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Year Students (year + student)
Kinds of Year Students Selected AbstractsWHAT BUSINESS STUDENTS THINK OF ECONOMICS: RESULTS FROM A SURVEY OF SECOND YEAR STUDENTSECONOMIC PAPERS: A JOURNAL OF APPLIED ECONOMICS AND POLICY, Issue 1 2002PAUL AZZALINI First page of article [source] Oral health-related quality of life and its relationship with health locus of control among Indian dental university studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2008S. Acharya Abstract Objectives:, The objectives of this study were to assess the relationship between Oral Health-Related Quality of Life (OHRQoL) and Health Locus of Control (HLC) among students in an Indian dental school. Materials and methods:, A cross sectional study design was used. Three hundred and twenty-five dental students returned completed forms containing the 14 item Oral Health Impact Profile (OHIP-14) and the 18 item Multidimensional Health Locus of Control Scale (MHLC). Results:, The results showed that the perceived OHRQoL differed among students studying in different stages of the dental course. The OHRQoL dimensions of ,Social Handicap' and ,Handicap' were significantly (P < 0.01) lower among the later years of the course than the freshman year students. There was a sharp increase in Self-reported dental problems, in particular, Malocclusion, Tooth decay, Calculus among the third year and final year students respectively. The OHIP-14 scores were significantly higher among those with self-reported oral problems. Correlation analysis between the OHIP-14 and the MHLC scores also showed a statistically significant (P < 0.01) correlation between the ,Chance' dimension of the MHLC and OHIP-14 scores. Conclusions:, The results of this study underscored the relationship between the OHRQoL and HLC and of importance of assessing health attitudes and their impact on OHRQoL among the dental student community. [source] Relationship between knowledge and attitudes regarding HIV/AIDS among dental school employees and studentsEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2004K. M. Börsum Objectives:, Employees and students at the Faculty of Dentistry, University of Oslo responded to a comprehensive questionnaire regarding knowledge and attitudes towards human immunodeficiency virus (HIV). The intention of the present study was to describe possible relationships between the two. Method:, The questionnaire consisted of 39 closed questions. The response rate was 75% (436/584). The answers were used to construct additive indices for knowledge and attitudes. Results:, The knowledge index reflected the number of correct answers concerning risk groups and transmission. A factor analysis revealed three dimensions of attitudes (,legal', ,personal risk', and ,personal consequences'), which were analysed separately against knowledge. Correlation analyses (Spearman r) of all respondents together (n = 436) revealed a weak, but statistically significant, positive correlation between knowledge and the ,legal' and ,personal risk' dimension of attitudes (r = 0.16, P < 0.01; r = 0.21, P < 0.001). The ,personal consequence' dimension was not significantly correlated with knowledge (r = 0.06, P > 0.05). The strongest correlation was found between knowledge and the ,legal' dimension (r = 0.43, P < 0.001), and knowledge and the ,personal risk' dimension (r = 0.41, P < 0.002) amongst fourth year students. No particular group of employees or students displayed a significant correlation between knowledge and the ,personal consequence' dimension of attitudes. Conclusions:, Three dimensions on attitudes concerning patients with HIV/acquired immune deficiency syndrome were identified amongst the respondents. A weak correlation between knowledge and two of the attitudes might indicate that knowledge plays a role in this respect. [source] Extramural clinic in comprehensive care educationEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2003K. Petersson In the Malmo model, the students' experience of their future professional context is a basic principle. Therefore, comprehensive care education includes one day per week in the public dental health service during the 9th and 10th semesters. There are three main objectives of this clinical module that the students should be able to, namely: ,,Further develop insights in general dentistry and its pre-requisites in Sweden. ,,Identify themselves as a member of the professional team. ,,,Think like a dentist'. A questionnaire was given to final year students and their clinical supervisors in the public dental health service. The students were asked to self-assess to which extent they had achieved the objectives and to list the most valuable experiences of their practice. The supervisors assessed the students' fulfilment of the objectives and were asked on their experience of the co-operation with the dental school and their perception of the students' clinical competence. On a 9-grade rating scale both students and supervisors rated the fulfilment of the objectives high (7,9). The supervisors rated somewhat higher than the students did. The students mentioned that it was most valuable to take full responsibility, work closely together with a dental assistant and to experience a ,real' professional context. The supervisors' most frequent comment was that the co-operation with the faculty could be improved considerably. Our conclusion is that both the dental students and their clinical supervisors considered this model for extramural clinical training most valuable. [source] Context rich problems in oral biology teachingEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2002Jules Kieser Problem-based learning (PBL) has now been introduced in at least one of its various