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Students' Attitudes (student + attitude)
Kinds of Students' Attitudes Selected AbstractsTurkish Student Attitudes about the United StatesINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2003Results from a Survey of 112 International Relations Majors at Two Universities in Ankara Abstract The survey evolved as part of a deliberate and systematic attempt by a Fulbright Senior Lecturer to ascertain her Turkish students' assumptions about the United States in the world. Such information would not only have implications for teaching the content of international relations and U.S. foreign policy courses, it also would prove useful in making cultural connections. The survey's results generally portray an aggressive, dominating, interventionist United States, a view that belies the benign self-image held by most U.S. citizens and their leaders. [source] A Ten-Year Chronicle of Student Attitudes Toward Foreign Language in the Elementary SchoolMODERN LANGUAGE JOURNAL, Issue 2 2007AUDREY L. HEINING, BOYNTON This article reports the results of 2 studies conducted over a 10-year period that researched student attitudes toward early foreign language learning. These studies are unique because of the long time frame in which the students were followed, and the large data sets collected at the elementary school level. Surveys of students in the Foreign Language in the Elementary Schools (FLES) programs examined the attitudes of all children in 2 school systems in North Carolina: one suburban and one urban. The students studied either French or Spanish. The number of responses to the survey questions ranged from 22,549 to 52,227 for a 4-year period. The results indicated that boys and girls had positive attitudes when responding to 2 questions about enjoyment of their FLES classes and teachers. The girls were positively inclined, and the boys were neutral, in their desire to continue with foreign language study in the next grade. Two items about the use of foreign language outside the school venue and comprehension of foreign language teacher input revealed negative attitudes for both genders. As a follow-up to the quantitative study, qualitative data about attitudes toward foreign language speakers, foreign cultures, and their own education with respect to foreign language study were gathered through structured interviews. The participants were the same students who had completed the original surveys 10 years earlier. In corroboration of the quantitative data, a qualitative analysis revealed that, for a majority of the students, foreign language study was viewed positively, as were foreign language speakers and their cultures. [source] Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing studentsMEDICAL EDUCATION, Issue 8 2007Karen N Street Context, We describe an interprofessional learning (IPL) opportunity for pre-qualification medical and paediatric nursing students using community-based case studies of disabled children and their families. Methods, A total of 160 students were randomly allocated into interprofessional and uniprofessional pairs. Each pair visited a disabled child at home and school and presented their experience to the rest of the group. Quantitative and qualitative evaluation methods were used to explore the learning experience. Data collection tools included a scale measuring attitudes towards IPL, which was completed by all students before and after their visits and focus groups. Results, The value of the community setting and independent working of the case study was appreciated by the students. The intimacy involved in working in IP pairs demonstrated both positive and negative features. Nursing students showed more open and positive attitudes towards IPL than medical students. Nursing students in IP pairs appear to have benefited most from the exercise, notably in terms of confidence and self-esteem. Professional differences in communication skills and approach were identified as particular learning points for all students. Conclusions, The added value of combining quantitative and qualitative research methods is well demonstrated by this study. Learning opportunities from the case study were greater as a result of working interprofessionally. Student attitudes towards IPL and professional stereotyping changed as a result of this IPL exercise. The importance of the social context of learning and the contact hypothesis are supported by our findings. [source] Student attitudes to surgical teaching in provincial hospitalsAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 3 2003Martin H. Bruening ABSTRACT Objective:The ever-increasing pressure on metropolitan teaching hospitals to rationalise budgets and increase productivity has resulted in a dwindling amount of teaching opportunity for the medical student population. One solution to the problem was to utilise a largely untapped resource in South Australia, namely the provincial hospitals, however, student opinion regarding such a radical change had yet to be determined. Design:A questionnaire was circulated among an entire year group of medical students who would be undertaking the revised surgical curriculum with rural attachments. Setting:In October 1997, a decision was made by the Department of Surgery at the University of Adelaide to proceed with optional rural surgical attachments in 1998. Subjects:The survey was distributed to the 125 members of the 1997 fifth year medical student group. Results:A