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Selected AbstractsA case study of a cooperative learning experiment in artificial intelligenceCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 4 2007Fernando Díez Abstract This article describes an innovative teaching experiment (part of a project for Innovation in Teaching at the University Autónoma of Madrid) which was undertaken by the authors during the first semester of the academic year 2004/2005. This teaching experiment has been the object of evaluation by the students as part of their coursework and has consisted of the use of the groupware system KnowCat, by which the students prepare a repository of documents related to topics and themes associated with the subject matter (Artificial Intelligence). During the process of elaboration both the votes for the best documents and the annotation made about them play an essential role. These documents are carried out exclusively by the students and they are who decide, by means of their activity, which of the documents presented are to be chosen as representative of the entire collection. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ 15: 308,316, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20114 [source] Development and Implementation of a Relative Value Scale for Teaching in Emergency Medicine: The Teaching Value UnitACADEMIC EMERGENCY MEDICINE, Issue 8 2003Naghma S. Khan MD Abstract Relative value units exist for measuring clinical productivity. Limited objective measures exist, however, for nonclinical activities, specifically teaching. Objective: To develop an objective measure of teaching productivity linked to a performance-based incentive plan. Methods: Teaching goals and objectives were identified before the 1998,1999 academic year. Teaching value units (TVUs), objective measures for quantifying teaching activities, were developed and assigned based on an estimation of time needed to complete each activity and weighted for importance to the teaching mission. Each physician was allocated teaching time based on past performance and future goals. Targeted TVUs necessary to meet expectations were proportionate to allocated teaching time. Teaching productivity was defined as a percentage of targeted TVUs achieved. Incentive dollars for teaching were distributed based on percentage of targeted TVUs achieved, weighted individually for teaching load. Results: Teaching productivity was evaluated over a three-year period. In year 1, mean TVUs allocated/physician were 181 units (range 25 to 449). Four of 18 physicians (22%) met expectations. The mean individual TVUs achieved were 54% of expected (range 0% to 114%). By year 3, mean TVUs allocated/physician were 179 (range 45 to 629). Twelve of 22 physicians (55%) met expectations. The mean individual TVUs achieved were 82% of expected (range 11% to 146%). Between year 1 and year 3, group productivity increased from 73% to 88%, and mean individual productivity increased from 54% to 82% (p = 0.01). Conclusions: The development of a TVU-based system enabled objective quantification and monitoring of a broad range of teaching activities. The TVU-based system linked to an incentive plan helped to increase individual and group teaching productivity. [source] From Good Student to Outcast: The Emergence of a Classroom IdentityETHOS, Issue 2 2004Stanton Wortham The process of social identification draws on heterogeneous resources from several levels of explanation. This article illustrates how, by describing the identity development of one student across an academic year in a ninth-grade classroom. Analyses of transcribed classroom conversations show teachers and students drawing on multiple resources as this student goes from being identified as one of many good students to being identified as a disruptive outcast. This case provides a counterexample to simple theories of identity development that do not recognize the multiple, heterogeneous resources involved in social identification. [source] Student satisfaction with curriculum modifications in a French dental schoolEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2000P. Farge Since 1994, important modifications have been implemented in the dental curriculum in France, and an additional year has been included in the dental curriculum. The 1st year has remained unchanged; it is common to both medical and dental schools and leads to a selection procedure of 1 in 10 dental students. In the new curriculum, the dental student is engaged in a 5-year programme in dental school (years 2 to 6), as opposed to 4 years in the former programme (years 2 to 5). Basically, this new curriculum emphasises research initiation, links with medical training and offers broader clinical experience. During the academic year 1998,1999, dental schools had 2 different types of students: the 4th year students belonging to the new programme along with the 5th year students in their final year of the old curriculum. Using a specially devised questionnaire, we investigated the students' perception of their respective training, their motivation and professional plans. At the Faculty of Odontology in Lyon, the new curriculum is perceived as an increased strain by the dental students. [source] Does Higher Education Matter?EUROPEAN JOURNAL OF EDUCATION, Issue 1 2007Lessons from a Comparative Graduate