scholarly journals 777 Changing Student Perceptions of Surgical Careers

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
D Karunaratne ◽  
F Peat ◽  
S Rozewicz ◽  
L Tupper ◽  
E Perera ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Teaching ◽  
Student Perception ◽  
Career Preparation ◽  
Student Interest ◽  
Surgical Skill ◽  
Undergraduate Level ◽  
Extra Curricular Activities ◽  
Portfolio Development ◽  
Surgical Career

Abstract Aim Increasing student interest in pursuing a surgical career at an undergraduate level. Background Data suggests that interest in surgical specialties may be declining, even from as early on as medical school. However, studies suggest that engagement with extra-curricular activities influences their likelihood to pursue surgical careers. Our study aimed to assess changes in student perception towards surgical careers following participation in a three-week surgical course. Method Students on placement at St Peter’s Hospital, Chertsey were invited to a course of 3 one-hour sessions covering practical surgical skills and lectures. Participants were tutored by Foundation-Year-Two doctors, with oversight of a surgical clinical teaching fellow and senior consultant. Students completed pre- and post-course surveys focusing on surgical interest, surgical skill confidence, placement-participation, and career preparation. The course was delivered through two cycles. Results Cycle one showed statistically significant improvements in suturing-confidence (mean increase 4.05 out of 10, p = 0.001), confidence in hand-ties (3.63 out of 10, p = 0.015) and understanding of developing a surgical portfolio (mean increase 1.95 out of 10, p = 0.005). After a second cycle, including the introduction of a surgical portfolio development lecture, students demonstrated a statistically significant improvement in mean scores across all areas. Notably, interest in pursuing a surgical career increased from mean 5.85/10 to 8.8/10 (p = 0.028). Conclusions We demonstrate that a short and easily accessible course can significantly improve student interest and understanding of a surgical career; equipping them with fundamental skills to pursue engagement at the undergraduate level.

scholarly journals HUBUNGAN ANTARA PERSEPSI SISWA TERHADAP BIMBINGAN DAN KONSELING DENGAN MINAT SISWA MENGIKUTI KONSELING INDIVIDU DI KELAS VII B DAN D SMPN 15 BANJARMASIN

2020 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Khairunnisa Khairunnisa ◽  
Muhammad Yuliansyah ◽  
Aminah Aminah
Keyword(s):  
Student Perceptions ◽  
Random Sampling ◽  
Student Perception ◽  
Pearson Correlation ◽  
Simple Random Sampling ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Student Interest ◽  
Individual Counseling ◽  
Cronbach Alpha

Tujuan penelitian ini adalah untuk mengetahui hubungan antara persepsi siswa terhadap bimbingan dan konseling dengan minat siswa mengikuti layanan konseling individu di kelas VII B dan D SMPN 15 Banjarmasin. Latar belakang penelitian ini adalah adanya berbagai macam pandangan atau persepsi siswa terhadap BK di sekolah sehingga hal tersebut dapat mempengaruhi minat siswa mengikuti layanan konseling individu. Penelitian ini merupakan penelitian kuantitatif dengan desain korelasional dengan menggunakan teknik analisis Pearson Product Moment pada program SPSS 26. Sampel yang di gunakan ada 52 orang dari jumlah populasi 60 orang siswa VII B dan VII D dengan teknik simple random sampling. Teknik pengumpul data menggunakan dua buah skala likert melalui kuesioner yang di sebar kepada siswa melalui link WhatsApp. Uji validitas kuesioner menggunakan Pearson Product Moment dan uji reliabilitas menggunakan Cronbach Alpha. Hasil penelitian menunjukan bahwa ada hubungan positif yang signifikan antara persepsi siswa terhadap bimbingan dan konseling dengan minat siswa mengikuti layanan konseling individu pada kelas VII B dan VII D SMPN 15 Banjarmasin dengan nilai signifikan 0,001 < 0,05 dan pearson correlation 0,448 > rtabel pada taraf 5% 0,273. Dengan demikian, hipotesis H1 di terima. Sehingga berarti bahwa persepsi siswa terhadap bimbingan dan konseling memiliki hubungan dengan minat siswa mengikuti layanan konseling individu.__________________________________________________________________The purpose pf this study was to determine the relationship between students perceptions of guidance and counseling with student interest in participating in individual counseling services in class VII B and D SMPN 15 Banjarmasin. The background of this research is the existence of a variety of views or perceptions of students towards BK in school so that it affects student interest in participating in individual counseling. This research is a quantitative design using pearson product moment analysis techniques in the SPSS 26 program. The sample used was 52 people from a population of 60 students of class VII B and D with simple random sampling technique. The data collection technique used two Likert scales through a questionnaire distributed to student via the WhatsApp Link. The questionnaire validation and the reliability test uses Cronbach Alpha. The results showed that there was a significant positive relationship between student perception of guidance and counseling with student interest in participating in individual counseling services in class VII B and VII D of SMPN 15 Banjarmasin with a significant value 0f 0,001 < 0,05 and pearson correlation 0,448 > rtable at 5% level 0,273. Thus, the H1 hypothesis is accepted. So that means that student perceptions of guidance and counseling have a relationship with the interests of student following individual counseling services.

