMSU participated in the internship program from 2002 to 2007 and telephone interviews were conducted on 22 (73%) of them. One-third of the students were currently in graduate school (32%); the remaining were either working (36%), still in undergraduate school (27%), or unemployed and not in school (5%). Students rated highly the following aspects of the program: mentored research, informal time spent with mentors, and research seminars. Students also reported the following activities would further enhance the program: instruction on writing a personal statement for graduate school and tips in choosing an advisor. Students also desired instruction on taking the GRE/MCAT, receiving advice on selecting a graduate or professional school, and receiving advice on where to apply. These findings can inform the design of internship programs aimed at increasing rates of graduate school attendance among underrepresented students.
Van der Westhuizen, Helene-Mari; Dramowski, Angela
Medical students acquire latent tuberculosis (TB) infection at a rate of 23 cases/100 person-years. The frequency and impact of occupational TB disease in this population are unknown. A self-administered questionnaire was distributed via email and social media to current medical students and recently graduated doctors (2010 - 2015) at two medical schools in Cape Town. Individuals who had developed TB disease as undergraduate students were eligible to participate. Quantitative and qualitative data collected from the questionnaire and semi-structured interviews were analysed with descriptive statistics and a framework approach to identify emerging themes. Twelve individuals (10 female) reported a diagnosis of TB: pulmonary TB (n=6), pleural TB (n=3), TB lymphadenitis (n=2) and TB spine (n=1); 2/12 (17%) had drug-resistant disease (DR-TB). Mean diagnostic delay post consultation was 8.1 weeks, with only 42% of initial diagnoses being correct. Most consulted private healthcare providers (general practitioners (n=7); pulmonologists (n=4)), and nine underwent invasive procedures (bronchoscopy, pleural fluid aspiration and tissue biopsy). Substantial healthcare costs were incurred (mean ZAR25 000 for drug-sensitive TB, up to ZAR104 000 for DR-TB). Students struggled to obtain treatment, incurred high transport costs and missed academic time. Students with DR-TB interrupted their studies and experienced severe side-effects (hepatotoxicity, depression and permanent ototoxicity). Most participants cited poor TB infection-control practices at their training hospitals as a major risk factor for occupational TB. Undergraduate medical students in Cape Town are at high risk of occupationally acquired TB, with an unmet need for comprehensive occupational health services and support.
Helene-Mari van der Westhuizen
Full Text Available Background. Medical students acquire latent tuberculosis (TB infection at a rate of 23 cases/100 person-years. The frequency and impact of occupational TB disease in this population are unknown. Methods. A self-administered questionnaire was distributed via email and social media to current medical students and recently graduated doctors (2010 - 2015 at two medical schools in Cape Town. Individuals who had developed TB disease as undergraduate students were eligible to participate. Quantitative and qualitative data collected from the questionnaire and semi-structured interviews were analysed with descriptive statistics and a framework approach to identify emerging themes. Results. Twelve individuals (10 female reported a diagnosis of TB: pulmonary TB (n=6, pleural TB (n=3, TB lymphadenitis (n=2 and TB spine (n=1; 2/12 (17% had drug-resistant disease (DR-TB. Mean diagnostic delay post consultation was 8.1 weeks, with only 42% of initial diagnoses being correct. Most consulted private healthcare providers (general practitioners (n=7; pulmonologists (n=4, and nine underwent invasive procedures (bronchoscopy, pleural fluid aspiration and tissue biopsy. Substantial healthcare costs were incurred (mean ZAR25 000 for drug-sensitive TB, up to ZAR104 000 for DR-TB. Students struggled to obtain treatment, incurred high transport costs and missed academic time. Students with DR-TB interrupted their studies and experienced severe side-effects (hepatotoxicity, depression and permanent ototoxicity. Most participants cited poor TB infection-control practices at their training hospitals as a major risk factor for occupational TB. Conclusions. Undergraduate medical students in Cape Town are at high risk of occupationally acquired TB, with an unmet need for comprehensive occupational health services and support.
Al-Ismaily, Said; Al-Maktoumi, Ali; Kacimov, Anvar
Undergraduates, majoring in soil sciences (SS), have a broad holistic role because SS integrates several intertwined geo-environmental/ecological and socio-economical aspects. Consequently, students have to learn how the information, advice, practices and expertise, pertinent to food security, water shortage, hydropedology, among others amalgamate through SS . Hence, university SS-programs should incorporate public outreach activities. We present experience at Sultan Qaboos University (SQU) in Oman on how to develop an effective public outreach program that can be implemented by undergraduate students. Our strategy has three components : (i) offering a course Soil and Water Tour (SWAE 4110) of hydropedology nature that integrates field, laboratory-work, and presentation-extension activities; the course is research-oriented and designed to provide opportunities for students to practice their metacognitive abilities and critical thinking; the course is offered by the Department of Soils, Water & Agricultural Engineering (SWAE), (ii) Training and involving the undergraduates in planning and conducting enjoyable, interactive, and effective workshops for school pupils; a training workshop on "Soils" was conducted for pupils (a total 300 participants, grades 7-9) and teachers aiming to unveil the secrets and the role of soil in ecosystems; workshop was organized by the SWAE Students Society (iii) Guiding the undergraduates on the best practice for raising funds for their outreach activities (e.g. the undergraduates secured funds for the workshop on "Soils", which was sponsored by Muscat Municipality, a governmental agency, and several private companies such as HMR Consultants, Metal Engineering L.L.C and Bauer Nimr LLC); SS students were mentored in submission of research proposals to the national research agency (e.g. FURAP program of The Research Council, TRC, WWW.trc.gov.om). The three components were evaluated quantitatively and qualitatively using fixed-response and
Lindley, Jennifer; McCall, Louise; Abu-Arab, Adela
This study was conducted to identify key issues for students in an undergraduate medical course with cross border delivery and the impact of these issues on the students' ability to learn. Data relating to the student experience and perceived student needs were collected from transnational students and teaching staff from Australia and Malaysia.…
Wang, Qing; Law, Ho Chung; Li, Yan; Xu, Zhanfei; Pang, Weiguo
The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined. PMID:29209260
Full Text Available The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined.