Survey Renewed public interest in the relationships between higher education and the world of work and a deficient data base contributed to the decision to undertake a major comparative study on graduate employment and work. In the framework of the CHEERS study, supported by the European Commission's TSER programme, some 40,000 graduates of the academic year 1994/95 from 11 European countries and Japan were surveyed about four years later. The study paid attention to the transition to employment, the employment situation during the first four years after graduation, the links between competences acquired and work tasks, as well as the professional impact of values and orientations. Altogether, the findings indicate major North-South differences of graduate employment in Europe, but less clear findings as far as work assignments and retrospective views of higher education are concerned. They show on average a more favourable employment and work situation than the public debates suggest, few signs of European convergence, for example with respect to preference for generalists or professionals, and a high weight of intrinsic values. [source] Migraine Among University Students in Cotonou (Benin)HEADACHE, Issue 6 2009Thierry Adoukonou MD Background., Few data are available on migraine among students in Africa. The aim of this study was to estimate the prevalence of migraine and describe its clinical features and associated conditions among students of the Faculty of Health Sciences of Abomey-Calavi University, in Cotonou, Benin. Methods., A cross-sectional study was prospectively conducted during the academic year 2002-2003 and included 336 students selected using systematic random sampling. Migraine was defined according International Headache Society criteria 1988. Results., The lifetime prevalence of migraine was 11.3% (95% CI: 8.2-15.3%). The prevalence was significantly higher in females (18.3%) than males (6.8%), in married-widowed (30.4%) than single (9.9%). The mean age at onset of the disease was 15.0 years ± 2.5. Migraine without aura was the more frequent form (57.9%). The mean attack frequency per month was 3.8 (±3.4) and the peak attack duration was between 4 and 6 hours. Psychological tiredness was the most frequent triggering factors (92.1%). The factors associated with migraine in multivariate analysis were female sex (OR = 2.6 [95% CI: 1.2-5.3]), single marital status (OR = 3.7 [95% CI: 1.2-11.9]) and presence of a family history of headache (OR = 2.9 [95% CI: 1.0-8.1]) Conclusion., Migraine was frequent in students in Cotonou (Benin) compared with other studies in Africa. [source] Critical thinking dispositions in baccalaureate nursing studentsJOURNAL OF ADVANCED NURSING, Issue 2 2006Kyung Rim Shin EdD RN FAAN Aim., This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background., Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods., A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results., There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7·54, P = 0·0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0·0194, 0·0041, 0·0044). Conclusion., Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture. [source] Improving Medical Student Attitudes Toward Older Patients Through a "Council of Elders" and Reflective Writing ExperienceJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 2 2009Glenda R. Westmoreland MD In an effort to reduce "agism" which is prevalent among medical trainees, a new geriatrics educational experience for medical students aimed at improving attitudes toward older patients was developed. Each 90-minute Older Adult Session included four components: initial reflective writing exercise; introduction to the session; 75-minute dialogue with the "Council of Elders," a group of active, "well" older adults; and final reflective writing exercise. The new session was provided to 237 first- and second-year medical students during the 2006/07 academic year at Indiana University School of Medicine. Session evaluation included comparing scores on the 14-item Geriatrics Attitude Scale administered before and after the session, identifying attitude changes in the reflective writing exercises, and a student satisfaction survey. Student responses on the Geriatrics Attitude Scale after the session were significantly improved in seven of 14 items, demonstrating better attitudes toward being with and listening to older people and caring for older patients. Analysis of the reflective writings revealed changing of negative to positive or reinforced positive attitudes in 27% of medical students, with attitudes not discernable in the remaining 73% (except one student, in whom positive attitudes changed to negative). Learner satisfaction with the Older Adult Session was high, with 98% agreeing that the session had a positive effect on insight into the care of older adults. A Council of Elders coupled with a reflective writing exercise is a promising new approach to improving attitudes of medical students toward their geriatric patients. [source] Development and Validation of a Geriatric Knowledge Test for Medical StudentsJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 6 2004Ming Lee PhD Objectives: To assesses the reliability and validity of a geriatrics knowledge test designed for medical students. Design: Cross-sectional studies. Setting: An