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Student Behaviour (student + behaviour)

Distribution by Scientific Domains
Medical Sciences80%

Selected Abstracts

Web-based virtual patients in dentistry: factors influencing the use of cases in the Web-SP system

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2009
N. Zary
Abstract We studied the students' acceptance and utilization of virtual patients (VPs) authored by faculty using the Web-SP system over two consecutive years. We also studied factors of importance for the utilization of VPs for self-assessment. Both year-groups studied found the Web-SP system easy to use and their overall opinion of Web-SP was positive (Median: 5, p25-p75: 4-5). They found the VPs engaging, realistic, fun to use, instructive and relevant to their course. Students used, on average, 9.68 VPs per course, which constitutes 43 percent of the available VPs. The number of VPs available seemed to be sufficient for the target course, even if some of the students preferred a higher number of VPs. Of the VPs encountered, 71% (CI: 68-75%) were VPs with feedback, and correspondingly 29% of the VPs chosen were without feedback. The difference in utilization between both types of VPs was significant, at p < 0.001. Thus, the students clearly favoured VPs with feedback compared to VPs without feedback. There were three modes of engagement in which the VP was utilized. Mode 1 was the preferred mode for VPs without feedback, while mode 3 was dominant for VPs with feedback.. Whether or not a VP was selected for review during a teacher led seminar or not, did not affect student behaviour, at least on the surface. Teacher led seminars may still be of importance to provide credibility to the VPs by integrating them into the curriculum. [source]

Student characteristics and subculture trends in interpersonal skills workshops

INTERNATIONAL NURSING REVIEW, Issue 3 2002
C ert E d, J. Gilmartin P h D
Abstract The aim of this study was to explore the experiences of student nurses when learning interpersonal skills and to examine the impact of small group work. A qualitative methodology was used. The sample comprised 50 student nurses who were undertaking the preregistration diploma course. In-depth interviews were employed to collect the data. The findings indicated that many students resisted learning owing to a range of personal characteristics that influenced the learning process. A student typology was constructed which highlighted four types of student characteristics that emerged from the data. Significant characteristics relating to each type of student behaviour are emphasized. This report also combines the student typology with the emergence of three distinct subcultures that frequently both interrupt and enhance learning. In presenting the subcultures the implications for group work are considered in conjunction with study limitations. [source]

A clinical teaching guide for psychiatric mental health nursing: a qualitative outcome analysis project

JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2002
S. Melrose phdrn
Limited curriculum enhancement resources are available to psychiatric nurse educators. This article provides a clinical teaching guide for novice instructors teaching an introductory psychiatric nursing course. The investigation is grounded in a constructivist theoretical framework and extends a previous case study project that explored how students learn during a mental health practicum (Melrose 1998, Melrose & Shapiro 1999). The guide was tested and modified by applying a qualitative outcome analysis methodology. Insight into interpreting student behaviour and providing appropriate and stage-specific teaching tools is revealed. Theoretical components, assessment questions for teachers, student behavioural signs and teaching strategies are identified and discussed to describe significant features in creating personally meaningful learning experiences. [source]

Bullying behaviour in secondary schools: what roles do teachers play?

CHILD ABUSE REVIEW, Issue 3 2008
Deborah J. James
Abstract Teachers have an important role to play in the management and prevention of bullying. Although many anti-bullying programmes advocate a ,whole school approach', they tend to focus on student-student behaviours and rarely examine the nature of other relationships which exist in the school. This study examines bullying between students and teachers at two time points. Thirty per cent of students said they were bullied by teachers at both times. Numbers reporting they bullied teachers were 28 per cent and 16 per cent, respectively. The paper explores the important role that teachers play in dealing with bullying in a school setting by modelling appropriate behaviours and dealing with it effectively. If teachers are victimised by or engage in bullying students this has implications for the ethos within the school and may also impact on the success of anti-bullying programmes. Copyright © 2008 John Wiley & Sons, Ltd. [source]

How undergraduate clinical learning climates differ: a multi-method case study

MEDICAL EDUCATION, Issue 10 2008
Klarke Boor
Context, The clinical learning climate affects undergraduate medical students' behaviour, satisfaction and success. Most studies predominantly describe aspects of the clinical learning climate using quantitative methodologies, such as questionnaires. This study aimed to illuminate medical students' perceptions of the clinical learning climate, and which factors and their interactions explain differences in clinical learning climates. Methods, We carried out a multi-method case study. Twelve departments of obstetrics and gynaecology distributed the Postgraduate Hospital Educational Environment Measure (PHEEM), a reliable questionnaire measuring the clinical learning environment, among medical students. After analysis (using anova and post hoc tests), 14 medical students from the highest- and lowest-scoring departments participated in semi-structured interviews. We analysed the transcribed recordings using a content analysis approach. Researchers agreed on coding and an expert group reached consensus on the themes of the analysis. Results, We found a significant difference between departments in PHEEM scores. The interviews indicated that department and medical student characteristics determine the clinical learning climate. For departments, ,legitimacy', ,clerkship arrangements' and ,focus on personal development' were the main themes. For medical students, ,initial initiatives', ,continuing development' and ,clerkship fatigue' were the principal themes. The amount and nature of participation played a central role in all themes. Conclusions, Differences between clinical learning climates appear to be related to differing approaches to participation among departments. Participation depends on characteristics of both departments and students, and the interactions among them. The outcomes give valuable clues to how a favourable clinical learning climate is shaped. [source]