Wang, Qing; Law, Ho Chung; Li, Yan; Xu, Zhanfei; Pang, Weiguo
The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined.
Mulligan, Gregory; Taylor, Nichole; Glen, Mary; Tomlin, Dona; Gaul, Catherine A
Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class (n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.
Slattery, Mary Jo; Logan, Bridget; Mudge, Bridget; Secore, Karen; Von Reyn, LInda J.; Maue, Robert A.
It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations. PMID:27964811
Full Text Available Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3% participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.
Frese, C; Wolff, D; Saure, D; Staehle, H J; Schulte, A
This study aimed to develop a suitable instrument for a comprehensive quantitative and qualitative assessment of perceived psychosocial impact, levels of stress and learning effect in undergraduate dental students during the transition from pre-clinical to clinical education. These findings might improve curricular structures and didactic organisation during this period. At the beginning of their first clinical year, undergraduate dental students were asked to complete an anonymous forty-item questionnaire. Two hundred and seventy-six undergraduate dental students were willing to participate and completed the questionnaire and participated during the years 2011-2016. The response rate was between 45% and 96%. Correlational analysis (Spearman-Rho) in the field of psychosocial impact showed the dental teacher to be the most important multiplier of students' feelings. If the students feel that their teacher acts cooperatively, positive items increase and negative items decrease significantly (P < .0001). Also, students who report high levels of stress are affected significantly in their psychosocial interaction (P < .0001). Wilcoxon test yielded highest levels of stress in endodontology during the first weeks (P < .0001). During the same period, the greatest learning increment was seen for diagnostics and caries excavation. In conclusion, teaching of undergraduate dental students during the transition period from pre-clinical to clinical education can be positively influenced by a supportive learning environment and by specific chronological modifications in the curriculum. Students should start their clinical training with diagnostics, preventive dentistry and initial periodontal treatment. Due to high levels of perceived stress, endodontology should be introduced later in the clinical curriculum. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Chen, Angela Chia-Chen; Szalacha, Laura A.; Menon, Usha
Objectives: Racial discrimination experiences can negatively affect health. This study examined perceived discrimination and its relationship with mental health and substance use among Asian American and Pacific Islander (API) undergraduate and graduate students. Participants: A total of 113 API students aged 18-35 completed the study during…
Kapoor, Shrea; Ajinkya, Shaunak; Jadhav, Pradeep R
Bullying is a form of behaviour that can negatively impact a person. It can lead to several deleterious consequences like low self-confidence, drop in academic performance and depression. Studies have shown that bullying behaviour exists amongst medical students also. In the medical field, it is known to negatively impact dispensing of health care and attitudes of medical students towards becoming doctors. It is very difficult for medical students to cope with such a menace as they are already burdened with a vast curriculum and rigorous schedules. There exists paucity of studies regarding bullying amongst undergraduate medical students in Indian context. To study prevalence of peer-based bullying and victimization along with their associated factors in undergraduate medical students. Four hundred randomly chosen undergraduate medical students were included in the study. Socio-demographic and personal details including history of substance use were recorded in a self-designed case record form. Illinois Bullying Scale was used to assess bullying behaviours. Out of total 400 students, 383 completed the survey and this data was analysed. In this study, 98.69% participants self-reported to having indulged in bullying while 88.77% reported feeling victimized. Physical (pbullying was found to be of significantly greater severity in males as compared to females. Students of the third year of medical school indulged in significantly (p=0.034) greater severity of physical bullying than those of other years. Alcohol consumption (p=0.001) and cigarette smoking (pbullying. Peer-based bullying and victimization was found to be highly prevalent amongst undergraduate medical students. There is an urgent need for more detailed studies on bullying in medical students so that remedial measures can be initiated and steps to limit such behaviours can be looked at seriously.
Casey, M M; McVitie, S
At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.
José Eduardo Martinez
Full Text Available Objective and Method: This is a descriptive study to identify the degree of resilience in medical students at Pontifical Catholic University of São Paulo, compare the resilience of different years of undergraduation and relate and compare the degree of resilience to demographic and socioeconomic status. Results: The study population has an average age of 21.68, single 270 (98.18%, caucasians 240 (87.27%, household income of more than 20 minimum wages (34.54%. In resilience general index it was obtained an average of 114 (SD=14.05. There was no significant difference between the scores obtained on the scale during graduation years. It was observed a predominance of moderate resilience in all years of the course and in the total sample. Resilience in medical students, it is shown as an individual characteristic and does not keep relations with gender, age, sexual orientation, race or housing conditions in the various years of the course. Conclusion: It was concluded that there is a predominance of moderate resilience among the medical students. There was no correlation between resilience and familiar income
Casey, M M; McVitie, S [Department of Physics and Astronomy, University of Glasgow, Glasgow G12 8QQ (United Kingdom)], E-mail: firstname.lastname@example.org
At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.