academic medical center. Participants: A total of 343 (86% of those sampled) medical students participated in the initial study, including 137 (76%) first-year, 163 (96%) third-year, and 43 (86% of those sampled) fourth-year students in the 2000,2001 academic year. To cross-validate the instrument, another 165 (92%) third-year and 137 (76%) first-year students participated in the study in the 2001,2002 academic year. Measurements: An 18-item geriatrics knowledge test was developed. The items were selected from a pool of 23 items. An established instrument assessing the clinical skills of medical students was included in the validation procedure. Results: The instrument demonstrated good reliability (Cronbach ,=0.80) and known-groups and concurrent validity. Geriatrics knowledge scores increased progressively with the higher level of medical training (mean percentage correct=31.3, 65.3, and 66.5 for the first-year, third-year, and fourth-year classes, respectively, P<.001). A significant (P<.01) relationship was found between the third-year students' geriatrics knowledge and their clinical skills. Similar results, except the relationship between knowledge and clinical skills, were found in the cross-validation study, supporting the reliability and known-groups validity of the test. Conclusion: The 18-item geriatrics knowledge test demonstrated sound reliability and validity. The average scores of the student groups indicated substantial room for growth. The relationship between geriatrics knowledge and overall clinical skills needs further investigation. [source] Self-Regulation in Goal Striving: Individual Differences and Situational Moderators of the Goal-Framing/Performance Link,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 11 2008Christopher J. R. Roney We propose that negative goal framing (i.e., defining a goal as a negative state to be avoided) can adversely affect performance. Study 1 (N = 133) revealed that negative goal framing predicted poorer future performance independent of goal level, expectancy, and earlier performance. Study 2 (N = 188) examined the relation between goal framing and performance at 2 times in the academic year, and with respect to individual differences in defensive pessimism. As predicted, the negative goal-framing/poorer-performance link was greater on a later exam (after receiving feedback) than an earlier one, and was greater for nondefensive pessimists than for defensive pessimists. The findings implicate self-regulatory processes in understanding how goal framing affects performance. [source] Friendship as a moderator of the relationship between social skills problems and peer victimisationAGGRESSIVE BEHAVIOR, Issue 2 2006Claire L. Fox Abstract Previous research, primarily in North America, has found that individual factors (e.g., ,internalising problems') and social factors (e.g., friendship) interact to influence children's levels of peer victimisation. Some research has found that the identity of children's friends and friendship quality (as ,protective factors') are more important than the sheer number of friends. However, studies have produced conflicting findings. A peer nomination inventory was used to assess social skills problems, peer victimisation, peer acceptance, and several different aspects of friendship. Four hundred and forty-nine children aged 9 to 11 years completed the inventory at two time points over the course of an academic year. Social skills problems were found to predict an increase in peer victimisation over time. Two friendship variables were found to moderate this relationship: a) number of friends, and b) the peer acceptance of the very best-friend. The relationship was found to be weaker for those children with lots of friends and for those children with a ,popular' best-friend. The findings advance understanding of the factors that promote peer victimisation. Aggr. Behav. 32:110,121, 2006. © 2006 Wiley-Liss, Inc. [source] Developing A Database to Describe the Practice Patterns of Adult Nurse Practitioner StudentsJOURNAL OF NURSING SCHOLARSHIP, Issue 1 2000Nancy A. O'Connor Purpose: To describe the practice patterns of adult nurse practitioner students using a database composed of core health data elements and standardized nursing language. Design: Descriptive study of 3,733 patient visits documented by 19 adult nurse practitioner students in the academic year 1996,1997. Methods: A database was designed for documenting the full scope of practice of adult nurse practitioner students by use of core health data elements and the standardized nursing languages of NANDA and NIC. Nurse practitioner students used the database to document every linical encounter during their final clinical year of study. Most visits occurred in ambulatory care settings in a midwestern American city. Findingsx: Based on the American Medical Association's Evaluation/Management coding system, data indicated that 50% of visits were classified as problem focused, while 31.9% were expanded, 10% were detailed, and 8.1% were comprehensive. The most frequently occurring NANDA diagnoses were pain, health-seeking behavior, altered health maintenance, and knowledge deficit. The most frequently reported Nursing intervention classifications (NIC) were patient education, drug management, information management, and risk management. Conclusions: