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Selected AbstractsEmpirical Design Research: Student Definitions, Perceptions, and ValuesJOURNAL OF INTERIOR DESIGN, Issue 2 2007Joan I. Dickinson Ph.D. ABSTRACT Third and fourth year undergraduate interior design students in Colleges of Architecture or Human Sciences at three different research universities were surveyed to compare their: (1) perceived value of research in interior design practice, (2) perceptions of who should conduct research, (3) attitudes toward research in interior design education, and (4) definitions of research. A survey instrument was developed that consisted of one open-ended question and 29 questions using a Likert scale. Questions were adapted from the Chenoweth and Chidister (1983) scale that measured landscape architecture attitudes toward research, and from the Dickson and White (1993) scale administered to interior design practicing professionals. A total of 89 undergraduate students were surveyed from the three universities. The majority of the students were Caucasian (n = 79) and female (n = 84). The results indicated that, overall, students valued research for the profession regardless of their college or university affiliation. However, their definitions of research were pragmatic in nature, and they often regarded research as the gathering of information rather than the generation of new knowledge. The students were also unclear about who should be conducting interior design research. College affiliation revealed that students who were in an architecturally-based program put a higher value on research at the undergraduate level than those students housed in a College of Human Sciences; similarly, College of Architecture students had a better understanding that research advanced a profession. [source] Does a rural educational experience influence students' likelihood of rural practice?MEDICAL EDUCATION, Issue 3 2002Impact of student background, gender Context The family medicine clerkship at the University of Calgary is a 4-week mandatory rotation in the final year of a 3-year programme. Students are given the opportunity to experience rural practice by training at 1 of several rural practices. Objective To determine whether exposure to a rural educational experience changes students' likelihood of doing a rural locum or rural practice and whether student background and gender are related to these practice plans. Method Clinical clerks from the Classes of 1996,2000, who trained at rural sites, responded to questionnaire items both before and after the rural educational experience. Responses to the questionnaire items and discipline of postgraduate training served as dependent variables. Student background and gender were independent variables. Results As a result of the rural educational experience all students were more likely to do a rural locum. Compared to their urban-raised peers, students from rural backgrounds reported a significantly greater likelihood of doing a rural locum and practising in a rural community, irrespective of gender or participating in a rural educational experience. There was no relationship between background and career choice. Conclusion A rural educational experience at the undergraduate level increases the stated likelihood of students participating in rural locums and helps to solidify existing rural affiliations. Students with rural backgrounds have a more favourable attitude toward rural practice. This pre-post study provides further support for the preferential admission to medical school of students with rural backgrounds to help alleviate the rural physician shortage. [source] A national medical education needs' assessment of interns and the development of an intern education and training programmeMEDICAL EDUCATION, Issue 4 2000Frances B Hannon A needs' assessment of interns was undertaken using a self-completion questionnaire and a semistructured interview. The questionnaire explored to what degree graduates had been helped to acquire a range of competencies and professional characteristics. In the interviews graduates discussed their self-perceived learning needs, their educational and training experiences and made suggestions. A 25% random sample of 1996 graduate doctors was selected from the five medical schools in Ireland (n=95). The overall response rate was 88% (n=84). The software package SPSS was utilized to carry out descriptive statistics on the questionnaire data while the interview data were analysed qualitatively. Of the responders, 91% reported that they were not prepared for all the skills needed as an intern. History taking and clinical examination were considered well covered at the undergraduate level but little training was received in a range of professional competencies and personal characteristics. Formal education and training during the intern year was found to be poor. However, some skills and characteristics improved during the year as a result of work experience. In the interviews the graduates explored educational issues. They considered an improved clinical experience throughout the undergraduate years to be at the heart of curriculum development but stressed that, in order to succeed, it would have to be accompanied by leadership within the healthcare system and efforts to improve the learning environment. [source] Accessibility for parents of weight management information on the InternetNUTRITION & DIETETICS, Issue 2 2006Amal OWAIMRIN Abstract Objective:, The aim of the present study was to describe the accessibility, quality and readability of web base content on the Internet for childhood obesity management from a parental viewpoint. As more than 25% of Australian children are overweight or obese, it is likely that parents access the Internet for advice on obesity management for their child. Design:, Links to websites were generated using three search engines and three phrases. The first 10 website links were selected from each of nine searches. Ten aspects of obesity management were identified for the analysis of childhood obesity and related websites. The Fry readability graph was used to assess content readability. Data analysis:, The data were analysed using spss Version 10, Minitab and Microsoft Excel 2000. anova was used to compare clinical criteria between website type. Results:, A