Casey, M. M.; McVitie, S.
At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.
Thiry, Heather; Weston, Timothy J; Laursen, Sandra L; Hunter, Anne-Barrie
This mixed-methods study explores differences in novice and experienced undergraduate students' perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students' developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed.
Dungey, G.; Yielder, J.
This study investigated the learning styles and personality type of undergraduate radiation therapy students at the University of Otago, Wellington (UOW) in New Zealand (NZ) to ascertain whether there is a pattern evidenced for this group and how that might compare with NZ medical imaging students. All students enrolled in the first year of the Bachelor of Radiation Therapy degree from 2014 to 2016 at the UOW were invited to participate in this research. The test tool was the Paragon Learning Style Inventory (PLSI), which is a standardised questionnaire adapted from the Myers-Briggs Type Indicator (MBTI). All students who participated in the workshops consented for their data to be used for this project. The current study is longitudinal, and will continue for five years in total. The initial findings indicate that the cohorts of RT students exhibit personality and learning style preferences similar in Introversion/Extraversion and Thinking/Feeling to the proportion expected in the normal population. However, the Sensing/Intuition and Judging/Perceiving dichotomies show some similarities to the medical imaging students studied, who fell considerably outside that expected in the normal population. Overall, the dominant preference combinations identified, although different in degree, were similar to those of medical imaging students. The continuation of the radiation therapy study is important to ascertain more fully whether the results are particular to these cohorts of students or are trending towards showing a pattern of personality and learning style within the profession. - Highlights: • RT students are likely to have personality types that enable them to be caring, dependable, and good team-players. • When under stress, RT students may catastrophise, blame others, and exhibit a decrease in efficiency. • Low job satisfaction and burnout is possible without a balanced team that includes the vision from intuitive leaders. • Educators need to encourage
Colton E. Kempton
Full Text Available The goal of an undergraduate laboratory course should be not only to introduce the students to biology methodologies and techniques, but also to teach them independent analytical thinking skills and proper experiment design. This is especially true for advanced biology laboratory courses that undergraduate students typically take as a junior or senior in college. Many courses achieve the goal of teaching techniques, but fail to approach the larger goal of teaching critical thinking, experimental design, and student independence. Here we describe a study examining the application of the scaffolding instructional philosophy in which students are taught molecular techniques with decreasing guidance to force the development of analytical thinking skills and prepare undergraduate students for independent laboratory research. This method was applied to our advanced molecular biology laboratory class and resulted in an increase of confidence among the undergraduate students in their abilities to perform independent research.
Gedefaw, Abel; Tilahun, Birkneh; Asefa, Anteneh
This study was conducted to identify predictors of self-reported academic performance in undergraduate medical students at Hawassa University. An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academic performance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academic performance. The self-reported academic performance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academic performance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academic performance, accounting for 6.9%, 2.7%, and academic performance was explained by the studied variables. Hence, efficacious mechanisms should be designed to combat the intervenable determinants of self-reported academic performance, like substance use and a low medical school entrance examination result. Further studies should also be undertaken to gain a better understanding of other unstudied determinants, like personality, learning style, cognitive ability, and the system used for academic evaluation.
Mollohan, Katherine N.
Non-cognitive factors such as students' attitudes and beliefs toward a subject and their proficiency in scientific reasoning are important aspects of learning within science disciplines. Both factors have been studied in relation to science education in various discplines. This dissertation presents three studies that investigate student epistemologies and scientific reasoning in the domain of biology education. The first study investigated students' epistemic viewpoints in two introductory biology courses, one for science majors and one for non-science majors. This quantitative investigation revealed that the majors exhibited a negative shift in their attitudes and beliefs about biology and learning biology during a semester of introductory instruction. However, the non-science majors did not exhibit a similar shift. If fact, the non-science majors improved in their attitudes and beliefs during a semester of instruction, though not significantly so. The second study expands epistemological research to a population that has often been left out of this work, that is, intermediate-level biology majors. Quantitative and qualitative data was collected to reveal that junior and senior ranked students for the most part were able to characterize their views about biology and learning biology, and were able to associate factors with their epistemic improvement. Finally, the third study expands epistemology research further to determine if scientific reasoning and student attitudes and beliefs about learning science (specifically biology) are related. After a description of how various science and engineering majors compare in their scientific reasoning skills, this study indicated that among intermediate level biology majors there is no relationship between scientific reasoning skills and epistemologies, nor is there a relationship with other educational factors, including the number of courses taken during an undergraduate career, cumulative GPA, and standardized test
Wang, Weiwen; Sun, Ran; Mulvehill, Alice M; Gilson, Courtney C; Huang, Linda L
Patient care problems arise when health care consumers and professionals find health information on the Internet because that information is often inaccurate. To mitigate this problem, nurses can develop Web literacy and share that skill with health care consumers. This study evaluated a Web-literacy intervention for undergraduate nursing students to find reliable Web-based health information. A pre- and postsurvey queried undergraduate nursing students in an informatics course; the intervention comprised lecture, in-class practice, and assignments about health Web site evaluation tools. Data were analyzed using Wilcoxon and ANOVA signed-rank tests. Pre-intervention, 75.9% of participants reported using Web sites to obtain health information. Postintervention, 87.9% displayed confidence in using an evaluation tool. Both the ability to critique health Web sites (p = .005) and confidence in finding reliable Internet-based health information (p = .058) increased. Web-literacy education guides nursing students to find, evaluate, and use reliable Web sites, which improves their ability to deliver safer patient care. [J Nurs Educ. 2017;56(2):110-114.]. Copyright 2017, SLACK Incorporated.