Using standardized nursing language to describe clinical encounters made visible the complex clinical decision-making patterns of adult nurse practitioner students. Systematic use of a database designed for documenting the full scope of practice of nurse practitioner students showed the applicability of standardized nursing language to advanced practice nursing contexts. [source] Mixed-Gender Groups, Dating, and Romantic Relationships in Early AdolescenceJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 2 2004Jennifer Connolly This study examined dating-stage and developmental-contextual models of romantic relationships during early adolescence. Same-gender friendships, affiliation with mixed-gender groups, dating, and romantic relationships were investigated in a sample of 1,284 young adolescents of diverse ethnocultural backgrounds. Data were collected cross-sectionally in Grades 5 through 8, as well as longitudinally in the fall and spring of an academic year. Consistent with a stage model, affiliation with mixed-gender groups and dating were qualitatively distinct activities that were sequentially organized and facilitated the progression from same-gender friendships to dyadic romantic relationships. The results also provide insights on how the developmental context may alter stage pathways: Dating activities were incorporated with mixed-gender affiliations, group-based romantic stages showed more stability than other stages, and the ethnocultural context influenced romantic timing. Finally, results indicated that participation in romantic activities heightened adolescents' future interest in having a romantic relationship. [source] Effectiveness of a School-Based Intervention at Changing Preadolescents' Tobacco Use and AttitudesJOURNAL OF SCHOOL HEALTH, Issue 6 2002Esther M. VanDyke MD ABSTRACT: This study evaluated the effectiveness of a tobacco intervention on preadolescents' tobacco use and attitudes. A tobacco assessment questionnaire was distributed to seventh-grade students in May 1997 (N = 229) and 1999 (N = 230). During the 1998,1999 academic year, sixth-grade students at the intervention school received a tobacco intervention. Though not statistically significant the number of smokers at the intervention school decreased from 43.2% to 31.1% after the intervention (p = .09). These students predicted less smoking in five years (29.6% to 19.8%, p = .078) and 20 years (28.4% to 13.2%, p = .004). Because of the difficulty in reducing smoking rates at the population level, the nonsignificant results can be viewed as a success rather than a setback. When faced with increasing use trends, an intervention can at least hope to achieve a decrease or slow the rate of growth, and the program succeeded in that respect. School-based interventions can effectively influence preadolescent' attitudes concerning tobacco use. Future programs should begin earlier and be reinforced yearly. [source] "How Come Nobody Told Me?"LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2002Fostering Self-Realization Through a High School English Curriculum Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher's intervention intended to promote self-realization, a fundamental component of self-determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self-advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students' responses, which prompted us to question teachers' and families' responsibilities for engaging young people in dialogue about special education and disability. [source] Refugees and medical student training: results of a programme in primary careMEDICAL EDUCATION, Issue 7 2006Kim Griswold Context, Medical schools have responded to the increasing diversity of the population of the USA by incorporating cultural competency training into their curricula. This paper presents results from pre- and post-programme surveys of medical students who participated in a training programme that included evening clinical sessions for refugee patients and related educational workshops. Methods, A self-assessment survey was administered at the beginning and end of the academic year to measure the cultural awareness of participating medical students. Results, Over the 3 years of the programme, over 133 students participated and 95 (73%) completed pre- and post-programme surveys. Participants rated themselves significantly higher in all 3 domains of the cultural awareness survey after completion of the programme. Conclusions, The opportunity for medical students to work with refugees in the provision of health care presents many opportunities for students, including lessons in communication, and scope to learn about other cultures and practise basic health care skills. An important issue to consider is the power differential between those working in medicine and patients who are refugees. To avoid reinforcing stereotypes, medical programmes and medical school curricula can incorporate efforts to promote reflection on provider attitudes, beliefs and biases. [source] A comparison of learning outcomes and attitudes in student- versus faculty-led problem-based learning: an experimental studyMEDICAL EDUCATION, Issue 1 2000David J Steele Objectives To compare learning outcomes and perceptions of facilitator behaviours and small-group process in problem-based learning (PBL) groups led by students and those