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Students Used (student + used)
Selected AbstractsWeb-based virtual patients in dentistry: factors influencing the use of cases in the Web-SP systemEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2009N. 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] Cognitive economy and satisficing in information seeking: A longitudinal study of undergraduate information behaviorJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 12 2009Claire Warwick This article reports on a longitudinal study of information seeking by undergraduate information management students. It describes how they found and used information, and explores their motivation and decision making. We employed a use-in-context approach where students were observed conducting, and were interviewed about, information-seeking tasks carried out during their academic work. We found that participants were reluctant to engage with a complex range of information sources, preferring to use the Internet. The main driver for progress in information seeking was the immediate demands of their work (e.g., assignments). Students used their growing expertise to justify a conservative information strategy, retaining established strategies as far as possible and completing tasks with minimum information-seeking effort. The time cost of using library material limited the uptake of such resources. New methods for discovering and selecting information were adopted only when immediately relevant to the task at hand, and tasks were generally chosen or interpreted in ways that minimized the need to develop new strategies. Students were driven by the demands of the task to use different types of information resources, but remained reluctant to move beyond keyword searches, even when they proved ineffective. They also lacked confidence in evaluating the relative usefulness of resources. Whereas existing literature on satisficing has focused on stopping conditions, this work has highlighted a richer repertoire of satisficing behaviors. [source] Basis of metamemory judgments for text with multiple-choice, essay and recall tests,APPLIED COGNITIVE PSYCHOLOGY, Issue 2 2009Ruth H. Maki Accuracy of metamemory for text was compared for multiple-choice, essay and recall tests. Essay and recall tests were scored with Latent Semantic Analysis (LSA), number of correct idea units and number of word matches. Each measure was correlated with college students' predictions and posttest confidence judgments across texts to determine metamemory accuracy. Metamemory accuracy varied for different types of tests with multiple-choice tests generally producing greater accuracy than essay tests. However, metamemory accuracy for essay and recall tests depended on the measure used to score them. Number of correct idea units produced the highest metamemory accuracy, word matches produced an intermediate level, and LSA produced the lowest accuracy. Students used the quantity of output in their judgments, so performance measures that related most strongly to quantity matched judgments better than measures based on answer quality. The results are compatible with an accessibility account of judgments about performance on text. Copyright © 2008 John Wiley & Sons, Ltd. [source] The personal response: A novel writing assignment to engage first year students in large human biology classes,BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2007Roger W. Moni Abstract The teaching of highly valued scientific writing skills in the first year of university is challenging. This report describes the design, implementation, and evaluation of a novel written assignment, The Personal Response and accompanying Peer Review, in the course, Human Biology (BIOL1015) at The University of Queensland. These assignments were the first assessment tasks of the course and were set early in the first semester of university. BIOL1015 had a diverse cohort of 319 first year students from five bachelor degree programs, primarily from Pharmacy and Human Movement Studies. Audio files in the form of interviews with eminent biomedical scientists were obtained from a leading public radio program. Students used these files as triggers to submit a short but highly structured assignment written from a personal perspective and in an expressive style. Evaluations revealed that overall, students found the task interesting and challenging. Students performed well, regardless of their background knowledge, disciplinary interest, or preference for topics within human biology. This study demonstrated that The Personal Response was an appropriate task for these first year students of human biology. It represents an alternative to traditional essay writing. [source] Emergency Medicine Clerkship Encounter and Procedure Logging Using Handheld ComputersACADEMIC EMERGENCY MEDICINE, Issue 8 2007CCFP(EM), Rick Penciner MD BackgroundTracking medical student clinical encounters is now an accreditation requirement of medical schools. The use of handheld computers for electronic logging is emerging as a strategy to achieve this. ObjectivesTo evaluate the technical feasibility and student satisfaction of a novel electronic logging and feedback program using handheld computers in the emergency department. MethodsThis was a survey study of fourth-year medical student satisfaction with the use of their handheld computers for electronic logging of patient encounters and procedures. The authors also included an analysis of this technology. ResultsForty-six students participated in this pilot project, logging a total of 2,930 encounters. Students used the logs an average of 7.6 shifts per rotation, logging an average of 8.3 patients per shift. Twenty-nine students (63%) responded to the survey. Students generally found it easy to complete each encounter (69%) and easy to synchronize their handheld computer with the central server (83%). However, half the students (49%) never viewed the feedback Web site and most (79%) never reviewed their logs with their preceptors. Overall, only 17% found the logging program beneficial as a learning tool. ConclusionsElectronic logging by medical students during