scholarly journals Student perceptions of the care of children: impacts of pre-clerkship pediatric and primary care clinical teaching

2014 ◽  
Vol 5 (1) ◽  
pp. e38-e49 ◽  
Author(s):  
Beverley Karras ◽  
Saumya Selvaraj ◽  
Athena McConnell ◽  
Deirdre Andres ◽  
Krista Trinder ◽  
...  
Keyword(s):  
Medical Care ◽  
Student Perceptions ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Multidisciplinary Care ◽  
Medical Specialty ◽  
Pediatric Care ◽  
Clinical Exposure ◽  
Positive Attitudes ◽  
Before And After

Background: Pediatric clinical skills teaching sessions provide an early opportunity for students to be exposed to the medical care of children. This report describes second and third year medical students’ perceptions of and attitudes towards working with children before and after the pediatric clinical skills teaching sessions, and the experiences of those students precepted by pediatricians only compared to those students working with a combination of pediatricians and family physicians.Method: A 13 question survey was voluntarily completed before and after teaching sessions.  Written reflective assignments were qualitatively analyzed for key themes. Response rate averaged 68% with class sizes of 84 and 85 students.Results: Students’ perceptions of the care of children were generally very positive.  Some differences were found based on gender, phase of study and prior clinical exposure to pediatric care.  Pre and post responses were similar, regardless of preceptor specialty. Students with family physician preceptors identified the themes of prevention, health promotion and multidisciplinary care in their reflections. Conclusions: Students had already formed positive attitudes toward the medical care of children and intended to care for children in their future practice. Further research is needed into the effects of pre-clerkship experiences in the care of children on choice of medical specialty.

scholarly journals STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

2020 ◽  
pp. 196-213
Author(s):  
Bharat Kumar Lakra
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Perceived Usefulness ◽  
Educational Institutions ◽  
Online Class ◽  
Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

scholarly journals Measuring the value of a digital supplemental resource

2021 ◽  
Vol 45 (4) ◽  
pp. 685-693
Author(s):  
Yvonne M. Baptiste ◽  
Samuel Abramovich ◽  
Cherylea J. Browne
Keyword(s):  
Factor Analysis ◽  
Science Education ◽  
Construct Validity ◽  
Student Perceptions ◽  
Large Scale ◽  
Quantitative Methods ◽  
Student Perception ◽  
Digital Learning ◽  
Internal Reliability ◽  
Traditional Component

Supplemental resources in science education are made available to students based on the belief that they will improve course-based student learning. This belief is ubiquitous, with supplemental resources being a traditional component of physiology education. In addition, the recent large-scale transition to remote learning caused by the Covid-19 pandemic suggests an increased relevance and necessity of digital versions of supplemental resources. However, the use of a supplemental resource is entirely dependent on whether students view it as beneficial. If students in a specific course do not perceive a supplemental resource as useful, there is little reason to believe the resources will be used and are worthy of investment. Consequently, measurement of student perception regarding the effectiveness of any digital learning tool is essential for educators and institutions in order to prioritize resources and make meaningful recommendations to students. In this study, a survey was used to determine student perceptions of a digital, supplemental resource. Quantitative methods, including exploratory factor analysis, were performed on data collected from the survey to examine the dimensionality and functionality of this survey. The findings from this study were used to devise an improved, standardized (i.e., reliable and valid) survey that can be used and adapted by physi3ology researchers and educators to determine student perception of a digital supplemental resource. The survey, with known construct validity and internal reliability, can provide useful information for administrators, instructors, and designers of digital supplemental resources.