taxonomic forms in most dental curricula. We recently developed a novel form of PBL, referred to as Context Rich Problems, which we implemented in the Oral Biology course at the Otago University Dental School. A unique event, the teaching of second and third year students in the same year, allowed us to evaluate CRPs in these two academic years simultaneously. Our findings showed that second year students were not as positive as more mature third year students in accepting the transition from a traditional didactic form of teaching to PBL. Both groups, however, found that CRPs significantly enhanced their learning experience and both groups found that they needed less time spent on preparation than they had expected. In some respects, such as previous exposure to the web and electronic media, non-New Zealanders had had a significantly higher exposure. [source] Student learning and the teaching-research nexus in oral biologyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2 2001Jules Kieser Although frequently coexistent, we know little about the interactions among research, teaching and learning in higher education. This study examines the preferences of second and third year dental students for questions that require a research-based deep approach or questions that require a straightforward didactic approach. A questionnaire was designed to evaluate the opinion of 114 students who took part in the Oral Biology course. 56 second year students (75%) responded while 58 (84%) of third year students responded. Questions that required an interpretive approach were found to be most appealing by 70.2% of all students. Questions which required a regurgitative approach were favoured by 11.6% of students. No significant differences were found when the sample was broken down by country of origin, year of study or gender, suggesting that dental students preferred research-based learning rather than superficial didactic learning. [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] A comparative study of oral health knowledge, attitude and behaviour of first and final year dental students of Udaipur city, Rajasthan, IndiaINTERNATIONAL JOURNAL OF DENTAL HYGIENE, Issue 4 2008AJ Sharda Abstract:, Objective:, To assess and compare differences in oral health knowledge, attitudes and behaviour among first and final year dental students in Udaipur city, Rajasthan, India. Materials and methods:, In a cross-sectional study, 182 first year students (59 males and 123 females) and 157 final year students (75 males and 82 females) of the two dental colleges in Udaipur city; Rajasthan, were surveyed using a self-administered structured questionnaire including 37 multiple choice questions pretested through a pilot survey. The data was analysed using the spss version 10.0. The mean percentage scores, standard deviation and frequency distribution were calculated. The Student's t -test and anova test were used as test of significance. The linear regression analysis were used to assess the relation of knowledge, attitude and behaviour. Results:, The mean % score for oral health knowledge, attitude and behaviour were significantly higher in final year students compared to first year students (P < 0.001). The linear regression analysis showed a statistically significant linear relationship of attitude with the knowledge (P < 0.001) and behaviour with the attitude (P < 0.001) of the students. Conclusion:, Besides the positive changes revealed in the oral health knowledge, attitude and behaviour, among the students from first to final year of dental studies, preventive behaviour among the students could still be improved. [source] Stress and health in novice and experienced nursing studentsJOURNAL OF ADVANCED NURSING, Issue 2 2010Cristobal Jimenez jimenez c., navia-osorio p.m. & diaz c.v. (2010) Stress and health in novice and experienced nursing students. Journal of Advanced Nursing66(2), 442,455. Abstract Title.,Stress and health in novice and experienced nursing students Aim., This paper is a report of a study conducted to identify the differences in novice and experienced nursing students' reports of stress and health. Background., Stress from clinical practice and its impact are international yet culturally mediated phenomena. Nursing students are under considerable stress during clinical practice periods, putting their education and health at risk. However, there is little or no empirical evidence about the stress suffered by nursing students and its impact on their health throughout clinical practice. Methods., We performed cross-sectional research using standard information gathering tools. This study was carried out with 357 students from all 3 years of a nursing diploma programme at a Spanish nursing college (71% response rate). The data were collected over an 8-month period in 2004,2005. Findings., We identified three types of stressors (clinical, academic and external) and two categories of symptoms (physiological and psychological) linked to clinical practice. Factor analysis identified six major sources of stress and six important symptoms. Students perceived clinical stressors more intensely than academic and external stressors, and showed psychological symptoms more frequently than physiological symptoms. Nursing students from all 3 years perceived moderate stress at similar levels. Experienced students perceived more academic stressors than novices. Although the students were healthy, second year students were the most vulnerable to somatic and psychic anxiety, and common symptoms. Conclusion., We suggest informing students about possible stressors associated with their profession, and introducing interventions to support development of professionalism, social skills and coping capacity for clinical