total of 90 links were generated with 60 relevant for analysis. In total, 30 were specific to childhood obesity and 47 websites were either obesity-specific or weight-related. Childhood obesity websites were community-based or commercial. Most websites relevant to childhood obesity management came at no cost, in comparison with general weight-related sites. Childhood obesity websites scored generally high on accuracy of content. Overall, website readability was at an undergraduate level. Conclusions:, There appears to be a paucity of accessible information on the Internet related to childhood weight management, which parents could access. Childhood obesity management websites should ideally include clinically approved management guidelines and follow e-health codes of ethical practice. [source] Epidemiology: Theory, study design, and planning for educationTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 3 2000PhD Assistant Professor, Shelley A. Harris MSc Abstract Many health professionals have received formal training in epidemiology; however, much of it has been limited to introductory courses at the undergraduate level. Further, continuing education for health professionals has focused historically on substantive rather than methodologic issues in epidemiology. A methodologic focus is recommended to improve continuing education for the health of the public. It is crucial to equip educators and health professionals with the necessary tools or resources to understand study design, conduct research, analyze and interpret data, and critically evaluate published research. Thus, in this article, a general overview of epidemiologic study design and some of the most common methodologic issues are presented. Issues such as confounding, effect modification, measurement error, and power and sample size are highlighted. A broader recognition of these issues by educators and health professionals may ultimately help to improve public health by facilitating effective educational interventions, proper study design, analysis, interpretation, and application of epidemiologic research. [source] Tactile teaching: Exploring protein structure/function using physical models,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 4 2006Tim Herman The technology now exists to construct physical models of proteins based on atomic coordinates of solved structures. We review here our recent experiences in using physical models to teach concepts of protein structure and function at both the high school and the undergraduate levels. At the high school level, physical models are used in a professional development program targeted to biology and chemistry teachers. This program has recently been expanded to include two student enrichment programs in which high school students participate in physical protein modeling activities. At the undergraduate level, we are currently exploring the usefulness of physical models in communicating concepts of protein structure and function that have been traditionally difficult to teach. We discuss our recent experience with two such examples: the close-packed nature of an enzyme active site and the pH-induced conformational change of the influenza hemagglutinin protein during virus infection. [source] Rates of electron transport in the thylakoid membranes of isolated, illuminated chloroplasts are enhanced in the presence of ammonium chlorideBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 6 2003Rob L. Dean Abstract The rate of flow of electrons from water to an artificial electron acceptor, dichlorophenolindophenol (DCPIP), through photosystem II in the thylakoid membranes of isolated chloroplasts is greatly enhanced in the presence of 10 mM ammonium chloride. Rate enhancement depends on irradiance levels. Uncoupling reagents like ammonium chloride prevent the formation of a proton gradient across the thylakoid membrane and consequently remove a constraint on the rate of electron transport. The mode of action of ammonium chloride is explained. Evidence obtained using an oxygen electrode that DCPIP itself also partially uncouples the system is presented as background information for instructors. Suggestions on how this reaction may be used in laboratory classes for students from high school to the senior undergraduate level are included. [source] Development of biotechnology education in TurkeyBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2000Feride Severcan For sometime Turkish scientists have been actively involved in biotechnology related research. However, biotechnology education in Turkey is a relatively recent phenomenon. The subject has not been addressed at the undergraduate level in a serious way until recently. This is evident from the lack of undergraduate degree programmes in biotechnology at Turkish Universities. The Turkish scientific establishment is very much aware of the importance of biotechnology and has identified this subject as one of the priority areas. The Universities are taking positive steps towards enhancing Biotechnology education. This article focuses on the emergence, as well as the problems and prospects of Biotechnology education in Turkey. [source] Tactile teaching: Exploring protein structure/function using physical models,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 4 2006Tim Herman The technology now exists to construct physical models of proteins based on atomic coordinates of solved structures. We review here our recent experiences in using physical models to teach concepts of protein structure and function at both the high school and the undergraduate levels. At the high school level, physical models are used in a professional development program targeted to biology and chemistry teachers. This program has recently been expanded to include two student enrichment programs in which high school students participate in physical protein modeling activities. At the undergraduate level, we are currently exploring the usefulness of physical models in communicating concepts of protein structure and function that have been traditionally difficult to teach. We discuss our recent experience with two such examples: the close-packed nature of an enzyme active site and the pH-induced conformational change of the influenza hemagglutinin protein during virus infection. [source] |