total of 92 questionnaires were returned giving a response rate of 75%. Thirty-nine students ranked a rural term in their top half of preferences, while a further 18 indicated that they would go to a rural centre if they had to. Conclusion:Despite having little warning of the impending changes to their surgical curriculum, the majority of students who responded to the questionnaire stated that they would be willing to venture to the country locations. Before planning significant changes to an established curriculum, the student group should be consulted to gauge their opinion. What is already known:Within the medical literature, studies have been performed with regard to student opinions regarding postgraduate internships in rural locations, but to our knowledge, this survey represents the first study into student opinion with particular reference to rural surgical attachments prior to their commencement within a medical school curriculum. What this study adds:As a result of this study, it can now be concluded that a considerable amount of interest exists within the student population to undertake rural surgical rotations. [source] Portfolios as a learning tool in obstetrics and gynaecology undergraduate trainingMEDICAL EDUCATION, Issue 12 2001Kirsti Lonka Context We developed a structured portfolio for medical students to use during their obstetrics and gynaecology undergraduate training. The main objective was to support the learning process of the students. We also wanted feedback information to enhance teaching. Methods The study population consisted of 91 medical students who completed the portfolio during their training course. The portfolio consisted of a 28-page A5-size booklet. The students entered all the clinical procedures they had performed and all the deliveries they had attended. After each group session, they answered questions about what they had learned and evaluated the performance of the teacher. They also indicated their general evaluation of the course and the portfolio itself. The teachers listed the 13 most important skills to be learned during the course. The students were asked to evaluate their own development on a scale of 0,5 before and after the course. A content analysis was performed on all the texts the students produced, and all quantitative variables were coded. Results The amount of text written in the portfolio correlated (P < 0·001, F -value 4·2) with success in the final exam. In addition to acting as a logbook, use of the portfolio enhanced the learning process during the course. Students' attitudes towards the portfolio were mainly positive. Students appreciated the departmental interest in their learning process. Conclusion Portfolios support the personal and professional development of medical students. A portfolio clarifies the learning goals and helps students to monitor how these goals are achieved. A portfolio encourages constant self-reflection. [source] Improving the Efficiency and Effectiveness of Grading Through the Use of Computer-Assisted Grading RubricsDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2008Linda Anglin ABSTRACT This study tests the use of computer-assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups based on the grading method. Efficiency was measured by the professor's time to grade the assignments; effectiveness was measured by a student satisfaction survey. Results suggest that the computer-assisted grading rubrics were almost 200% faster than traditional hand grading without rubrics, more than 300% faster than hand grading with rubrics, and nearly 350% faster than typing the feedback into a Learning Content Management System. Results also seemed to indicate that the use of a computer-assisted grading rubric did not negatively affect student attitudes concerning the helpfulness of their feedback, their satisfaction with the speed with which they received their feedback, or their satisfaction with the method by which they received feedback. [source] Food Safety and Regulation: Evaluation of an Online Multimedia CourseJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2005Stephen J. Pintauro ABSTRACT: The effectiveness of, and student attitudes toward, an online Food Safety and Regulation course (WEB) were compared with lecture (LECTURE) and combined lecture/online (COMBINED) courses. All students took identical pre-tests, post-tests, and attitude assessments. No significant differences were detected in pre-test scores. Post-test results for WEB, LECTURE, and COMBINED groups were 65.9±3.02, 67.1±2.62, and 73.5±2.59 (mean±SEM), respectively. After controlling for the pretest, the COMBINED score was significantly higher (P < 0.05) than the LECTURE and WEB scores. Some student attitude scores in the LECTURE and COMBINED groups were better than the WEB group. The results indicate that students perform as well in the Web-based course as the lecture-based course and that student performance is maximized by combining online and lecture methods. [source] The development and application of affective assessment in an upper-level cell biology courseJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2007Elizabeth Kitchen Abstract This study exemplifies how faculty members can develop instruments to assess affective responses of students to the specific features of the courses they teach. Means for assessing three types of affective responses are demonstrated: (a) student attitudes towards courses with differing instructional objectives and