The long-running REU-program is tacitly intended to increase retention and provide "an important educational experience" for undergraduates, particularly women, minorities and underrepresented groups. This longitudinal, two-stage study was designed to explore the ways in which the REU acted as an educational experience for 51 women in the field of astronomy. Stage-1 consisted of an ex post facto analysis of data collected over 8 years, including multiple interviews with each participant during their REU, annual open-ended alumni surveys, faculty interviews, and extensive field notes. Four themes emerged, related to developing understandings of the nature of professional scientific work, the scientific process, the culture of academia, and an understanding of the "self." Analysis provided an initial theory that was used to design the Stage-2 interview protocol. In Stage-2, over 10 hours of interviews were conducted with 8 participants selected for their potential to disconfirm the initial theory. Results indicate that the REU provided a limited impact in terms of participants’ knowledge of professional astronomy as a largely computer-based endeavor. The REU did not provide a substantive educational experience related to the nature of scientific work, the scientific process, the culture of academia, participants' conceptions about themselves as situated in science, or other aspects of the "self,” were limited. Instead, the data suggests that these women began the REU with pre-existing and remarkably strong conceptions in these areas, and that the REU did not functional to alter those states. These conceptions were frequently associated with other mentors/scientist interactions, from middle school into the undergraduate years. Instructors and family members also served as crucial forces in shaping highly developed, stable science identities. Sustained relationships with mentors were particularly transformational. These findings motivate an ongoing research agenda
Full Text Available Introduction: The purpose of this study was to improve communication skills and knowledge of bioethics of last year medical students doing clerkship and to evaluate the effectiveness of using workshops for this purpose from students’ point of view, in order to continue such programs in future. Methods: After Ethical approval for the study a two-day workshop on teaching effective communication skills and principles of medical ethics was planned and conducted by the department of Medical Education through multidisciplinary faculty of Foundation University Medical College, Pakistan. A total of 102 last year medical students participated in this workshop. The students were divided into 8 groups each containing 12 students. A team of pre trained facilitators for each group conducted the group activities. Teaching strategies including interactive discussions on basic principles of doctor-patient relationship, power point presentations, day to day case scenarios, video clips and presentations involving students in role plays were used. Pre and post workshop self evaluation proformas about knowledge and skills of communication and medical ethics were rated (0=none, 1=below average, 2=average, 3=above average, 4=very good, 5=excellent by the students. Results: 89 out of 102 participants returned the proformas. A significant percentage of students (%82 showed improvement in their knowledge and skills of appreciating bioethical issues like valid informed consent, patient confidentiality, end of life issues and breaking bad news by rating as “very good” after participation in the workshop. More than %70 students recommended this activity for other students. Conclusion: Teaching through interactive workshops was found to be an effective method as reflected by students’ feedback. Therefore, the program will be continued in future.
Kato, Takahiro A; Balhara, Yatan Pal Singh; Chawla, Jatinder Mohan; Tateno, Masaru; Kanba, Shigenobu
Undergraduate psychiatric education has an important role in developing psychiatric knowledge, decreasing stigma towards mental illness, and promoting psychiatry as a career choice. The attitudes and beliefs of medical students towards psychiatry have not been well understood, especially in non-western countries. To clarify this aspect, we have conducted a cross-sectional study between India and Japan. This study, conducted at two centres, one each in India and Japan, used a semi-structured questionnaire to evaluate the attitudes and beliefs of third-year medical students towards mental illness and psychiatry; such as emotions experienced dealing with psychiatric patients, aetiology and treatment of psychiatric disorders, and psychiatry as a career choice. A total of 79 medical students from India and 77 from Japan participated in the present study. Significant differences were observed in the emotions experienced by the medical students while dealing with psychiatric patients. Most medical students (> 90%) from both study sites favoured psychiatrists for treatment of psychiatric illness. Psychiatry as a carrier choice was significantly related to the nationality of the medical students. The findings of the current study provide insight in to the attitudes of third-year medical students from India and Japan towards psychiatric patients.
Iblher, Peter; Zupanic, Michaela; Karsten, Jan; Brauer, Kirk
To compare the effect of student examiners (SE) to that of faculty examiners (FE) on examinee performance in an OSCE as well as on post-assessment evaluation in the area of emergency medicine management. An OSCE test-format (seven stations: Advanced Cardiac Life Support (ACLS), Basic Life Support (BLS), Trauma-Management (TM), Pediatric-Emergencies (PE), Acute-Coronary-Syndrome (ACS), Airway-Management (AM), and Obstetrical-Emergencies (OE)) was administered to 207 medical students in their third year of training after they had received didactics in emergency medicine management. Participants were randomly assigned to one of the two simultaneously run tracks: either with SE (n = 110) or with FE (n = 98). Students were asked to rate each OSCE station and to provide their overall OSCE perception by means of a standardized questionnaire. The independent samples t-test was used and effect sizes were calculated (Cohens d). Students achieved significantly higher scores for the OSCE stations "TM", "AM", and "OE" as well as "overall OSCE score" in the SE track, whereas the station score for "PE" was significantly higher for students in the FE track. Mostly small effect sizes were reported. In the post-assessment evaluation portion of the study, students gave significant higher ratings for the ACS station and "overall OSCE evaluation" in the FE track; also with small effect sizes. It seems quite admissible and justified to encourage medical students to officiate as examiners in undergraduate emergency medicine OSCE formative testing, but not necessarily in summative assessment evaluations.