practice. [source] Creating supportive clinical learning environments: an intervention studyJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Amanda Henderson Aim., To assess the impact of an intervention aimed to build capacity of registered nurses to enhance the clinical learning environment for undergraduate nursing students. Workplace learning is vital for the development of skills, attributes and knowledge of student nurses. Registered nurses need to be appropriately prepared to maximise student learning during clinical placement. Background., The quality of student learning during clinical practicum is largely dependent on interactions with ward staff. Design., A quasi-experimental design. Method., Measurement of students' perceptions of the psycho social learning environment during and outside of the intervention period was used to evaluate the capacity building intervention. The capacity building intervention consisted of interactive education in clinical areas over a six-week period for registered nurses in two acute surgical wards. Results., First, second and third year students (n = 62) who undertook their clinical practicum in the two surgical wards, before, during and six months after the capacity building intervention assessed the psycho-social learning environment at the time of their clinical practicum. Findings showed that students who undertook their clinical practicum during the intervention period rated the psycho-social clinical learning environment significantly higher than students who undertook their practicum at times outside of the intervention period. Conclusions., An experienced researcher/educator conducting capacity building sessions can effectively assist and support registered nurses to engage with students. Relevance to clinical practice., Capacity building sessions can improve practice, however, structures and processes that ensure continuation of practice change need to be embedded for improvements to be sustained. [source] Does the presence of medical students affect quality in general practice consultations?MEDICAL EDUCATION, Issue 4 2008Richard Price Context, Previous studies have suggested that the patient's experience of a consultation with a doctor is not affected by the presence of medical students. However, no study has looked at the effect of student presence on conventional UK general practice consultations. Objectives, This study aimed to measure the quality of the consultation as experienced by patients when students are present, to explore patients' attitudes to the presence of medical students, and to look at the relationships between these factors. Methods, We conducted a cross-sectional questionnaire study in general practices in north-east England. General practitioners (GPs) from practices teaching fourth and final year students administered questionnaires to patients who were seen in either teaching or non-teaching consultations. The questionnaire comprised previously validated measures of empathy and enablement as measures of quality, attitudinal statements regarding the presence of students, a scale rating pertaining to the patient's degree of acquaintance with the doctor, and items on demographic data. Results, Results showed no significant differences in enablement scores between the 2 groups. Consultations with student presence last longer. Empathy scores were significantly lower in the ,student present' group, but the size of the difference was small. Attitudinal statements regarding the presence of students showed a high proportion of positive responses, and some groupings of negative ones. Further analysis demonstrated some significant links between attitudinal statements and enablement and empathy scores. Conclusions, The quality of general practice consultations was not adversely affected by medical student presence. However, significant numbers of patients who agreed to be seen with a student present were resistant to the student's presence. [source] Medical student attitudes toward the doctor,patient relationshipMEDICAL EDUCATION, Issue 6 2002Paul Haidet Context, Medical educators have emphasized the importance of teaching patient-centred care. Objectives, To describe and quantify the attitudes of medical students towards patient-centred care and to examine: (a) the differences in these attitudes between students in early and later years of medical school; and (b) factors associated with patient-centred attitudes. Methods, We surveyed 673 students in the first, third, and fourth years of medical school. Our survey utilized the Patient,Practitioner Orientation Scale (PPOS), a validated instrument designed to measure individual preferences towards various aspects of the doctor,patient relationship. Total PPOS scores can range from patient-centred (egalitarian, whole person oriented) to disease- or doctor-centred (paternalistic, less attuned to psychosocial issues). Additional demographic data including gender, age, ethnicity, undergraduate coursework, family medical background and specialty choice were collected from the fourth year class. Results, A total of 510 students (76%) completed data collection. Female gender (P < 0·001) and earlier year of medical school (P = 0·03) were significantly associated with patient-centred attitudes. Among fourth year students (n = 89), characteristics associated with more patient-centred attitudes included female gender, European-American ethnicity, and primary-care career choice (P < 0·05 for each comparison). Conclusion, Despite emphasis on the need for curricula that foster patient-centred attitudes among medical students, our data suggest that students in later years of medical school have attitudes that are more doctor-centred or paternalistic compared to students in earlier years. Given the emphasis