Perception of Learning Among Students From India Set Against the Pandemic

2021 ◽  
pp. 260-274
Author(s):  
Felix Bast
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Rural Areas ◽  
Urban Areas ◽  
Electronic Device ◽  
Student Perception ◽  
Educational Institution ◽  
Self Report ◽  
The World ◽  
Populous Country

India is the second-most populous country in the world. There had been a tremendous shift towards online learning through the Indian government's digital initiatives in general, and during COVID-19 lockdown in particular. An online self-report survey (n = 1318) was conducted to assess students' perception of online learning in this changed situation in comparison with traditional classroom learning. The study analysed eight independent variables on student perception towards online learning (e.g., gender, nature of the settlement, economic background, religiosity, primary electronic device, technology-receptiveness, age, and educational institution), with each of these variables forming respective research hypotheses. Results revealed several exciting facets of student perceptions. Receptiveness towards online learning was significantly higher for students from urban areas compared with rural areas. Possible reasons for these results are discussed, and the findings are contextualized in a broader perspective.

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

Undergraduate accounting students’ perception of a course in accounting research and theory

2020 ◽  
Vol 33 (1) ◽  
pp. 217-233 ◽  
Author(s):  
Ron Baker ◽  
Sara Wick
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Academic Career ◽  
Accounting Education ◽  
Accounting Students ◽  
Student Interest ◽  
Faculty Shortage ◽  
Content Type ◽  
Accounting Research ◽  
Accounting Practitioners

Purpose This study aims to measure the response of undergraduate accounting students to a stand-alone course in accounting theory and research. The aim of the study was to gauge students’ perceptions of the usefulness of this course and to determine if exposure to this material would increase student interest in accounting research and in pursuing a career in academia. Design/methodology/approach Three cohorts of students enrolled in the course completed an in-class survey. The study was conducted from 2015 to 2017. Findings The results of the survey show that student interest in accounting research and theory increased substantially as a result of the course. Students felt that learning about accounting research and the theories used in accounting research enhanced their overall understanding of accounting and would be useful to them as accounting practitioners. This study also reports that students interested in pursuing a PhD and/or an academic career also increased. Research limitations/implications Data were only collected at a single university and represent student perceptions only. Practical implications The results of this study and the description of the course design will inform academics seeking to answer the American Accounting Association Pathways Commission’s call to integrate accounting research and education. This study also suggests a pathway towards addressing the chronic academic accounting faculty shortage. Finally, the results will be of interest to those designing undergraduate accounting curriculum. Originality/value This study contributes to the literature on the “teaching-research nexus” in accounting by providing evidence, from the perspective of undergraduate accounting students, of the usefulness of integrating research into undergraduate accounting education. While many accounting researchers view accounting research and teaching accounting as separate activities, the response from students suggests that there is value in fostering a more complementary relationship between these two activities.

scholarly journals Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

2013 ◽  
Vol 12 (1) ◽  
pp. 92-105 ◽  
Author(s):  
K. Denise Kendall ◽  
Elisabeth E. Schussler
Keyword(s):  
Student Perceptions ◽  
Teaching Assistants ◽  
Teaching Effectiveness ◽  
Student Perception ◽  
Graduate Teaching Assistants ◽  
Faculty Members ◽  
Science Courses ◽  
Graduate Teaching ◽  
Gateway Courses ◽  
Lower Division

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses.

scholarly journals Novel Integration of Administrative Pharmacy Residents in a Management Course