methodologies, (b) student self-efficacy (confidence) in completing tasks common to practicing experts, and (c) interests in subject-specific topics and associated intellectual skills. The iterative processes used in refining the instruments and performing the statistical analyses of their effectiveness are detailed. An analysis of data obtained using these instruments is also included. Positive attitudes towards courses emphasizing analytical thinking increased significantly over the course of a 14-week semester, as did the measures of self-efficacy. Despite the rigorous analytical nature of the course experience, the initial strong interest in cell biology topics and higher order thinking skills remained unchanged. There were no significant differences based on gender in any of the affective measures. We discuss the apparent dichotomy, revealed in these assessments, between students' idealistic, academic attitudes towards the course's effectiveness and their opinions of its effects on them personally. We conclude by reporting how insights garnered both from these formal assessments and from anecdotal communications have prompted experimental modifications in the design and conduct of the course. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1057,1087, 2007 [source] Design, validation, and use of an evaluation instrument for monitoring systemic reformJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2001Kathryn Scantlebury Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high-quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards-based teaching, home support, and peer support) using a three-step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four-factor, 20-item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards-based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 646,662, 2001 [source] Medical student attitudes to risk taking and self-perceived influence on medical practiceMEDICAL EDUCATION, Issue 8 2006Michael Weissberg Context, Little has been published on medical student risk-taking attitudes and behaviours and whether students think these attributes will affect how they treat patients. Objectives, Our aims were to assess for an association between risk-taking attitudes and behaviours, such as problematic substance use, self-reported risky behaviours, and self-reported accidents, and to test for an association between risk-taking attitudes and student perceptions of the influence of these attitudes on future clinical practice. Methods, Three consecutive classes of Year 2 medical students (n = 315) completed a self-administered, 29-item questionnaire. Risk-taking attitudes were evaluated using a 6-question, risk-taking scale adapted from the Jackson Personality Inventory (JPI). Results, A significant positive correlation was demonstrated between risk-taking attitudes (JPI) and problematic substance use (r = 0.34; P < 0.01), self-reported risky behaviours (r = 0.47; P < 0.01), and self-reported accidents (r = 0.33; P < 0.01). Students who did not think their attitudes toward risk would affect their clinical decision making scored significantly higher on our measure of risk-taking attitudes (t306 = , 4.60; P < 0.01). Students who did not think that their drinking, drug taking or sexual behaviour would affect how they counselled patients on these matters scored significantly higher on our measure of problematic substance use (t307 = , 2.51; P = 0.01). Conclusions, Although risk-taking attitudes have been associated with significant differences in clinical decision making among doctors, in our sample students with high risk-taking attitudes and behaviours were significantly less likely than their colleagues to think their attitudes would affect their clinical practice. Implications for medical education are discussed. [source] Medical student attitudes toward the doctor,patient relationshipMEDICAL EDUCATION, Issue 6 2002Paul Haidet Context, Medical educators have emphasized the importance of teaching patient-centred care. Objectives, To describe and quantify the attitudes of medical students towards patient-centred care and to examine: (a) the differences in these attitudes between students in early and later years of medical school; and (b) factors associated with patient-centred attitudes. Methods, We surveyed 673 students in the first, third, and fourth years of medical school. Our survey utilized the Patient,Practitioner Orientation Scale (PPOS), a validated instrument designed to measure individual preferences towards various aspects of the doctor,patient relationship. Total PPOS scores can range from patient-centred (egalitarian, whole person oriented) to disease- or doctor-centred (paternalistic, less attuned to psychosocial issues). Additional demographic data including gender, age, ethnicity, undergraduate coursework, family medical background and specialty choice were collected from the fourth year class. Results, A total of 510 students (76%) completed data collection. Female gender (P < 0·001) and earlier year of medical school (P = 0·03) were significantly associated with patient-centred attitudes. Among fourth year students (n = 89), characteristics associated with more patient-centred attitudes included female gender, European-American ethnicity, and primary-care career choice (P < 0·05 for each comparison). Conclusion, Despite emphasis on the need for curricula that foster patient-centred attitudes among medical students, our data suggest that students in later years of medical school have