Schiekirka, Sarah; Reinhardt, Deborah; Heim, Susanne; Fabry, Götz; Pukrop, Tobias; Anders, Sven; Raupach, Tobias
Evaluation is an integral part of medical education. Despite a wide use of various evaluation tools, little is known about student perceptions regarding the purpose and desired consequences of evaluation. Such knowledge is important to facilitate interpretation of evaluation results. The aims of this study were to elicit student views on the purpose of evaluation, indicators of teaching quality, evaluation tools and possible consequences drawn from evaluation data. This qualitative study involved 17 undergraduate medical students in Years 3 and 4 participating in 3 focus group interviews. Content analysis was conducted by two different researchers. Evaluation was viewed as a means to facilitate improvements within medical education. Teaching quality was believed to be dependent on content, process, teacher and student characteristics as well as learning outcome, with an emphasis on the latter. Students preferred online evaluations over paper-and-pencil forms and suggested circulating results among all faculty and students. Students strongly favoured the allocation of rewards and incentives for good teaching to individual teachers. In addition to assessing structural aspects of teaching, evaluation tools need to adequately address learning outcome. The use of reliable and valid evaluation methods is a prerequisite for resource allocation to individual teachers based on evaluation results.
Ali, K; McCarthy, A; Robbins, J; Heffernan, E; Coombes, L
Wisdom tooth removal is one of the most common oral surgical procedures performed across the world. The aim of this study was to gauge the teaching and training of impacted wisdom teeth in undergraduate dental programmes across the UK. The objectives were to identify consistencies and variations in theoretical instructions and clinical training as well as approaches to management of impacted wisdom teeth. This was a cross-sectional survey utilising an online questionnaire. A purposefully designed pro forma with open- as well as closed-ended questions was used. The questionnaire was hosted online on the school's blackboard academic suite (Emily). Prior to conducting the study, approval was gained from the Research and Ethics Committee, and all the ethical principles pertaining to data protection were strictly followed. E-mail invitations were sent to oral surgery leads in all dental schools in the UK. The participants were provided with an information sheet, and an informed consent was obtained. The participants were invited by e-mail to complete the questionnaire online voluntarily. A total of 16 dental schools offering an undergraduate course in dentistry in the UK, 13 responded positively. (response rate = 81.25%). In majority of dental schools, this subject is taught in the 4th and 5th years. A pre-clinical competency on phantom heads is a requirement in six schools, whilst only one school requires the students to pass a clinical competency. The clinical exposure of students to wisdom tooth surgery is quite variable. Although the dental schools are fairly consistent in their teaching with regard to the indications for surgical intervention, diagnostic/treatment modalities as well as the post-operative care, interesting variations were also observed. This study, perhaps the first of its kind, provides useful insights into management of impacted wisdom teeth, as taught in the undergraduate dental programmes across the UK. © 2013 John Wiley & Sons A/S. Published
Bickerdike, Andrea; O'Deasmhunaigh, Conall; O'Flynn, Siun; O'Tuathaigh, Colm
To determine learning strategies, study habits, and online social networking use of undergraduates at an Irish medical school, and their relationship with academic performance. A cross-sectional study was conducted in Year 2 and final year undergraduate-entry and graduate-entry students at an Irish medical school. Data about participants' demographics and educational background, study habits (including time management), and use of online media was collected using a self-report questionnaire. Participants' learning strategies were measured using the 18-item Approaches to Learning and Studying Inventory (ALSI). Year score percentage was the measure of academic achievement. The association between demographic/educational factors, learning strategies, study habits, and academic achievement was statistically analysed using regression analysis. Forty-two percent of students were included in this analysis (n=376). A last-minute "cramming" time management study strategy was associated with increased use of online social networks. Learning strategies differed between undergraduate- and graduate-entrants, with the latter less likely to adopt a 'surface approach' and more likely adopt a 'study monitoring' approach. Year score percentage was positively correlated with the 'effort management/organised studying' learning style. Poorer academic performance was associated with a poor time management approach to studying ("cramming") and increased use of the 'surface learning' strategy. Our study demonstrates that effort management and organised studying should be promoted, and surface learning discouraged, as part of any effort to optimise academic performance in medical school. Excessive use of social networking contributes to poor study habits, which are associated with reduced academic achievement.
Baral, N; Nepal, A K; Paudel, B H; Lamsal, M
Faculty development by conducting regular training, workshops and research related to medical education has been a key feature to upgrade quality of medical education. The aim of this study was to explore responses of the health science teachers, students and peers after the workshop after providing training on student assessment tools and teaching-learning methods. Two teacher-training workshops were conducted to the faculty members of B.P. Koirala Institute of Health Sciences from the departments of basic, clinical and allied sciences in Oct. 2010 and Jan. 2011. Qualitative questionnaire based study was conducted, and the questions were validated before the study by expert peer review process. The effect of the training workshop in real classroom outcomes was assessed incorporating student's feedback, evaluation by peers and the self-evaluation by the teacher trainees. Pre-test and post-test scores of the participating teachers, before and after the workshop were 62.53 and 71.17 respectively. Among the participants 90.3% teachers expressed enhanced in their role as a teacher for medical undergraduates after the workshop. In present study, the faculty members showed accrued interest to participate in teacher's training workshops. The peer evaluation of teacher's performance in their real classroom situations were rated higher than evaluation by the students. Therefore, such training workshops will have a greater impact on the ability of teachers in effective teaching in real classroom situations.