placed on patient satisfaction and patient-centred care in the current medical environment, our results warrant further research and dialogue to explore the dynamics in medical education that may foster or inhibit student attitudes toward patient-centred care. [source] Brief communication: Facial fluctuating asymmetry as a marker of sex differences of the response to phenotypic stressesAMERICAN JOURNAL OF PHYSICAL ANTHROPOLOGY, Issue 2 2010Özener Abstract Fluctuating asymmetry (FA) is thought to increase as a result of environmental perturbations during development. A number of studies involving measures of health and developmental stability other than FA have discussed the presumed increased buffering in females relative to males. But, there is little evidence in the literature on FA to support this hypothesis. This research was conducted to determine the level of difference in terms of facial FA between sexes under different environmental conditions. Group 1 included final year students from three high schools in Yenimahalle, a slum district of Ankara (males: N = 163, mean age = 17.55, sd = 0.50; females: N = 141, mean age = 17.48, sd = 0.38). Group 2 included students with higher socioeconomic background and was composed of final year students from three different private schools located in Cankaya (N = 171, mean age = 17.44, sd = 0.26; females: N = 152, mean age = 17.38, sd = 0.31). Digital images were used to assess the degree of facial asymmetry as measured from eight paired traits and calculated as a composite score. The study shows that the male students had higher facial asymmetry than the female students. However, the present difference reaches a significant level in the low-socioeconomic status group. As a result, it could be inferred that differences in developmental stability between sexes might emerge under stressful conditions. Am J Phys Anthropol 143:321,324, 2010. © 2010 Wiley-Liss, Inc. [source] Genomics and bioinformatics in undergraduate curricula: Contexts for hybrid laboratory/lecture courses for entering and advanced science studentsBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010Louise Temple Abstract Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to base the experience of genomic analysis. Students also learn bioinformatics and software programs needed to support a project linking structure and function in proteins and showing evolutionary relatedness of similar genes. An optional entry-level course taken in addition to the required first-year curriculum and sponsored in part by the Howard Hughes Medical Institute, engages first year students in a primary research project. In the first semester, they isolate and characterize novel bacteriophages that infect soil bacteria. In the second semester, these young scientists annotate the genes on one or more of the unique viruses they discovered. These courses are demanding but exciting for both faculty and students and should be accessible to any interested faculty member. [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] Evaluation of a pharmacotherapy context-learning programme for preclinical medical studentsBRITISH JOURNAL OF CLINICAL PHARMACOLOGY, Issue 6 2006J. A. Vollebregt What is already known about this subject ,,Context-learning in medicine is mainly based on theories explaining how medical expertise is achieved, particularly with regard to diagnostic problem solving. ,,By frequently solving diagnostic clinical problems doctors generate so-called networks of organized knowledge in their memory. ,,Preclinical medical students are well able to learn to choose and prescribe drugs. What this study adds ,,Preclinical pharmacotherapy context learning for medical students has a modest but positive effect on learning cognitive pharmacotherapeutic skills, i.e. choosing a drug treatment and determining patient information. ,,The effect can be obtained with role-play sessions, a suboptimal form of context learning, with a minimal study load and a high appreciation by students. Aim To evaluate a context-learning pharmacotherapy programme for approximately 750 2nd, 3rd and 4th year preclinical medical students with respect to mastering cognitive pharmacotherapeutic skills, i.e. choosing a (drug) treatment and determining patient information. Methods The context-learning pharmacotherapy programme consists of weekly organized role play sessions in the form of consulting hours. Fourth year students sit for a therapeutic Objective Structured Clinical Examination (OSCE) in the form of consulting hours at the outpatient clinic. Sixty-one 2nd, 74 3rd and 49 4th year medical students who attended the role play sessions and the OSCE were randomly selected. Their performances were assessed by clinical examiners and clinical experts and compared with a reference group of 6th year graduated students. Additionally, the scores of a questionnaire on study load and appreciation were collected. Results The level of the pharmacotherapeutic skills of the 4th year students who followed the pharmacotherapy context-learning programme was not far below that of 6th year graduates who had finished their clinical clerkships, but had not followed the pharmacotherapy programme. The time spent on the programme was about 1% of the total study load per year. The students appreciated the role play sessions and OSCE by around 80% and 99% of the maximum possible scores. Conclusions Preclinical pharmacotherapy context learning has a modest but positive effect on learning cognitive pharmacotherapeutic skills, i.e. choosing a drug treatment and determining patient information. This effect has been obtained with role play sessions, a suboptimal form of context learning, with a minimal study load and a high appreciation by students. [source] | ||||||||||