Investigating the viability of a competency-based, qualitative laboratory assessment model in first-year undergraduate chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 629-637 ◽  
Author(s):  
Reyne Pullen ◽  
Stuart C. Thickett ◽  
Alex C. Bissember
Keyword(s):  
Learning Experience ◽  
Assessment Model ◽  
Chemistry Laboratory ◽  
First Year ◽  
Skills Acquisition ◽  
Laboratory Assessment ◽  
New Model ◽  
Before And After ◽  
Competency Based ◽  
Criterion Referenced

In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In this report, we describe the design, implementation, results, and feedback obtained on a competency-based assessment model recently introduced into the first-year laboratory program at an Australian university. Previously, this laboratory program was assessed via a quantitative, criterion-referenced assessment model. At the core of this new model was a set of competency criteria relating to skills-acquisition, chemical knowledge and application of principles, safety in the laboratory, as well as professionalism and teamwork. By design, these criteria were aligned with the learning outcomes of the course and the degree itself, as well as local accrediting bodies. Qualitative and quantitative feedback from students (and staff) obtained before and after the implementation of this new model suggested this approach provided an enhanced learning experience enabling a greater focus on the acquisition of fundamental laboratory skills and techniques.

scholarly journals PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING

2017 ◽  
Vol 16 (4) ◽  
pp. 459-471
Author(s):  
Mehmet Demirbağ ◽  
Sevgi Kingir
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Chemistry Laboratory ◽  
First Year ◽  
Dialogic Teaching ◽  
Instructional Activities ◽  
Audio Recordings ◽  
Before And After ◽  
Conceptual Difficulties

In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling. Keywords: dialogic teaching, conceptual change, boiling topic, pre-service science teachers.

scholarly journals Learning Experience in Computer-Based Pronunciation Package

2015 ◽  
Vol 5 (3) ◽  
pp. 161 ◽  
Author(s):  
Kretsai Woottipong
Keyword(s):  
Learning Experience ◽  
Simple Random Sampling ◽  
Average Score ◽  
First Year ◽  
First Year Students ◽  
Significance Level ◽  
English Pronunciation ◽  
Before And After ◽  
Computer Based ◽  
Face To Face Instruction

<p>The purposes of this study were 1) to evaluate the efficiency of the computer-based pronunciation package for enhancing English pronunciation of Thai university students in the field of sciences based on the criteria of 80/80 Standard 2) to compare English pronunciation ability before and after receiving English pronunciation treatment by the computer-based pronunciation package, and 3) to examine the students’ opinion towards the computer-based pronunciation package for enhancing English pronunciation. The sample of the student population for this study was 72 first-year students in the field of sciences in the second semester of the academic year 2013 at Thaksin University, Thailand. They were selected by simple random sampling. The study was conducted over 34 teaching periods. Regarding the data analysis, mean, percentage and t-test scores were employed. The result indicated that 1) the efficiency value of the computer-based pronunciation lessons was 81.88/82.66. 2) The learning achievement on English pronunciation among students using the computer-based pronunciation package was higher than those taught through the conventional face-to-face instruction at a significance level of 0.05. 3) Students had very good attitudes towards learning English pronunciation via the computer-based pronunciation package with an average score of 4.00.</p>

POSTOPERATIVE COMPLIANCE OF BARIATRIC SURGERY PATIENTS REGARDING THE ASSESSMENT OF SERUM LEPTIN LEVELS AND INSULIN RESISTANCE

2019 ◽  
Vol 49 (1/2019) ◽  
Keyword(s):  
Insulin Resistance ◽  
Bariatric Surgery ◽  
Serum Levels ◽  
Medical Laboratory ◽  
Leptin Resistance ◽  
Obese Patients ◽  
Laboratory Assessment ◽  
Serum Leptin ◽  
Before And After ◽  
Bariatric Patients

Background and aims: Overweight and obese patients who undergo bariatric surgery require a rigorous clinical and paraclinical assessment both before and after the surgery at 3, 6, and 12 months.The present study aims the assessment of serum leptin levels and insulin resistance status in compliant bariatric patients to scheduled medical laboratory assessment at 6 months after surgery. Material and Method: The study included 109 eligible patients selected for bariatric surgery, 48 of whom attended the scheduled visit at 6 months after the surgery. Laboratory assessing regarded the insulin resistance by determining before meal the serum levels of leptin, glucose and insulin, as well as HOMA 1 and HOMA 2 indexes. Results: Patients who underwent bariatric treatment experienced a significant decrease in insulin resistance status. A higher percentage in the preoperative group was recorded in women, feature which was also recorded in the postoperative group that attended the scheduled visit at 6 months after surgery. Age is also an important factor that significantly influences the behavioral adherence to postoperative visits. Conclusions: Insulin resistance status improved significantly in 6 months after bariatric surgery among the fully compliant patients. The percentage of attendance at scheduled visits is higher among women, and decreases with age. Keywords: obesity surgery, leptin resistance, insulin resistance, HOMA index, compliance