led by faculty. Design A prospective, Latin-square cross-over design was employed. Second-year medical students participated in 11 PBL cases over the course of the academic year. For each case, half the student groups were led by faculty and the other half by a student group member selected randomly to serve in the facilitator role. Learning outcomes were assessed by performance on objective examinations covering factual materials pertinent to the case. Perceptions of facilitator behaviours and of group functioning were assessed with a questionnaire completed at the end of each individual case. Focus-group discussions were held to gain more in-depth information about student perceptions and experience. Student-led sessions were observed at random by the investigators. Setting A state-supported, US medical school with a hybrid lecture-based and problem-based curriculum. Subjects One hundred and twenty-seven second-year medical students and 30 basic science and clinical faculty. Results No differences were detected in student performance on the objective evaluation based on whether the facilitator was a faculty member or peer group member, nor were there any differences in the perceptions of group process. Students gave peer facilitators slightly higher ratings in the second semester of the experiment. In the focus-group discussions, students voiced a general preference for student-led groups because they felt they were more efficient. Observation and focus-group reports suggest that groups led by students sometimes took short cuts in the PBL process. Conclusion In a hybrid lecture- and PBL-based curriculum, student performance on objective examinations covering PBL materials is unaffected by the status of the facilitator (student vs. faculty). However, in peer-facilitated groups, students sometimes took short cuts in the PBL process that may undermine some of the intended goals of PBL. [source] The interim chair: Special challenges and opportunitiesNEW DIRECTIONS FOR HIGHER EDUCATION, Issue 126 2004Anthony G. Rud Jr. A substantial number of individuals serve as interim chairs each academic year. This chapter addresses their unique needs and provides suggestions on serving in this difficult role. [source] Prevalence of obesity and overweight among adults in IranOBESITY REVIEWS, Issue 5 2010S. M. T. Ayatollahi Summary The prevalence of overweight and obesity in most developed and developing countries have been increasing markedly over the past two decades. This increase includes all ages, genders, racial and ethnic groups, income, and educational levels. This study examined the prevalence of overweight and obesity among adults aged 25,55 years in Shiraz (Southern Iran). The data are based on a random multistage sample survey of 2282 married adults (1141 pairs) living is Shiraz, whose heights and weights were measured in the 2002,2003 academic year. The prevalence of overweight or obesity (body mass index , 25) was 49.7% in men and 63.9% in women. The prevalence of obesity (body mass index , 30) was 10.5% and 22.5% in men and women, respectively, which shows an increased secular change of 5.8% in men and 17.4% in women during a 14-year period. Overweight and obesity are common in Iran. Obesity and overweight were significantly more common among women than among men (P -valve = 0.000). There is a need to establish programmes for prevention and treatment of obesity especially Iranian's women. [source] Prevalence of obesity among schoolchildren in IranOBESITY REVIEWS, Issue 4 2007S. M. T. Ayatollahi Summary The prevalence of overweight and obesity among schoolchildren aged 6.5,11.5 years in Shiraz (southern Iran) are presented in this paper. The body mass index (BMI) percentiles of these children are compared with the Center for Disease Control and Prevention (CDC) reference data and with the Iranian standard. The data are based on a random multistage sample survey of 2397 healthy school attenders (1268 boys, 1129 girls) living in Shiraz, whose heights and weights were measured in the 2002,2003 academic year. Joint height and weight measurements were obtained for 2195 schoolchildren (91.6%), consisting of 1138 boys (89.7%) and 1057 girls (93.6%). A total of 77 boys (6.8%) and 40 girls (3.8%) were overweight, and the difference between them was significant (P = 0.001). However, obesity was significantly less prevalent in boys (3.3%) than in girls (6.1%) (P = 0.001). Our children's median BMI lie almost on the 38th centile of the CDC reference data, whereas that of their counterparts born more than 10 years ago lay on the 20th centile of their American counterparts, showing the development of children's obesity in a period of less than 15 years in Iran. A positive secular trend in BMI has been seen during the past decade in Iran, suggesting policymakers and health professionals should pay special attention to children's health. [source] Student conscientiousness, self-regulated learning, and science achievement: An explorative field studyPSYCHOLOGY IN THE SCHOOLS, Issue 5 2009Billie Eilam This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquiry-based ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. © 2009 Wiley Periodicals, Inc. [source] Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classroomsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2007Romilia Domínguez De