Ockelford, A.; Bullard, J. E.; Burton, E.; Hackney, C. R.
Augmented Reality (AR) supports the understanding of complex phenomena by providing unique visual and interactive experiences that combine real and virtual information and help communicate abstract problems to learners. With AR, designers can superimpose virtual graphics over real objects, allowing users to interact with digital content through physical manipulation. One of the most significant pedagogic features of AR is that it provides an essentially student-centred and flexible space in which students can learn. By actively engaging participants using a design-thinking approach, this technology has the potential to provide a more productive and engaging learning environment than real or virtual learning environments alone. AR is increasingly being used in support of undergraduate learning and public engagement activities across engineering, medical and humanities disciplines but it is not widely used across the geosciences disciplines despite the obvious applicability. This paper presents preliminary results from a multi-institutional project which seeks to evaluate the benefits and challenges of using an augmented reality sand box to support undergraduate learning in geomorphology. The sandbox enables users to create and visualise topography. As the sand is sculpted, contours are projected onto the miniature landscape. By hovering a hand over the box, users can make it `rain' over the landscape and the water `flows' down in to rivers and valleys. At undergraduate level, the sand-box is an ideal focus for problem-solving exercises, for example exploring how geomorphology controls hydrological processes, how such processes can be altered and the subsequent impacts of the changes for environmental risk. It is particularly valuable for students who favour a visual or kinesthetic learning style. Results presented in this paper discuss how the sandbox provides a complex interactive environment that encourages communication, collaboration and co-design.
Morales, Danielle X; Grineski, Sara E; Collins, Timothy W
Little attention has been paid to understanding faculty-student productivity via undergraduate research from the faculty member's perspective. This study examines predictors of faculty-student publications resulting from mentored undergraduate research, including measures of faculty-student collaboration, faculty commitment to undergraduate students, and faculty characteristics. Generalized estimating equations were used to analyze data from 468 faculty members across 13 research-intensive institutions, collected by a cross-sectional survey in 2013/2014. Results show that biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, had mentored Black students, had received more funding from the National Institutes of Health, had a higher H-index scores, and had more years of experience working in higher education. This study suggests that college administrators and research program directors should strive to create incentives for faculty members to collaborate with undergraduate students and promote faculty awareness that undergraduates can contribute to their research. © 2017 D. X. Morales et al. CBE—Life Sciences Education © 2017 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).
Almaramhy, Hamdi; Al-Shobaili, Hani; El-Hadary, Kamal; Dandash, Khadiga
This study aimed to measure knowledge and attitude of undergraduate medical students towards patient safety concepts, and to detect variation by the mode of learning. A cross sectional study administrated an anonymous questionnaire to a random sample of 150 medical students graduated from two national medical schools, one follow the traditional lecture based learning (LBL) and the other applies innovative learning strategy (ILS). Students' self-ratings of knowledge level and attitude towards patient safety in relation to the mode of learning were measured. The study was conducted in April 2010. More than half of the participants (52.7%) self-rated their general knowledge on patient safety on good level compared to 27.3% for the specific knowledge issues score. Most participants (60.7%) agreed the importance of patient safety. The majority agreed to support peers who make unintentional errors and not to blame them for their own mistake (76.0 and 80.7% respectively). Less than half (44.7%) of the participants agreed the patients' role in error prevention and 47.3% agreed error disclosure to the patient. ILS participants were significantly more recognizable of the patient safety issues: problem solving (Ptowards patient safety issues. Basic relevant educational interventions with focus on deficient issues are recommended.
Bergin, S. D.; Murphy, C.; Shuilleabhain, A. Ni
This study examines the potential of problem-based cooperative learning (PBCL) in expanding undergraduate physics students’ understanding of, and engagement with, the scientific process. Two groups of first-year physics students (n = 180) completed a questionnaire which compared their perceptions of learning science with their engagement in physics labs. One cohort completed a lab based on a PBCL approach, whilst the other completed the same experiment, using a more traditional, manual-based lab. Utilising a participant research approach, the questionnaire was co-constructed by researchers and student advisers from each cohort in order to improve shared meaning between researchers and participants. Analysis of students’ responses suggests that students in the PBCL cohort engaged more in higher-order problem-solving skills and evidenced a deeper understanding of the scientific process than students in the more traditional, manual-based cohort. However, the latter cohort responses placed more emphasis on accuracy and measurement in lab science than the PBCL cohort. The students in the PBCL cohort were also more positively engaged with their learning than their counterparts in the manual led group.
Teasdale, R.; Manduca, C. A.; Mcconnell, D. A.; Bartley, J. K.; Bruckner, M. Z.; Farthing, D.; Iverson, E. A. R.; Viskupic, K. M.