attitudes that are more doctor-centred or paternalistic compared to students in earlier years. Given the emphasis placed on patient satisfaction and patient-centred care in the current medical environment, our results warrant further research and dialogue to explore the dynamics in medical education that may foster or inhibit student attitudes toward patient-centred care. [source] A Ten-Year Chronicle of Student Attitudes Toward Foreign Language in the Elementary SchoolMODERN LANGUAGE JOURNAL, Issue 2 2007AUDREY L. HEINING, BOYNTON This article reports the results of 2 studies conducted over a 10-year period that researched student attitudes toward early foreign language learning. These studies are unique because of the long time frame in which the students were followed, and the large data sets collected at the elementary school level. Surveys of students in the Foreign Language in the Elementary Schools (FLES) programs examined the attitudes of all children in 2 school systems in North Carolina: one suburban and one urban. The students studied either French or Spanish. The number of responses to the survey questions ranged from 22,549 to 52,227 for a 4-year period. The results indicated that boys and girls had positive attitudes when responding to 2 questions about enjoyment of their FLES classes and teachers. The girls were positively inclined, and the boys were neutral, in their desire to continue with foreign language study in the next grade. Two items about the use of foreign language outside the school venue and comprehension of foreign language teacher input revealed negative attitudes for both genders. As a follow-up to the quantitative study, qualitative data about attitudes toward foreign language speakers, foreign cultures, and their own education with respect to foreign language study were gathered through structured interviews. The participants were the same students who had completed the original surveys 10 years earlier. In corroboration of the quantitative data, a qualitative analysis revealed that, for a majority of the students, foreign language study was viewed positively, as were foreign language speakers and their cultures. [source] Psychopathology in the schools: Multicultural factors that impact assessment and interventionPSYCHOLOGY IN THE SCHOOLS, Issue 4 2006Lisa A. Suzuki All cultures promote specific norms of behavior that can influence the assessment and intervention process with members of racially/ethnically diverse groups who are diagnosed with various forms of psychopathology. The purpose of this article is to highlight literature on the prevalence of psychological disorders with respect to children and adolescents from different racial/ethnic groups and present variables that may impact assessment and intervention within these diverse populations (e.g., contextual factors, racial and ethnic identity, religious/spiritual beliefs, parenting factors, student attitudes). In addition, cultural issues related to the assessment process and culturally sensitive recommendations for intervention are addressed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 429,438, 2006. [source] Influences on teacher education student attitudes toward youth who are HIV+PSYCHOLOGY IN THE SCHOOLS, Issue 2 2004Terry A. Stinnett The expectations, attributions, and reactions toward children and youth who have contracted HIV/AIDS warrant close attention from parents, teachers, related service personnel, and others who will interact with these students in the schools. Those who are misinformed or unaware of their beliefs may inadvertently discriminate against children and youth with the disease. This study examined factors that influence judgments about children and youth with HIV/AIDS in a sample of teacher education students. Course of infection of HIV accounted for significant differences in the participants' judgments about responsibility and blame for contracting the disease and also fearfulness and attitudes reflecting isolation for these youth. Educational professionals should be aware of the many negative attributions placed on adolescents who are diagnosed as HIV+ and be prepared to act as facilitators when designing appropriate interventions to assist these students. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 211,219, 2004. [source] Undergraduate nursing students attitude to mental health nursing: a cluster analysis approachJOURNAL OF CLINICAL NURSING, Issue 22 2009Karla Gough Aims., The use of cluster analysis to determine if specific groups of students could be identified based on their attitudes towards mental health nursing following the completion of a clinical experience in a mental health setting. Background., Research suggests that nursing students generally have a negative image of mental health nursing. This can be improved following clinical exposure in mental health settings, however, specific aspects of clinical experience that might facilitate attitudinal change have been under-researched. Design., Survey. Methods., A survey was administered to students (n = 703) immediately after completion of their clinical experience. Cluster analysis was used to identify natural groupings within the study cohort. Results., Three distinct clusters were identified. Cluster 1 demonstrated more positive attitudes, greater confidence and viewed mental health more positively than students in the other two Clusters. They were more likely to be male, have spent at least 30 minutes per shift with a preceptor