Background and personality characteristics related to student satisfaction and performance in Field Medical Service School

2013 ◽  
Author(s):  
Richard F. Booth ◽  
Michael S. McNally ◽  
Newell H. Berry
Keyword(s):  
Student Satisfaction ◽  
Medical Service ◽  
Personality Characteristics ◽  
And Performance

scholarly journals Incorporating Kahoot! in core engineering courses: Student engagement and performance

2021 ◽  
Vol 11 (2) ◽  
pp. 486
Author(s):  
Victor Chernov ◽  
Sivan Klas ◽  
Yael Furman Shaharabani
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Positive Association ◽  
Final Test ◽  
Final Exam ◽  
Course Content ◽  
Undergraduate Engineering ◽  
Continuous Feedback ◽  
And Performance ◽  
Bonus Points

Technology-enriched lessons can contribute to improving student engagement and learning in engineering courses. In this study we systematically incorporated Kahoot!, a game-based response system, in two mandatory content-intensive undergraduate engineering courses. In both courses, short quizzes were incorporated regularly at the beginning of the lesson. The questions were mostly about concepts, and students earned bonus points. At the end of the course, the students filled in an anonymous survey regarding their perceptions of the Kahoot! part of the lessons. In addition, the students’ grades in the final test were compared to their gains in the Kahoot! quizzes. We found that student satisfaction with the systematic incorporation of the Kahoot! quizzes was high in both courses. Most students were motivated to review the course content before class and about half were motivated to attend class. Most students perceived Kahoot! quizzes as contributing to their understanding of the course content. We also found a positive association between student success in the quizzes and their performance in the final exam in both courses. The frequent Kahoot! quizzes supplied continuous feedback to the students and lecturers, and the students became more engaged in the course content. Our findings indicate that technology-enriched strategies, specifically gamification techniques, contribute to increased student engagement, motivation, and performance in content-intensive engineering courses.

scholarly journals Comparison of student satisfaction, perceived learning and outcome performance:

2021 ◽  
Author(s):  
Steven L. Taliaferro ◽  
Beverly L. Harger
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Linear Models ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Laboratory Instruction ◽  
Perceived Learning ◽  
Online Class ◽  
And Performance

Objective The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a radiographic technique class teaching radiation health and physics. Methods Following institutional review board approval, 122 participants were randomly assigned to either an online or classroom environment for the lecture portion of the course. All participants attended weekly laboratory sessions in person. Anonymous surveys given during midterm and final exams assessed satisfaction with learning experience and expected grades. Linear models assessing differences between groups were adjusted for age, gender, prior online class experience, online class preference, self-reported computer skill, and time of year. Results Students in the blended cohort reported overall greater satisfaction (p < .03) and found the delivery method more enjoyable (p < .002) than did the traditional classroom cohort. No differences in exam scores between groups were observed. Conclusion This study demonstrated that a blended format of instruction can improve learner satisfaction as compared with the traditional classroom method. Blended instruction implemented into a traditional educational program helps students balance schedules, has a positive impact on perceived learning, and provides exam success similar to that of the traditional classroom.

scholarly journals 185Online teaching of epidemiology and biostatistics: where do we go from here?

2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Sophia Lin ◽  
Adam Craig ◽  
Anita Heywood
Keyword(s):  
Public Health ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Best Practice ◽  
Tertiary Education ◽  
Self Regulation ◽  
Public Health Workforce ◽  
Online Delivery ◽  
Effective Teaching Strategies ◽  
And Performance

Abstract Focus of Presentation There has been a global proliferation of fully online programs in public health. There is a dearth of information on how to best deliver epidemiology and biostatistics education to students studying online. This may be due to the relatively few changes in the teaching of introductory epidemiology and biostatistics over the past several decades. This presentation reflects on our experiences in teaching these subjects. We pose some key research questions that may drive innovation of teaching to better prepare public health graduates. Findings Asynchronous online teaching of epidemiology and biostatistics brings both benefits and challenges. Novel methods of engaging students, supporting self-regulation of learning, building communities of practice, and other strategies to encourage active and deep learning need to be identified. Evidence for both student satisfaction and performance from effective online teaching of epidemiology and biostatistics is critical but currently lacking. Conclusions/Implications Given the growth in online delivery of tertiary education, evidence is required to determine best practice around quality online teaching of epidemiology and biostatistics. Researchers should use their unique skills in causal thinking to innovate methodologies to support evidence-based and quality assured teaching of epidemiology and biostatistics. Key messages The teaching of epidemiology and biostatistics is an essential part of ensuring a skilled public health workforce. Educational research should prioritise effective teaching strategies suited to the online learning environment and future-proof programs for online delivery.

