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Students' Confidence (student + confidence)
Selected AbstractsExploring alternative conceptions from Newtonian dynamics and simple DC circuits: Links between item difficulty and item confidenceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2006Maja Planinic Croatian 1st-year and 3rd-year high-school students (N,=,170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item-difficulty measure based upon all responses, (b) an item-confidence measure based upon correct student answers, and (c) an item-confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150,171, 2006 [source] A systematic review of peer teaching and learning in clinical educationJOURNAL OF CLINICAL NURSING, Issue 6 2008Jacinta Secomb Aims and objectives., The purpose of this review is to provide a framework for peer teaching and learning in the clinical education of undergraduate health science students in clinical practice settings and make clear the positive and negative aspects of this teaching and learning strategy. Background., The practice of using peers incidentally or purposefully in the clinical education of apprentice or undergraduate health science students is a well-established tradition and commonly practiced, but lacks definition in its implementation. Method., The author conducted a search of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations were publications after 1980 (2005 inclusive), English language and research papers. Selection of studies occurred: based on participant, intervention, research method and learning outcomes, following a rigorous critical and quality appraisal with a purposefully developed tool. The results have been both tabled and collated in a narrative summary. Results., Twelve articles met the inclusion criteria, representing five countries and four health science disciplines. This review reported mostly positive outcomes on the effectiveness of peer teaching and learning; it can increase student's confidence in clinical practice and improve learning in the psychomotor and cognitive domains. Negative aspects were also identified; these include poor student learning if personalities or learning styles are not compatible and students spending less individualized time with the clinical instructor. Conclusions., Peer teaching and learning is an effective educational intervention for health science students on clinical placements. Preclinical education of students congruent with the academic timetable increases student educational outcomes from peer teaching and learning. Strategies are required prior to clinical placement to accommodate incompatible students or poor student learning. Relevance to clinical practice., The findings from this systematic review, although not statistically significant, do have pragmatic implications for clinical practice. It can increase clinical placement opportunities for undergraduate health students, assist clinical staff with workload pressures and increase clinician time with clients, while further developing students' knowledge, skills and attitudes. [source] Simulation , a bridge between theory and reality: the case of electric circuitsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2000M. Ronen Abstract This study aimed to examine the role of a simulation as a potential aid that may help students bridge the gap between theory and reality, in the case of electric circuits. Sixty-three pairs of students aged about 15 years were presented with two tasks involving real circuits. An open simulation environment was available as an optional aid for the experimental group. Significant differences were found between the achievements of the groups. The use of the simulation contributed to students' confidence and enhanced their motivation to stay on-task. The detailed analysis revealed the role of the simulation as a source of constructive feedback, helping students identify and correct their miscon-ceptions and cope with the common difficulties of relating formal representations to real circuits and vice versa. [source] Exploring alternative conceptions from Newtonian dynamics and simple DC circuits: Links between item difficulty and item confidenceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2006Maja Planinic Croatian 1st-year and 3rd-year high-school students (N,=,170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item-difficulty measure based upon all responses, (b) an item-confidence measure based upon correct student answers, and (c) an item-confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150,171, 2006 [source] Cardiopulmonary resuscitation training for undergraduate medical students: a five-year studyMEDICAL EDUCATION, Issue 3 2002Colin A Graham Background Cardiopulmonary resuscitation (CPR) training for undergraduate medical students and junior doctors has been noted to be poor in the past. Attempts have been made over the last decade to improve CPR training for all health professionals. Aim This study aimed to determine if CPR training for undergraduate medical students in a single institution improved after initial concerns in 1992, and to observe trends in CPR training over five years. Methods Prospective single centre observational cohort survey by means of a 2-page self completed questionnaire to final year undergraduate medical students at the University of Glasgow (1993,97 inclusive). Results Mean annual response rate 58% (range 48% , 67%). 99% of responders had been trained in basic life support during undergraduate training. The use of simulated arrests for training increased significantly. CPR training was concentrated in the first and final years. Training in all aspects of advanced life support increased, as did the students' confidence in these techniques. Student satisfaction with the amount of basic life support training increased very significantly and there was a small, but significant increase in student satisfaction with advanced life support training. Overall confidence at the prospect of being a member of the resuscitation team on qualification did not increase. Conclusions There has been a sustained improvement in CPR training at this institution since 1993. Improvements in the training of specific advanced life support techniques does not lead to improved overall confidence in using these skills on qualification. Advanced life support training requires further expansion. [source] | |||||||||||||