and have completed shifts of eight hours rather than seven hours. Conclusions., Attitudes to mental health nursing may be influenced by specific demographic characteristics of students and by specific aspects of their clinical experience. Relevance to clinical practice., The nursing workforce is an essential element of quality mental health service delivery. Knowledge about factors influencing more positive attitudes is important for structuring clinical experience and designing effective recruitment strategies to attract more students into this field of practice. [source] Electronic Mail in Foreign Language Writing: A Study of Grammatical and Lexical Accuracy, and Quantity of LanguageFOREIGN LANGUAGE ANNALS, Issue 2 2000Manuela Gonzälez-Bueno The authors statistically analyzed the quality and quantity of discourse generated via the electronic and the traditional (i.e., paper-and-pencil) medium. The primary objective was to determine whether the use of electronic mail had any effect on grammatical accuracy, appropriate use of vocabulary, and language productivity. In addition, the participants completed a written survey at the end of the semester that elicited their opinions of the program's effectiveness. It was found that the electronic version of dialogue journals had a significantly positive effect on the amount of language generated by the students, and that it improved students' attitude towards learning and practicing the target language. However, the electronic version of dialogue journals did not seem to pose any significant advantage over the paper-and-pencil version with regard to lexical and grammatical accuracy. [source] Undergraduate teaching in gerodontology in Leipzig and Zürich , a comparison of different approachesGERODONTOLOGY, Issue 3 2009Ina Nitschke Objective:, To evaluate undergraduate students' attitude towards the clinical components of the Leipzig (LPEG) and Zürich (ZPEG) Programmes of Education in Gerodontology. Background:, Undergraduate student education is the seedbed for conscientious professionals. Extramural clinical education contributes to the formation of positive attitudes. Students in Zürich participate in three clinical activities (in-house gerodontology clinic, extramural acute geriatrics ward, mobile dental service), in Leipzig they visit a long-term care facility on six occasions within 4 years. Methods:, A structured questionnaire with 10 items was administered to students in Leipzig [n = 34, 70.6% female, mean age 25.8 (SD 3.04) years] at the beginning and after completion of gerodontology training and to students in Zürich [n = 33, 48.5% female, mean age 27.0 (SD 3.28) years] on three occasions after clinical training. Students indicated the degree of their agreement with seven statements presented using a 5-point scale. A choice of responses which characterised the course was offered for assessment. Results:, Close collaboration with dental tutors, while self-treating patients in the mobile dental service (mobiDentÔ) attracted the most positive responses. Ratings from students completing their training in Leipzig were less favourable than their initial responses. Conclusion:, The lack of a dental service and Leipzig students' inability to offer treatment in the presence of disease was associated with frustrations. Practical training should go beyond dental examinations at a long-term care facility and include the opportunity for dental treatment. Personnel and equipment required for mobile treatment exceed resources available at most German dental schools. [source] Development of chemistry attitudes and experiences questionnaire (CAEQ)JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2003Jacinta Dalgety In this article we describe the development of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) that measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to investigate factors that influence student enrollment choice. We set out to design the instrument in a manner that would maximize construct validity. The CAEQ was piloted with a cohort of science and technology students (n,=,129) at the end of their first year. Based on statistical analysis the instrument was modified and subsequently administered on two occasions at two tertiary institutions (n,=,669). Statistical data along with additional data gathered from interviews suggest that the CAEQ possesses good construct validity and will prove a useful tool for tertiary level educators who wish to gain an understanding of factors that influence student choice of chemistry enrolment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 649,668, 2003 [source] Target-focused medical emergency team training using a human patient simulator: effects on behaviour and attitudeMEDICAL EDUCATION, Issue 2 2007Carl-Johan Wallin Context, Full-scale simulation training is an accepted learning method for gaining behavioural skills in team-centred domains such as aviation, the nuclear power industry and, recently, medicine. In this study we evaluated the effects of a simulator team training method based on targets and known principles in cognitive psychology. Methods, This method was developed and adapted for a medical emergency team. In particular, we created a trauma team course for novices, and allowed 15 students to practise team skills in 5 full-scale scenarios. Students' team behaviour was video-recorded and students' attitude towards safe teamwork was assessed using a questionnaire before and after team practice. Results, Nine