Ramírez This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum-Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795,806, 2007. [source] The evolution of the mixing rate of a simple random walk on the giant component of a random graphRANDOM STRUCTURES AND ALGORITHMS, Issue 1 2008N. Fountoulakis Abstract In this article we present a study of the mixing time of a random walk on the largest component of a supercritical random graph, also known as the giant component. We identify local obstructions that slow down the random walk, when the average degree d is at most O(), proving that the mixing time in this case is ,((n/d)2) asymptotically almost surely. As the average degree grows these become negligible and it is the diameter of the largest component that takes over, yielding mixing time ,(n/d) a.a.s.. We proved these results during the 2003,04 academic year. Similar results but for constant d were later proved independently by Benjamini et al. in 3. © 2008 Wiley Periodicals, Inc. Random Struct. Alg., 2008 [source] Evaluating medical grand roundsTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2002Dr. Arthur I. Rothman EdD Director Abstract Introduction: Since January 2000, standard presenter evaluation forms have been made available to grand rounds organizers in the Department of Medicine, University of Toronto. During the 2000,2001 academic year, effort was directed at the accumulation of evidence for the validity of the results generated. Method: Two issues were addressed: The integrity or coherence of the form itself and the number of forms or evaluations required to achieve a stable estimate of the construct "presenter effectiveness" for an individual presenter. Results: Positive evidence relating to the integrity of the form is presented and the number of evaluations or ratings required to provide a stable estimate of presenter effectiveness is suggested. Discussion: Most presenters' ratings were distributed in a narrow range. Ranking of individual presentations would require exceptionally high precision. Separation into groups requires less precision. This type of classification appears sufficient to enable planning decisions. [source] Monitoring stress levels in postgraduate medical trainingTHE LARYNGOSCOPE, Issue 1 2009Justin D. Hill MD Abstract Objectives: The Accreditation Council for Graduate Medical Education (ACGME) mandates that residency Program Directors (PD) monitor resident well-being, including stress. Burnout, as a measure of work-related stress, is defined by a high degree of emotional exhaustion and depersonalization, and a low degree of personal accomplishment using the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). The purpose of this study is to describe the use of the MBI-HSS as a method of monitoring stress levels in an academic otolaryngology residency training program and introduce this survey as a tool for wider use in meeting ACGME requirements. Methods: The MBI-HSS was administered to residents in an academic otolaryngology residency training program on three separate occasions: at the beginning, middle, and end of different academic years. In addition, at the time of the third administration, the MBI-HSS was completed by faculty and staff in the same department. Surveys were completed and collected anonymously. Responses were scored against normative data from the MBI-HSS overall sample and the medicine subscale. Low, average, and high levels of burnout were identified for the individual categories of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA); average levels for each category were calculated. Results: Twenty-two residents completed the first survey, taken near the end of an academic year; 19 completed the second administration in the middle of the following academic year; and 24 completed the third survey at the beginning of the subsequent academic year. Thirteen faculty and 23 staff also completed the third survey. We found that three, one, and one residents reported high levels of burnout on the first, second, and third surveys, respectively. These figures compare to one faculty member and no staff members in the same department reporting high levels of burnout. Conclusions: The MBI-HSS is an established and validated tool for identifying burnout in resident physicians. Residency PDs may find the MBI-HSS useful as an aid in monitoring resident well-being and stress. In our own department, we found levels of burnout comparable to those previously reported for residents and faculty in this specialty. Laryngoscope, 119:75,78, 2009 [source] Review of anatomy education in Australian and New Zealand medical schoolsANZ JOURNAL OF SURGERY, Issue 4 2010Steven Craig Abstract Anatomy instruction at Australian and New Zealand medical schools has been the subject of considerable debate recently. Many commentators have lamented the gradual devaluation of anatomy as core knowledge in medical courses. To date, much of this debate has been speculative or anecdotal and lacking reliable supporting data. To provide a basis for better understanding and more informed discussion, this study analyses how anatomy is currently taught and assessed in Australian and New Zealand medical schools. A mailed questionnaire survey was sent to each of the 19 Australian and 2 New Zealand medical schools, examining the time allocation, content, delivery and