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

scholarly journals Need for Assessment of MDS Paper I Examination at the End of the First Year of MDS: A Survey

2021 ◽  
pp. 030157422097623
Author(s):  
Shweta A. Kolhe ◽  
Shivani S. Khandelwal ◽  
Amol A. Verulkar ◽  
Twinkle D. Bajaj ◽  
Niyati Bhupesh Potode
Keyword(s):  
Positive Attitude ◽  
Learning Experience ◽  
First Year ◽  
Dental Surgery ◽  
Postgraduate Students ◽  
New Learning ◽  
Patient Work ◽  
Clear Information ◽  
Gain Access ◽  
New Framework

Introduction: Pursuant to the notification published by Dental Council of India, dated May 17, 2018, no. DE-14-MDS-2018/2131, the committee amended the regulation on postgraduate (PG) Masters of Dental Surgery (MDS) students and made provision of giving MDS paper I at the end of the first year. Assessment of this survey will provide clear information between the responses of PG students and teachers. The focus of this article is to report and discuss the characteristics of new learning process. Material Method: A total of 150 sample sizes and 50 PG teachers were included. Questions were generated using Google Form to gain access and establish rapport with participants and to obtain open, honest understanding of the participants’ “learning experience.” The link was sent to the participants, using emails or WhatsApp number. Result: The analysis of survey data was carried out using Likert scale. The comparison of mean scores was carried out using unpaired t-test. Figures 1 to 10 provide responses of participants. Conclusion: Postgraduate students and PG guides are neutral toward the initial protocol of examination. The participants have a positive attitude toward new framework. But curriculum activities such as library dissertation (LD), dissertation selection, and patient work get disturbed somewhere. It might take time for both students and guides to get familiar with the new framework.

Coronary Care in a General Hospital

1971 ◽  
Vol 16 (3) ◽  
pp. 173-182 ◽  
Author(s):  
Gavin Shaw ◽  
Bernard Groden ◽  
Evelyn Hastings
Keyword(s):  
Myocardial Infarction ◽  
Intensive Care Unit ◽  
Intensive Care ◽  
General Hospital ◽  
First Year ◽  
Duration Of Stay ◽  
Before And After ◽  
The Mean ◽  
Coronary Care ◽  
Made In

The establishment, staffing and structure and observations made in the first year of the existence of coronary care in an intensive care unit in a general hospital are recorded. Two hundred and twenty eight patients were admitted during the year in whom the diagnosis of myocardial infarction was confirmed. There were 29 deaths in the unit and 14 deaths occurred in the wards of the hospital after discharge from the unit. 49.1 per cent of the patients were admitted within 4 hours of the onset of symptoms and the mean duration of stay in the unit was 86.5 hours. The type of arrhythmia detected in the unit, and the treatment given to the patients both before and after admission to the intensive care unit are described.

OP08 Levels and sources of stress reported by first year paramedic students associated with their first ambulance placement

2021 ◽  
Vol 38 (9) ◽  
pp. A4.2-A4
Author(s):  
Matthew Warren-James ◽  
Julie Hanson ◽  
Belinda Flanagan ◽  
Mary Katsikitis ◽  
Bill Lord
Keyword(s):  
Death And Dying ◽  
Educational Interventions ◽  
Fear Of Failure ◽  
Anxiety And Depression ◽  
Control Group ◽  
First Year ◽  
Before And After ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

BackgroundWhilst there is evidence to suggest paramedics experience significant stress when working in the ambulance setting little is known about the experiences of first year paramedic students. This research aimed to: (i) identify whether levels of stress, anxiety and depression experienced by first year paramedic students changed after ambulance placement compared to a control group, and (ii) identify the main perceived and actual sources of stress around ambulance placement.MethodsA before-and-after quasi-experimental design was used to compare whether the experience of ambulance placement altered the levels of stress, anxiety and depression in an experimental group that attended an ambulance placement (n = 20) and the control group who did not (n = 10). Online surveys encompassing the Depression, Anxiety and Stress Scale (DASS-21) and qualitative questions about sources of stress were concurrently deployed to both the experimental and control groups before and after the ambulance placement. Participants were first year paramedic students working in Queensland Ambulance Service, Australia.ResultsThere was a significant reduction in levels of stress in participants after undertaking their first ambulance placement (Mdn = -4.00) when compared to a control group (Mdn = 0.00), U = 52.5, p = .035, n2 = 0.15. Responses to survey questions suggest anticipation about experiencing death and dying of patients was the most frequently reported stressor of student paramedics before undertaking ambulance placements, however insecurity about knowledge, competence and fear of failure was the most frequently experienced stressor reported after completing ambulance placements.ConclusionsThe findings from this study suggest that the fear of the unknown may be worse than the reality. Anticipatory stress is the foremost problem for first year paramedic students attending their first ambulance placement. Placement pre-briefing should focus on educational interventions to build knowledge and skills competency to reduce stress levels and fear of failure.

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