of 10 observed team skills improved significantly in response to practice, in parallel with a global rating of team skills. In contrast, no change in attitude toward safe teamwork was registered. Conclusion, The use of team skills in 5 scenarios in a full-scale patient simulator environment implementing a training method based on targets and known principles in cognitive psychology improved individual team skills but had no immediate effect on attitude toward safe patient care. [source] The attitudes of ,tomorrow's doctors' towards mental illness and psychiatry: changes during the final undergraduate yearMEDICAL EDUCATION, Issue 4 2001H. Baxter Aims To compare the efficacy of two teaching styles, didactic teaching and problem based learning, in producing enduring change in final-year medical students' attitudes towards psychiatry and mental illness. Method A 1-year follow-up questionnaire survey of two groups of medical students taught psychiatry in their fourth-year training by two different methods. One-year follow-up scores were compared with pre-attachment and post-attachment scores in the fourth year. Results 70 (68%) students completed both questionnaires at follow-up. The follow-up scores were significantly lower compared with both the fourth-year pre-attachment and post-attachment scores, suggesting that the positive change in attitudes following psychiatric training in the fourth year significantly decayed during the final year. The two teaching methods did not differ in the magnitude of this reduction. Conclusions The positive change that occurs in medical students' attitude towards psychiatry, psychiatrists and mental illness after their fourth-year psychiatric training is transient and decays over the final year. [source] Communication and conflict in young Mexican students: Messages and attitudesCONFLICT RESOLUTION QUARTERLY, Issue 1 2006Francisco A. Laca This study involved a population of young Mexican students (N = 526, ages nine to seventeen). It used U.S. instruments to evaluate these students' attitudes about conflict, communication skills, conflict styles, and conflict management message styles in a Hispanic school environment in order to explore the degree of applicability of these instruments to young Spanish-speaking students and to analyze the relations between these constructs. A model in which attitudes about conflict and communication skills predict the conflict management messages was shown to be signi.cant after the corresponding structural analysis. [source] Development and evaluation of a cd-rom to support student learning in dentist,patient communicationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2003J. T. Newton The interaction between dentist and patient is central to the provision of effective healthcare. A multidisciplinary team containing expertise in the social and behavioural sciences, medicine, dentistry, education and information technology was formed to design a CD-ROM to support more traditional teaching and learning in this area. The final version of the program consists of a ,virtual' patient from whom students are asked to take a medical history. The ,patient' interacts with the student and responds to the style of their questioning by changes in anxiety, or degree of annoyance. To date, the CD-ROM has been evaluated in two stages. The first stage was a predictive formative evaluation by the research/development team, and the second stage was a formative evaluation by 144 dental students of the first full prototype. A third stage, to be conducted next year, will involve measuring the longer term impact of the CD-ROM through the assessment of students' abilities to communicate with patients. The evaluation had two components: students made rates of how useful and easy to use they found the program, and students' attitudes towards interacting with patients were evaluated adopting constructs from the theory of Planned Behaviour. Students were positive about the use of the CD-ROM, though they requested some changes in the functionality of the program. Compared to a sample of students who had not used the CD-ROM, the students who used the CD-ROM felt more positive about communicating with their patients, at the end of the course, and expressed stronger intentions to communicate well with patients. We conclude that the CD-ROM we have developed in a useful adjunct to learning in dentist,patient communication. [source] Taking an Undergraduate Nutrition Course Results in Favorable Attitudes Toward a Healthful Diet and Improved Intake of Several Key NutrientsFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 1 2009Roman Pawlak The purpose of this research was to assess the impact of introductory undergraduate nutrition course on students' attitudes toward healthy diet and on students' intake of nutrients. A pre and post-test design was used to assess changes in self-reported nutrient intake. Open-ended questions were asked to elicit responses about how/whether the course had any impact on their attitudes toward foods and dietary behavior. A statistically significant increase in fiber, folate, potassium, and calcium intake were observed, comparing post to pre-test. A decrease in saturated fat intake in terms of energy percentage was observed. Increased awareness of the impact of diet on health was reported by students. A desire to increase intake of fruits, vegetables, and whole grains, and to decrease intake of fat and sugar was also reported. Students reported a willingness to