Home About us Contact
|
Home About us Contact | ||
|
|
||
Participating Students (participating + student)
Selected AbstractsRisky weight control among university studentsINTERNATIONAL JOURNAL OF EATING DISORDERS, Issue 1 2006Hala Tamim PhD Abstract Objective The objectives of the current study were to investigate risky weight control measures (vomiting or pills) among university students in Lebanon and to assess their relation to demographic, scholastic, and health risk behavioral characteristics. Method The study used a cross-sectional design. A proportionate random sample of 2,013 students was selected from public and private universities in Greater Beirut. Each participant completed a self-administered anonymous questionnaire. Results Among participating students, 123 (6.1%) reported practicing risky weight control measures. Multivariate analysis indicated that younger females, cigarette smokers, engaged/married students, and those with a higher body mass index (BMI) were at increased odds of performing risky weight control measures. Conclusion Health awareness measures need to be proposed and, if possible, implemented to better define the motives and methods of weight reduction among Lebanese youth. © 2005 by Wiley Periodicals, Inc. [source] Writing Across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science EducationJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2005David J. Dzurec ABSTRACT: Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and qualitative research method, was used to analyze journal data from 48 participating students during a 2-y period and involved 3 steps: (1) describing themes taken from a global reading of student commentaries, (2) reducing or relating themes to specific, verbatim statements found in student writings, and (3) interpreting or imposing meaning on the themes and the statements (Lanigan 1988). Hermeneutic analysis showed that journal writing was difficult at first but became easier and enjoyable over time, allowed students to relate course content to other knowledge, exposed students to course material multiple times allowing for better information retention, enhanced student understanding, helped students think critically, required students to prepare for class, gave students the opportunity to express opinions, and allowed students to experience writing as enjoyable and positive. Several minor themes suggested that most students found the experience useful to their learning. Findings from this study are consistent with neuroscience and cognitive psychology theories regarding learning and the development of reasoning skills. [source] A Tobit Regression Analysis of the Covariation Between Middle School Students' Perceived School Climate and Behavioral ProblemsJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2010Ming-Te Wang This study uses an ecological framework to examine how adolescents' perceptions of school climate in 6th grade covary with the probability and frequency of their engagement in problem behaviors in 7th and 8th grades. Tobit analysis was used to address the issue of having a highly skewed outcome variable with many zeros and yet account for censoring. The 677 participating students from 8 schools were followed from 6th through 8th grade. The proportions of students reporting a positive school climate perception decreased over the middle school years for both genders, while the level of problem behavior engagement increased. The findings suggested that students who perceived higher levels of school discipline and order or more positive student,teacher relationships were associated with lower probability and frequency of subsequent behavioral problems. [source] Acne's relationship with psychiatric and psychological morbidity: results of a school-based cohort study of adolescentsJOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY & VENEREOLOGY, Issue 1 2010PJ Magin Abstract Background, There is a considerable number of studies linking acne with psychological and psychiatric morbidities, although this literature is not entirely consistent and is largely cross-sectional in methodology. Objective, This study aims to establish the relationship of acne and psychological and psychiatric morbidity in adolescents in a community setting and, via a longitudinal methodology, provide evidence for causality in the relationship. Methods, The study was a 12-month cohort study. Two hundred and forty-four students in Years 8, 9 and 11 (ages 14,17) at four Australian high schools were assessed at baseline 6 months and 12 months. Presence and severity of acne were assessed, along with a number of psychological and psychiatric morbidities and personality traits (depression, anxiety, overall psychiatric morbidity, self-consciousness, neuroticism and introversion/extraversion) and other demographic variables. Results, Of the 244 participating students, 209 (86%) completed all three rounds of data collection. A further 26 (11%) completed two rounds. The study failed to demonstrate an association of the presence of acne or of acne severity with the examined measures of psychological and psychiatric morbidity, and no evidence for an effect of acne in their causation. Conclusion, The relationship of acne and psychological morbidities found in previous health care settings was not found in this community sample. This may be due to differences between community and clinical acne populations. Other possible reasons for this finding are attenuation of psychological morbidity in subjects in this study by successful acne treatment, and the role of personality traits in the complex relationship between acne and psychological morbidities. It is suggested that this relationship would be best investigated by means of longer-term cohort studies enlisting subjects at an zearly age, prior to the onset of acne. [source] Early identification of ,at-risk' students by the parents of paediatric patientsMEDICAL EDUCATION, Issue 9 2005Maree O'Keefe Introduction, Assessment of medical student clinical skills is best carried out using multiple assessment methods. A programme was developed to obtain parent evaluations of medical student paediatric interview skills for feedback and to identify students at risk of poor performance in summative assessments. Method, A total of 130 parent evaluations were obtained for 67 students (parent participation 72%, student participation 58%). Parents completed a 13-item questionnaire [Interpersonal Skills Rating Scale (IPS) maximum score 91, higher scores = higher student skill level]. Students received their individual parent scores and de-identified class mean scores as feedback, and participants were surveyed regarding the programme. Parent evaluation scores were compared with student performance in formative and summative faculty assessments of clinical interview skills. Results, Parents supported the programme and participating students valued parent feedback. Students with a parent score that was less than 1 standard deviation (SD) below the class mean (low IPS score students) obtained lower faculty summative assessment scores than did other students (mean ± SD, 59% ± 5 versus 64% ± 7; P < 0.05). Obtaining 1 low IPS score was associated with a subsequent faculty summative assessment score below the class mean (sensitivity 0.38, specificity 0.88). Parent evaluations combined with faculty formative assessments identified 50% of students who subsequently performed below the class mean in summative assessments. Conclusions, Parent evaluations provided useful feedback to students and identified 1 group of students at increased risk of weaker performance in summative assessments. They could be combined with other methods of formative assessment to enhance screening procedures for clinically weak students. [source] Contraception: a new practical learning packageMEDICAL EDUCATION, Issue 8 2000Suzanne Abraham Background A new self-directed learning package was developed to assist medical students learn the counselling and practical skills to enable them to communicate with men and women about contraception and related matters. Objectives This paper describes the package and the way it was facilitated, the students' ratings of the package and their feedback about the session on the first time it was presented at four teaching hospitals. Results The students rated the contraception package as average. The reasons given were: no introduction to the contraception session, lack of a trained person to conduct and facilitate the contraception learning session, poor organization at one of the hospitals and too little emphasis on self-assessment. The assumption that the students had a basic hormonal knowledge prior to the contraception sessions was incorrect. Discussion The results suggest the contraception learning package needs a person with contraceptive knowledge, patient,doctor skills and experience with self-directed learning to be present throughout the 3-hour session and for tools to be available that emphasize self-assessment during the session. Outcome The modifications to be made to the learning package include pairing male and female students, a reduction in duration of the learning stations, an additional learning station relating to hormonal contraception, and inclusion of pregnancy and ovulation testing. These modifications were suggested by the participating students. [source] | |||||||||||||