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Students' Appreciation (student + appreciation)
Selected AbstractsPlanetary gear set and automatic transmission simulation for machine design courses,COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2003Scott T. Dennis Abstract Due to their unique ability to provide a variety of gear ratios in a very compact space, planetary gear systems are seen in many applications from small powered screw drivers to automobile automatic transmissions. The versatile planetary gear device is often studied as part of an undergraduate mechanical engineering program. Textbook presentations typically illustrate how the different planetary gear components are connected. Understanding of the operation of the planetary gear set can be enhanced using actual hardware or simulations that show how the components move relative to each other. The Department of Engineering Mechanics at the United States Air Force Academy has developed a computer simulation of the planetary gear set and the Chrysler 42LE automatic transmission. Called "PG-Sim," the dynamic simulations complement a static textbook presentation. PG-Sim is used in several of our courses and assessment data clearly indicates students' appreciation of its visual and interactive features. In this paper, we present an overview of PG-Sim and then describe how the simulation courseware facilitates understanding of the planetary gear system. © 2003 Wiley Periodicals, Inc. Comput Appl Eng Educ 11: 144,155, 2003; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.10045 [source] Early Clinical Exposure to Geriatric Medicine in Second-Year Medical School Students,The McGill ExperienceJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 4 2003Gustavo Duque MD This study examined the effect of a curriculum change on early clinical exposure to geriatrics for second-year medical students at McGill University and its effects on learning and students' appreciation of geriatrics as a subspecialty. Second-year medical students (N = 200) were exposed to a change in the curriculum involving the integration of 10 weekly sessions into one integrated week in geriatric medicine. Students participating in 10 weekly sessions were Group 1 and students participating in one integrated week were Group 2. Students rated their rotation using two different scales. The students completed 12-item questionnaires during their feedback sessions at the end of the 10-week session experience or the integrated week. The first six items assessed the students' appreciation of their improvement of knowledge in the subject of geriatrics and aging. The second and third part of the survey (questions 7 and 8) included the students' opinions about the quality of the instruction (teaching feedback) and evaluation. Students in Group 2 found their rotation more effective as a learning experience and expressed greater satisfaction with interaction with the tutors, community settings, and multidisciplinary team sessions. Grades obtained on final examinations showed a better and more-effective acquisition of knowledge by Group 2. The integrated week is a more-effective learning tool in the early clinical experience for medical students in geriatric medicine than 10 weekly sessions as the first introductory experience to the field of geriatric medicine. [source] Interprofessional education: the interface of nursing and social workJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Engle Angela Chan Aims., To examine the influence of interdisciplinary seminars on undergraduate nursing and social work students' perceptions of their learning. Background., Collaboration is considered to be important for health professionals in working towards good patient care, and interdisciplinary education is seen as one way of addressing this need for greater collaboration and team work. Today's health professionals are dealing with an increasing number of older and chronically ill patients. The biopsychosocial dimensions inherent in such chronic illnesses bring about a closer working relationship between the nursing and social work professions to foster good patient care. No local research in Hong Kong, however, has looked specifically at how these two professions can develop their collaborative skills and qualities through interdisciplinary education. Design., Mixed methods design. Method., Data from questionnaires, videotape recordings of the sessions and follow-up phone interviews were used for quantitative and qualitative analyses. Results., The findings revealed three themes: an increased awareness of each other's professional values and personal judgement, a recognition of each other's disciplinary knowledge emphases and more, and an appreciation for, and learning about each other's roles for future collaboration. Conclusions., Whilst, it is usual to identify health professionals as non-judgemental, it is also important to recognise the existence of their personal and professional values and beliefs that shape their decision-making. Equally beneficial for students is their reported understanding of the other discipline's emphasis on the physical or social aspects of care, and the interrelationships and complementary values that lead to students' appreciation of each other's roles and the possibility for their future collaboration in the holistic care of patients. Relevance to clinical practice., The sharing of each other's knowledge and their appreciation of the corresponding roles enhanced students' decision-making capacity and the extension of the holistic approach beyond one profession, which is essential for good patient care. [source] Effects of conventional and problem-based learning on clinical and general competencies and career developmentMEDICAL EDUCATION, Issue 3 2008Janke Cohen-Schotanus Objective, To test hypotheses regarding the longitudinal effects of problem-based learning (PBL) and conventional learning relating to students' appreciation of the curriculum, self-assessment of general competencies, summative assessment of clinical competence and indicators of career development. Methods, The study group included 2 complete cohorts of graduates who were admitted to the medical curriculum in 1992 (conventional curriculum, n = 175) and 1993 (PBL curriculum, n = 169) at the Faculty of Medicine, University of Groningen, the Netherlands. Data were obtained from student records, graduates' self-ratings and a literature search. Gender and secondary school grade point average (GPA) scores were included as moderator variables. Data were analysed by a stepwise multiple and logistic regression analysis. Results, Graduates of the PBL curriculum scored higher on self-rated competencies. Contrary to expectations, graduates of the PBL curriculum did not show more appreciation of their curriculum than graduates of the conventional curriculum and no differences were found on clinical competence. Graduates of the conventional curriculum needed less time to find a postgraduate training place. No differences were found for scientific activities such as reading scientific articles and publishing in peer- reviewed journals. Women performed better on clinical competence than did men. Grade point average did not affect any of the variables. Conclusions, The results suggest that PBL affects self-rated competencies. These outcomes confirm earlier findings. However, clinical competence measures did not support this finding. [source] High school and university students' knowledge and attitudes regarding biotechnologyBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2009A Turkish experience Abstract Biotechnology has a considerable importance in Turkish biology curriculum. This study was designed to explore or indicate Turkish high school and university students' knowledge and attitudes toward biotechnology. A total number of 352 high school and 276 university students were invited to the study. The Biotechnology Knowledge Questionnaire (BKQ) with 16 items and Biotechnology Attitude Questionnaire (BAQ) with 37 items were used as data collection instruments. The statistically significant correlation was observed between the level of biotechnology knowledge and the subdimensions of attitudes toward biotechnology. We found no statistically significant difference between high school and university students' knowledge of biotechnology. In contrast, university students showed more positive attitudes toward biotechnology than did high school students. However, the effect of gender was equivocal; therefore, it did not support a "gender paradox" hypothesis. Our results suggest that although students' appreciation of (agricultural) biotechnology is relatively positive, the understanding of biotechnology processes is superficial and attitudes toward shopping genetically modified products are therefore negative. The possible impact of current science and biology curriculum, and also biotechnology news given in media on Turkish students' views of biotechnology is discussed. [source] | ||||||||||