eat less fast food and candies as well as drink fewer sodas. Thus, in this study a college nutrition course did effectively increase awareness of a healthy diet as well as change in attitude and modify dietary behavior. [source] Do students' perceptions matter?ACCOUNTING & FINANCE, Issue 2 2008A study of the effect of students' perceptions on academic performance M41; I20 Abstract Prior accounting education literature documents that students typically associate accounting subjects with negative perceptions, but there are also recent suggestions that the stereotype of the accountant has positive associations. These perceptions of accounting are likely to affect students' attitudes towards learning and, consequently, influence their performance. We examine the relationship between students' perceptions and students' performance. The present study involved undergraduate and graduate students enrolled in management accounting subjects. Our findings indicate that students' performance is negatively affected by the negative perceptions of accounting that students bring to the subject. Our findings also suggest that positive perceptions of accounting held by students at the end of the semester have a positive impact on students' performance. [source] An evaluation of the effectiveness of an educational and experiential intervention on nursing students' attitudes towards older peopleINTERNATIONAL JOURNAL OF OLDER PEOPLE NURSING, Issue 2 2007Assumpta Ryan PhD MEd, BSc(Hons), PGCTHE Objectives., This paper reports the results of a study that aimed to evaluate the effectiveness of an educational and experiential intervention on nursing students' attitudes towards older people. Background., With repeated exposure to very sick older people in hospitals or nursing homes, nursing students are at risk of adopting stereotypical views about this section of the population as frail and dependent. Design., A pre- and post-test design was used to conduct the study. Methods., Using Kogan's Attitudes Towards Old People Scale, the attitudes of nursing students were tested at the beginning of a degree programme in Adult Nursing (n = 130) and one year later (n = 94) following a series of visits to a well-older person in the community. Results., Nursing students reported positive attitudes towards older people and these were retained throughout the first year of their nurse training. No statistically significant differences were found associated with any of the five independent variables in either pre- or postintervention students. Conclusions., The attitudes of nursing students towards older people remained positive. While it is possible that the experiential and educational interventions utilized in this study may have contributed to the retention of positive attitudes, further research is required to test this hypothesis. Relevance to clinical practice., Nurses have a major role to play in responding to the health and social care needs of older people and their families. The cultivation of positive attitudes is a key factor in enabling practising nurses to respond to this challenge. [source] Evaluation of nursing and medical students' attitudes towards people with disabilitiesJOURNAL OF CLINICAL NURSING, Issue 15-16 2010Hatice Sahin Aims and objectives., The aim of this study is to assess the attitudes of students towards disabled people and provide suggestions to make necessary changes in the curricula. Background., Disabled people suffer from rejection, exclusion and discrimination. The undergraduate education of future health professionals should include processes of critical thinking towards and analysis of the disabled. Design., Cross-sectional design was used. Methods., All the preclinical medical and nursing students in our institution were included in study. Data were collected using the Turkish Attitudes towards Disabled Person Scale (TATDP) and demographical variables. TATDP Scale was scored according to five-point Likert Scale. Results., Students' mean attitude score is 120·57 (SD 15·24). Subscale mean scores are 53·61 (SD 7·25) for compassion (CP), 50·47 (SDS 7·26) for social value (SV) and 16·49 (SD 2·89) for resource distribution (RD). Whilst nursing students had less contact with the disabled, medical students had a closer contact with them. Medical students acquired more prior knowledge about attitudes towards the disabled. Total attitude scores of female students were above the students' mean attitude score when compared to those of male students. Conclusion., Only if early contact is established with patients and the disabled, practical educational strategies are adopted, and the students are provided with information on attitudes about the disabled, will a social model of disability be introduced into the curriculum. Relevance to clinical practice., This study results were presented to curriculum planning committees of nursing and medical schools, so that they should use them as needs assessment data in developing a disability awareness curriculum. The curriculum will be implemented in cooperation with not only schools but also other social institutions. For instance, clerkship applications will be accomplished by cooperating with nursing homes and organisations of disabled people. [source] A computer attitude scale for computer science freshmen and its educational implicationsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2005G.E. Palaigeorgiou Abstract The successful integration of computers in educational environments