The Reformed Teaching Observation Protocol (RTOP; Swada, et al., 2002) has been used by a trained team of On the Cutting Edge (CE) observers to characterize the degree of student-centered teaching in US college and university geoscience classrooms. Total RTOP scores are derived from scores on 25 rubric items used to characterize teaching practices in categories of lesson design, content delivery, student-instructor and student-student interactions. More than 200 classroom observations have been completed by the RTOP team in undergraduate courses at a variety of US institution types (e.g., community colleges, research universities). A balanced mix of early career, mid-career, and veteran faculty are included, and the study examines class sizes ranging from small (80 students). Observations are limited to one class session and do not include laboratories or field activities. Data include RTOP scores determined by a trained observer during the classroom observation and an online survey in which the observed instructors report on their teaching practices. RTOP scores indicate that the observed geoscience classes feature varying degrees of student-centered teaching, with 30% of observed classes categorized as teacher-centered (RTOP scores ≤30), 45% of observed classes categorized as transitional classrooms (RTOP scores 31-49) and 25% are student-centered (RTOP scores ≥ 50). Instructor self-report survey data and RTOP scores indicate that geoscience faculty who have participated in one or more CE professional development event and use the CE website have an average RTOP score of 49, which is significantly higher (> 15 points) than the average score of faculty who have not participated in CE events and have not used the website. Approximately 60% of student-centered classes (those with high RTOP scores) use some traditional lecture nearly every day, but are also are likely to include an in-class activity or group discussion (e.g. Think-Pair-Share). More than 50% of
Bhasin, N.; Whittaker, W.
On the surface of the moon and Mars there are hundreds of skylights, which are collapsed holes that are believed to lead to underground caves. This research uses Vision, Inertial, and LIDAR sensors to build a high resolution model of a skylight as a landing vehicle flies overhead. We design and fabricate a pit modeling instrument to accomplish this task, implement software, and demonstrate sensing and modeling capability on a suborbital reusable launch vehicle flying over a simulated pit. Future missions on other planets and moons will explore pits and caves, led by the technology developed by this research. Sensor software utilizes modern graph-based optimization techniques to build 3D models using camera, LIDAR, and inertial data. The modeling performance was validated with a test flyover of a planetary skylight analog structure on the Masten Xombie sRLV. The trajectory profile closely follows that of autonomous planetary powered descent, including translational and rotational dynamics as well as shock and vibration. A hexagonal structure made of shipping containers provides a terrain feature that serves as an appropriate analog for the rim and upper walls of a cylindrical planetary skylight. The skylight analog floor, walls, and rim are modeled in elevation with a 96% coverage rate at 0.25m2 resolution. The inner skylight walls have 5.9cm2 color image resolution and the rims are 6.7cm2 with measurement precision superior to 1m. The multidisciplinary student team included students of all experience levels, with backgrounds in robotics, physics, computer science, systems, mechanical and electrical engineering. The team was commited to authentic scientific experimentation, and defined specific instrument requirements and measurable experiment objectives to verify successful completion.This work was made possible by the NASA Undergraduate Student Instrument Project Educational Flight Opportunity 2013 program. Additional support was provided by the sponsorship of an
Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela
The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.
Hung, Hsiao-Ying; Huang, Yu-Fang; Tsai, Jing-Jane; Chang, Ying-Ju
Evidence-based practice (EBP) has been emphasized as the core competency of undergraduate nursing students and must be cultivated before graduation. However, there is limited information of EBP education for undergraduate nursing students in Taiwan. The purpose of this study was to investigate the current state of EBP education for undergraduate nursing students in Taiwan. A self-developed questionnaire, validated by experienced educators, was designed to explore curriculum design, teaching resources, qualification of teachers, and barriers regarding EBP education. A total of 21 nursing schools and colleges participated. The chair of each recommended a faculty member involved in teaching EBP as the school's representative to fill out the questionnaire. Among the 21 nursing schools and colleges, 18 (85.7%) had implemented EBP education in the curriculum. Among these schools, 22.2% conducted an independent EBP course, 50% incorporated EBP concepts into other courses, and the remainder offered both kinds of EBP courses. Multiple strategies were incorporated to teach the EBP. Less than 35% of the schools had designed or adopted standardized teaching materials and evaluated students' learning outcomes. Although 55.6% of the schools reimbursed faculty for participation in EBP training, 39% of their faculty members who taught EBP did not receive any EBP training. Shortage of qualified faculty and limited opportunity to involve students in evidence-based applications were reported as major obstacles to teaching EBP. EBP education has already gained the attention of nursing schools in Taiwan. However, lack of comprehensive EBP training among teachers and the difficulty of teaching clinical application of EBP require special consideration. In order to promote EBP education in undergraduate nursing curriculums, we suggest that nursing schools reinforce and support faculty to participate in formal EBP training. Also needed is a systematic curriculum design with multiple
Rosselló, Maria; Pinya, Carme
Advances in information and communication technologies, and the introduction of competency-based educational approaches promoted as a result of the participation of universities in the construction of the European Higher Education Area (EHEA) are demanding urgent changes in teaching methodologies and in the role of students. In this context the…
Grajales, Tevni E.; Leon, Vicente; Al Nasser, Fatimah; Hooley, Esther; Sample, Melina; Sommers, Brittany
This study tested Berzsonky's theory of identity styles and identity commitment in predicting religiosity. Participants were university students (N = 320) from Chile who were surveyed with the ISI-3 and BRS-6 instruments to measure identity styles and religiosity. Path analysis was used to test the model, which suggested that the three identity…
Abu Rabia, Hazza M.
The adjustment process and issues of 16 Arab international students enrolled at two universities in the Northeast of the United States were examined through this qualitative, exploratory study. The participants were from Iraq, Jordan, Kuwait, Oman, Saudi Arabia, Syria, and United Arab Emirates and had been in the US for 2 to 5 years. In-depth…
Bellin, Robert M.; Bruno, Mary K.; Farrow, Melissa A.