scholarly journals PERSONAL CHARACTERISTICS OF EMPLOYEES OF INVESTIGATIVE AUTHORITIES (GENDER ASPECT)

2020 ◽  
Vol 8 (4) ◽  
pp. 436-444
Author(s):  
T.N. Kabanova ◽  
◽  
N.E. Lysenko ◽  
Keyword(s):  
Law Enforcement ◽  
Preliminary Investigation ◽  
Personal Characteristics ◽  
Self Control ◽  
Personality Characteristics ◽  
Length Of Service ◽  
Male And Female ◽  
And Performance ◽  
High Level ◽  
Professional Resources

The relevance of the study is due to the growing need of the state and society to improve the efficiency of the Investigative Committee of Russia. Improving the effectiveness of investigative activities is impossible without taking into account the personal characteristics of the investigator. It is important to study personal and professional resources of employees that help improve productivity and performance. More and more women choose professions that were traditionally considered male. Of scientific interest is the study of the personal characteristics of employees of the preliminary investigation units of the Ministry of Internal Affairs of Russia, where women work along with men. In this regard, the purpose of the study is to identify personal characteristics of male and female employees of investigative bodies. The article presents the research of male and female personality characteristics in the group of law enforcement authority's employees. The sample consisted of 23 officers aged 22 to 43 years (11 men, mean age was 29.18±4.05 years, 12 women, mean age 29.42±4.62 years).The average period of service in law enforcement authorities was 4.7±4.1 years. A fivefactor personality questionnaire was used in the study. It was revealed that male employees of the law enforcement authorities are characterized by a high level of self-control, a tendency to dominate, combined with perseverance and prudence. Female officers are prone to emotional stress, they also persistent, curios and tend to dominate. In addition, the influence of age and length of service on the personality characteristics of the officers, both male and female, was discovered.

Learning Business Law Online vs. Onland

2010 ◽  
pp. 82-95
Author(s):  
Louis B. Swartz ◽  
Michele T. Cole ◽  
Daniel J. Shelley
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Initial Study ◽  
Central Research ◽  
Business Law ◽  
Course Structure ◽  
Significant Difference ◽  
E Learning ◽  
Research Questions ◽  
And Performance

This article reports on two follow-up studies to “A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes” (Shelley, Swartz and Cole, 2007) designed to further examine two critical areas of e-learning, that is, student satisfaction with, and student learning in, an online environment as compared with an onland, or traditional classroom environment. While the initial study found no significant difference between the two, the second study did find statistically significant differences between the online and the onland course formats with regard to two elements of student satisfaction: (1) student satisfaction with the instructor, and (2) student satisfaction with the course structure. The second study went further to look at the effects, if any, of gender, age and nationality on student satisfaction. There was no significant difference found with age or nationality. There was a significant difference between males and females with regard to two of the research questions. The third study focused on student satisfaction and performance in two onland courses. In both areas, results indicated lower overall means for each of the four central research questions.

Grit: what is it and why does it matter in medicine?

2021 ◽  
pp. postgradmedj-2021-140806
Author(s):  
Donald H Lee ◽  
Kaitlyn Reasoner ◽  
Diane Lee
Keyword(s):  
Potential Role ◽  
Performance Metrics ◽  
Well Being ◽  
Personality Characteristics ◽  
Medical Community ◽  
Psychological Well Being ◽  
Medicine Research ◽  
And Performance ◽  
Equity And Inclusion

Grit refers to the combination of passion and perseverance for long-term goals. Grit has emerged as a recent topic of interest within the medical community. With ever-increasing rates of burnout and psychological distress, increasing attention has been directed towards modulatory or protective factors for these deleterious outcomes. Grit has been studied in regard to a variety of outcomes and variables in medicine. This article reviews the current literature on grit in medicine and summarises the current research on grit and performance metrics, personality characteristics, longitudinal progression, psychological well-being, diversity, equity and inclusion, burnout and residency attrition. While there is inconclusive evidence on the influence of grit on performance metrics in medicine, research consistently demonstrates a positive correlation between grit and psychological well-being and a negative correlation between grit and burnout. After discussing some of the inherent limitations of this type of research, this article suggests some possible implications and future areas for research and their potential role in cultivating psychologically healthy physicians and promoting successful careers in medicine.

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