depends, to a great extent, on students' attitudes towards them. Widely used computer attitude scales (CASs) focus on the beliefs of typical computer users and do not reveal the more refined attitudes of groups that use computers extensively and develop unique relations with them. This study presents the development and validation of a CAS especially designed for computer science freshmen (CASF). The scale consists of five factors, namely, self-confidence in previous knowledge, hardware usage anxiety, computer engagement, fears of long-lasting negative consequences of computer use and evaluation of positive consequences of computers in personal and social life. Using an analytic computer experience construct, the scale's components were related to multiple aspects of students' computer experience. CASF responses can inform a variety of instructional decisions and classroom management strategies for the first phase of the students' studies. [source] The relationship of freshmen's physics achievement and their related affective characteristicsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2007Almer (Abak) Gungor Abstract The purpose of this study was to determine the best-fitting structural equation model between the freshmen's physics achievement and selected affective characteristics related to physics. These characteristics are students' situational interest in physics, personal interest in physics, aspiring extra activities related to physics, importance of physics, importance of electricity, physics course anxiety, physics test anxiety, physics achievement motivation, student motivation in physics, self-efficacy in physics, self-concept in physics, and locus of control. The researchers developed the affective characteristics questionnaire that consisted of 12 subdimensions, and has 53 items related to these subdimensions. The questionnaire was applied to 890 freshmen physics students at the universities in Ankara. Two models were tested: a unidimensional model and a multidimensional model. However, a third model, which is more similar to the multidimensional model, exhibited the best fit for the freshmen. Moreover, the results revealed that achievement motivation was the most influential affective characteristic on physics achievement. On the other hand, motivation in physics had a negative influence on physics achievement in the model, and the influence of the students' attitudes towards physics was not statistically significant. Thus, one should especially pay attention to the students' achievement motivation in physics if the aim is to increase students' physics achievement. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1036,1056, 2007 [source] Relationship between achievement and students' acceptance of evolution or creation in an upper-level evolution courseJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2006Ella L. Ingram Students often hold strong attitudes regarding topics they encounter during their studies, and many instructors feel that these attitudes can have strong effects on students' performance. We characterized students' attitudes toward evolution and investigated the influence of students' attitudes (pre-course and post-course) regarding evolution on their performance in an evolution course, measured as their final grade. We found our students to hold positive attitudes toward evolution; these attitudes became more positive following the course. The most significant change in attitude occurred in the group of students initially undecided toward evolution. We also found that attitudes prior to the course had little influence on later achievement; however, at the end of the course, students' attitudes were positively related to final grades, although the effect was small. We argue that pedagogical techniques directly addressing students' attitudes help reduce the influence of attitudes (especially prior attitudes) on achievement. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 7,24, 2006 [source] Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2003Marcelle A. Siegel This study has two purposes: (a) methodological,to design and test a new instrument able to reflect changes in attitudes toward science over time, and (b) investigative,to find out the effect of two similar curricular treatments on the attitudes of two classes. Items about the relevance of science to students' lives were developed, pilot-tested, and analyzed using Rasch modeling. We then divided reliable items into three equivalent questionnaire forms. The final three forms of the questionnaire were used to assess high school students' attitudes. Over 18 weeks, one class used a core curriculum (Science and Sustainability) to learn science in the context of making decisions about societal issues. A second class used the same core curriculum, but with parts replaced by computer-based activities (Convince Me) designed to enhance the coherence of students' arguments. Using traditional and Rasch modeling techniques, we assessed the degrees to which such instructional activities promoted students' beliefs that science is relevant to them. Both classes tended to agree more, over time, that science is relevant to their lives, and the increases were statistically equivalent between classes. This study suggests that, by using innovative, issue-based activities, it is possible to enhance students' attitudes about the relevance of science. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 757,775, 2003 [source] | |||||||||||||||||||