their emergency medicine clerkship has many potential benefits as a method to document clinical encounters and procedures performed. However, this study demonstrated poor compliance and dissatisfaction with the process. In order for electronic logging using handheld computers to be a beneficial educational tool for both learners and educators, obstacles to effective implementation need to be addressed. [source] e-Learning: The student experienceBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2007Jennifer Gilbert The paper draws on in-depth qualitative. comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on satisfaction and dissatisfaction identified the criteria that student used in evaluation, while specific questions of aspects of the module generated some insights into the student learning process. The criteria used by students when expressing satisfaction are: synergy between theory and practice; specific subject themes; discussion forums and other student interaction; and, other learning support. The themes that are associated with dissatisfaction include: robustness and usability of platform; access to resources (such as articles and books); currency of study materials; and, student work scheduling. Aspects of the student learning experience that should inform the development of e-learning include: each student engages differently; printing means that students use the integrated learning environment as a menu; discussion threads and interaction are appreciated, but students are unsure in making contributions; and, expectations about the tutor's role in e-learning are unformed. [source] Adapting and personalizing the communication in a synchronous communication toolJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2008A. Gogoulou Abstract In this paper, we present a synchronous text-based communication tool, referred to as Adaptive Communication Tool (ACT), which provides capabilities for adaptation and personalization. ACT supports both the free and the structured form of dialogue. The structured dialogue is implemented by two types of Scaffolding Sentence Templates (SST); i.e. sentence openers or communicative acts. The capability of adaptation is considered in the sense of making suggestions for the supported form of dialogue and SST type and providing the most meaningful and complete set of SST with respect to the learning outcomes addressed by the collaborative learning activity and the model of collaboration followed by the group members. Also, ACT enables learners to have control on the adaptation by selecting the form of dialogue and the SST type they prefer to use and enriching the provided SST set with their own ones in order to cover their communication needs. The results from the formative evaluation of the tool showed that (i) the proposed dialogue form, SST type and the provided set of SST cover students' communication needs, (ii) the capability of personalizing the communication by selecting the desired communication means as well as by enriching the provided SST set satisfied students, and (iii) students used adequately both types of SST resulting into on-task and coherent dialogues. [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] Design, technology, and science: Sites for learning, resistance, and social reproduction in urban schoolsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2001Gale Seiler The teaching of science through activities that emphasize design and technology has been advocated as a vehicle for accomplishing science for all students. This study was situated in an inner7-city neighborhood school populated mainly by African American students from life worlds characterized by poverty. The article explores the discourse and practices of students and three coteachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and testing a model car. Some students participated in ways that led to their building viable model cars and interacting with one another in ways that suggest design and technological competence. However, there also was evidence of resistance from students who participated sporadically and refused to cooperate with teachers as they endeavored to structure the environment in ways that would lead to a deeper understanding of science. Analysis of in-class interactions reveals an untapped potential for the emergence of a sciencelike discourse and diverse outcomes. Among the challenges explored in this article is a struggle for respect that permeates the students' lives on the street and bleeds into the classroom environment. Whereas teachers enacted the curriculum as if learning was the chief goal for students, it is apparent that students used the class opportunistically to maintain and earn the respect of peers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 746,767, 2001 [source] Pregnancy and contraceptive use in a national representative sample of Australian secondary school studentsAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 6 2006Paul Agius Objective: To determine rate of pregnancy and use of contraception in a nationally representative sample of school students. Methods: Year 10 and 12 students from a representative random sample of schools throughout Australia completed a survey concerning health and sexual behaviour. Results: Thirty-five per cent of students had experienced sexual intercourse. Of these, 6.1% (males 4.1%, females 7.8%) reported they had experienced sex that resulted in pregnancy, and a further 7.5% were unsure. Most sexually active students reported using a condom (65%), and a further 36.8% reported using the pill for contraception the last time they had sex. Relatively few students (17.2%) used a dual contraceptive (female method and condom). Conclusions: Rates of reported pregnancy among Year 10 and 12 students are relatively high. Although the majority of students used some form of contraception when they had sex, a significant minority practised unprotected and unsafe sex. Implications for public health practice: Sex education concerning pregnancy and sexually transmitted infection risks must be delivered early enough to influence first and early sexual activity. [source] | |||||||||||||