We have developed a 9-week undergraduate laboratory series focused on the purification and characterization of "Thermus aquaticus" DNA polymerase (Taq). Our aim was to provide undergraduate biochemistry students with a full-semester continuing project simulating a research-like experience, while having each week's procedure focus on a single…
Reis, Sonia Maria Nunes
The differences between European Portuguese (EP) and Brazilian Portuguese (BP) raise some interesting issues that are well worth considering through undergraduate university students' perceptions and attitudes. Instructors of undergraduate courses in Portuguese literature suggest that in terms of curriculum design, curriculum delivery, and…
Zangori, Laura; Koontz, Jason A.
Undergraduate biology majors require biological literacy about the critical and dynamic relationships between plants and ecosystems and the effect human-made processes have on these systems. To support students in understanding systems relationships, we redesigned an undergraduate botany course using an ecological framework and embedded systems…
Plangsorn, Boonrat; Na-Songkhla, Jaitip; Luetkehans, Lara M.
The purpose of this study was to study undergraduate students' opinions with regard to the ubiquitous massive open online course (MOOC) for enhancing cross-cultural competence. This descriptive research applied a survey method. The survey data were collected by using survey questionnaires and online questionnaires from 410 undergraduate students…
Oluwatosin, S. A.; Adediwura, A. A.
The study investigated gender consciousness and sexual self-disclosure of undergraduate students attending counseling sessions as well as gender difference in sexual self disclosure. Sixty (60) consenting undergraduates who had attended counseling session for sexual concerns in the last three months preceding this study period were used for the…
Duggan, Louise Maria
This article explores the use of qualitative research methods towards our understanding of the issues affecting female undergraduate engineers. As outlined in this article female engineering students face many challenges during their undergraduate studies. Qualitative research methods provide an opportunity to gain a deeper understanding of the…
Clase, Kari L.; Hein, Patrick W.; Pelaez, Nancy J.
Physiology as a discipline is uniquely positioned to engage undergraduate students in interdisciplinary research in response to the 2006-2011 National Science Foundation Strategic Plan call for innovative transformational research, which emphasizes multidisciplinary projects. To prepare undergraduates for careers that cross disciplinary…
Koskinen, Liisa; Tossavainen, Kerttu
Student exchange has been used increasingly in nursing education throughout Europe as a method of learning intercultural sensitivity. In the host country, each foreign student is assigned a personal tutor to enhance learning. The aim of this study was to describe tutor-student relationships between Finnish nurse teachers and British exchange students from the tutors' perspective. The researcher's close relationship with the study context and participants caused some ethical concerns, which will be discussed. The data consisted of tutorial session observations, research diary notes, group interviews and background questionnaires. They were analysed using Spradley's developmental research sequence method for ethnographic data. The tutoring relationship was pastoral and clinical rather than academic. The pastoral aspect of the relationship was essential in assisting the students to adjust to the stress of studying in a foreign country. On the other hand, tutors were unable to support all the students to overcome their culture shock. Tutors were uncertain about their role and did not integrate Finnish culture or practice into theory, but found their role pleasant. A dialogic tutor-student relationship is important for learning intercultural sensitivity. Tutoring strategies should be developed to assist students' adjustment to the differences in the host culture and to encourage their reflection on personal, experiential and scientific cultural knowledge during their study abroad.
Student attitudes and behaviour towards their own oral health status could reflect their understanding of the importance of oral health promotive activities. This was a qualitative and exploratory study designed to gain a deeper understanding of the extent to which the undergraduate curriculum could act as an enabler for student oral health self-care practices. Data collection comprised of document analysis (curriculum review) and in-depth face-to-face interviews with undergraduate dental therapy and oral health students and academic staff at the University of KwaZulu-Natal. Ten students volunteered to participate in the study while five academic staff were purposively selected. A separate interview schedule was developed for students and staff, respectively. The emergent themes from document analysis were compared to the analysed data from the interviews. The curriculum was underpinned by a strong foundation in prevention, and there was consensus among respondents that the curriculum met the needs for undergraduate training in preventive dentistry. The following themes emerged from data analysis: curriculum support for self-care practices; depth and scope of clinical training; role of clinical supervisors and challenges in clinical training. Respondents agreed that the curriculum could influence students' attitudes towards self-care practices such as toothbrushing and flossing but that academic responsibilities and clinical contact time placed constraints on these practices. The undergraduate curriculum does provide support for enabling student knowledge acquisition and positive attitudes, but more effort is required to enable oral health behavioural modifications among students. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Huang, Yunhui; Lv, Wei; Wu, Jiang
This study examined the effect of intrinsic academic motivation and interpersonal conflict on the perceived depression and stress. Participants were 537 Chinese undergraduate students (191 males and 346 females; M age = 20.4 years, SD age = 1.3). They completed four scales measuring intrinsic academic motivation, interpersonal conflict, stress, and depression. Linear regressions were conducted with intrinsic academic motivation, interpersonal conflict, and their interaction as independent variables to predict depression and stress. Results showed that intrinsic academic motivation was negatively, while interpersonal conflict was positively, associated with depression and stress. Moreover, the interaction was significant: negative association of "intrinsic academic motivation and depression" and that of "intrinsic academic motivation and stress" was weaker among participants who reported higher (vs. lower) levels of interpersonal conflict. © The Author(s) 2016.