assessment of anatomy for the 2008 academic year. Nineteen of the 21 (90.5%) universities invited to participate completed the survey. There was considerable variability in the time allocation, content, delivery and assessment of anatomy in Australasian medical schools. The average total hours of anatomy teaching for all courses was 171 h (SD ± 116.7, range 56/560). Historical data indicate a major decline in anatomy teaching hours within medical courses in Australia and New Zealand. Our results reveal that as there is no national curriculum for anatomy instruction, the curriculum content, instruction methodology and assessment is highly variable between individual institutions. Such variability in anatomy teaching and assessment raises an important question: is there also variable depth of understanding of anatomy between graduates of different medical courses? [source] A self-directed fieldwork program to provide alternative occupational health placements for undergraduate occupational therapy studentsAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2004Carole James Second-year students of undergraduate occupational therapy at the University of Newcastle, NSW, undertake a fieldwork placement in occupational health. However, sufficient placements are not always available. A new fieldwork program attempts to meet this need. Three groups of students conducted risk assessments throughout the academic year, with generally positive results. Students enjoyed the self-directed nature of the placement and the opportunity to learn generic and occupational health related skills. Although there were some limitations to the program, we believe that fieldwork placements met the learning needs of second-year students and offered them an excellent opportunity to gain practical experience related to occupational health practice in prevention. [source] Reports of Police Calls for Service as a Risk Indicator for Intimate Partner ViolenceACADEMIC EMERGENCY MEDICINE, Issue 1 2009Melissa E. Dichter MSW Abstract Objectives:, The purpose of this study was to evaluate the utility of asking female emergency department (ED) patients about police calls for service as a possible indicator of intimate partner violence (IPV). Methods:, Trained research assistants screened female, adult, English-speaking patients presenting to an urban university ED 7am to midnight, 7 days per week during the 2006,2007 academic year. Patients were asked two commonly used IPV screening questions regarding past-year experience with physical violence or threat by an intimate partner and whether or not the police had been called due to a fight between themselves and a male partner. Results:, Of the 4,984 patients screened, 3.9% screened positive for an IPV-related police call in the past 12 months; more than one-third (37.8%) of those screened negative for IPV on the traditional screening questions. The question about an IPV-related police call for service identified an additional 74 cases of possible IPV, representing 1.5% of the overall sample or a 30.8% increase over those identified with the traditional IPV screening questions. Conclusions:, Adding an additional question regarding police calls to standard IPV screening could alert healthcare providers to possible IPV risk. [source] e-Assessment and the student learning experience: A survey of student perceptions of e-assessmentBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2009John Dermo This paper describes a piece of research carried out at the University of Bradford into student perceptions of e-assessment. An online questionnaire was delivered to 130 undergraduates who had taken part in online assessment (either formative or summative) during the academic year 2007,2008. The survey looked at six main dimensions: (1) affective factors, (2) validity, (3) practical issues, (4) reliability, (5) security, and (6) learning and teaching. The aim of the survey was to identify possible risks in planning e-assessments, as well as to gauge student opinion. The findings of the survey indicated a range of opinions across the student body, with greatest concern about the fairness of item banking. It was also found that the most positive aspect of e-assessment in the eyes of students concerned the benefits that it can bring to teaching and learning. In addition, the paper concludes that age and gender did not significantly affect student responses in any of the areas studied. [source] Strengthening the special educational needs element of initial teacher training and educationBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2009Gill Golder In the academic year 2006,2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs and disability among those joining and those who are relatively new to the teaching workforce. This article, by Gill Golder, Nicky Jones and Erica Eaton Quinn, all Senior Lecturers at the College of St Mark and St John in Plymouth, outlines one project related to this TDA programme. The authors explore the outcomes of their work on a three-year BEd (Honours) Secondary Physical Education course in the south-west against the TDA's objectives for both trainee teachers and the special schools to which they were attached. Results confirm the importance of preparing trainee teachers for a future career in more inclusive schools. [source] | ||||||||||||||||||||||