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Second Year Students (second + year_student)
Selected AbstractsWHAT BUSINESS STUDENTS THINK OF ECONOMICS: RESULTS FROM A SURVEY OF SECOND YEAR STUDENTSECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 1 2002PAUL AZZALINI First page of article [source] Context rich problems in oral biology teachingEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2002Jules Kieser Problem-based learning (PBL) has now been introduced in at least one of its various taxonomic forms in most dental curricula. We recently developed a novel form of PBL, referred to as Context Rich Problems, which we implemented in the Oral Biology course at the Otago University Dental School. A unique event, the teaching of second and third year students in the same year, allowed us to evaluate CRPs in these two academic years simultaneously. Our findings showed that second year students were not as positive as more mature third year students in accepting the transition from a traditional didactic form of teaching to PBL. Both groups, however, found that CRPs significantly enhanced their learning experience and both groups found that they needed less time spent on preparation than they had expected. In some respects, such as previous exposure to the web and electronic media, non-New Zealanders had had a significantly higher exposure. [source] Student learning and the teaching-research nexus in oral biologyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2001Jules Kieser Although frequently coexistent, we know little about the interactions among research, teaching and learning in higher education. This study examines the preferences of second and third year dental students for questions that require a research-based deep approach or questions that require a straightforward didactic approach. A questionnaire was designed to evaluate the opinion of 114 students who took part in the Oral Biology course. 56 second year students (75%) responded while 58 (84%) of third year students responded. Questions that required an interpretive approach were found to be most appealing by 70.2% of all students. Questions which required a regurgitative approach were favoured by 11.6% of students. No significant differences were found when the sample was broken down by country of origin, year of study or gender, suggesting that dental students preferred research-based learning rather than superficial didactic learning. [source] Stress and health in novice and experienced nursing studentsJOURNAL OF ADVANCED NURSING, Issue 2 2010Cristobal Jimenez jimenez c., navia-osorio p.m. & diaz c.v. (2010) Stress and health in novice and experienced nursing students. Journal of Advanced Nursing66(2), 442,455. Abstract Title.,Stress and health in novice and experienced nursing students Aim., This paper is a report of a study conducted to identify the differences in novice and experienced nursing students' reports of stress and health. Background., Stress from clinical practice and its impact are international yet culturally mediated phenomena. Nursing students are under considerable stress during clinical practice periods, putting their education and health at risk. However, there is little or no empirical evidence about the stress suffered by nursing students and its impact on their health throughout clinical practice. Methods., We performed cross-sectional research using standard information gathering tools. This study was carried out with 357 students from all 3 years of a nursing diploma programme at a Spanish nursing college (71% response rate). The data were collected over an 8-month period in 2004,2005. Findings., We identified three types of stressors (clinical, academic and external) and two categories of symptoms (physiological and psychological) linked to clinical practice. Factor analysis identified six major sources of stress and six important symptoms. Students perceived clinical stressors more intensely than academic and external stressors, and showed psychological symptoms more frequently than physiological symptoms. Nursing students from all 3 years perceived moderate stress at similar levels. Experienced students perceived more academic stressors than novices. Although the students were healthy, second year students were the most vulnerable to somatic and psychic anxiety, and common symptoms. Conclusion., We suggest informing students about possible stressors associated with their profession, and introducing interventions to support development of professionalism, social skills and coping capacity for clinical practice. [source] | ||||||||||