2021 ◽  
Vol 12 (2) ◽  
pp. 9
Author(s):  
James Ford ◽  
Katherine Rotzenberg ◽  
David Mott
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Student Perception ◽  
Pharmacy Education ◽  
Course Evaluations ◽  
Case Examples ◽  
Course Content ◽  
Course Redesign ◽  
Pharmacy Management ◽  
The Impact

Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice.  Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses.  One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles.  Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning.  Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class.  An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance.  This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career.  Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance. 

scholarly journals Developing A Module on Sound Wave of Solid, Liquid, and Gas Substances through Problem Solving Model with Matlab Simulation on Wave and Optical Courses

2019 ◽  
Vol 7 (2) ◽  
pp. 173-182
Author(s):  
Rizky Mayang Anggraini
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Sound Wave ◽  
Physics Education ◽  
Student Perception ◽  
Average Percentage ◽  
Problem Solving Model ◽  
Cover Design ◽  
Solid Liquid ◽  
Expert Validation

This study aims to: (1) to find out the results of the products developed and (2) to find out the perceptions of students regarding the Sound Wave module in Solid, Liquid and Gas Substances developed. This research is research and development (R D) which refers to the model proposed by Thiagarajan. The feasibility of the media is validated by material experts and media experts. Subjects The trial of this study was 25 students of the University of Jambi Physics Education in 2016. The research data is in the form of module validation values by material and media experts, as well as the results of student perceptions of the module. Based on the results of data analysis, it was concluded that the assessment of wave solving and problem-solving optics modules was declared feasible with very good categories, namely with the results of material expert validation of 92%, the value of media expert validation was 86.5%. The results of the analysis of student perception data show that the print module seen from the aspect of the module cover design obtained an average percentage of 83%, from the design aspects in the module obtained an average percentage of 82%, from the presentation aspects of the module material obtained an average percentage amounting to 84.5%, from the aspect of Probem Solving obtained a percentage of 81%, and from the language aspect in the module obtained an average percentage of 84.25%. Based on these results it can be concluded that the Problem Solving-based print module on Sound Wave material in Solid, Liquid, and Gas Waves and Optics courses developed is suitable to be used as one of the learning media that can be used in the implementation of Wave and Optical subject learning.Keywords: Development, modul, Problem Solving Model, 4D model, Sound WavePenelitian ini bertujuan untuk: (1) untuk mengetahui hasil dari produk yang dikembangkan dan (2) untuk mengetahui persepsi mahasiswa mengenai modul Gelombang Bunyi pada Zat Padat, Cair dan Gas yang dikembangkan. Penelitian ini merupakan penelitian dan pengembangan (RD) yang mengacu pada model yang dikemukakan oleh Thiagarajan. Kelayakan media divalidasi oleh ahli materi dan ahli media. Subjek Uji coba penelitian ini adalah mahasiswa Pendidikan Fisika Universitas Jambi angkatan 2016 sebanyak 25 orang. Data hasil penelitian berupa nilai validasi modul oleh ahli materi dan media, serta hasil persepsi mahasiswa mengenai modul. Berdasarkan hasil analisis data disimpulkan bahwa Penilaian modul Gelombang dan Optik berbasis problem solving dinyatakan layak dengan kategori sangat baik yaitu dengan nilai hasil validasi ahli materi sebesar 92%, nilai hasil validasi ahli media sebesar 86,5%. Hasil analisis terhadap data persepsi mahasiswa ini menunjukkan bahwa modul cetak dilihat dari aspek desain cover modul diperoleh persentase rata-rata sebesar 83%, dari aspek desain dalam modul diperoleh persentase rata-rata sebesar 82%, dari aspek penyajian materi modul diperoleh persentase rata-rata sebesar 84,5%, dari aspek Probem Solving diperoleh persentase sebesar 81%, dan dari aspek kebahasaan dalam modul diperoleh persentase rata-rata sebesar 84,25%. Berdasarkan hasil tersebut dapat disimpulkan bahwa modul cetak berbasis Problem Solving pada materi Gelombang Bunyi pada Zat Padat, Cair, dan Gas mata kuliah Gelombang dan Optik yang dikembangkan layak digunakan sebagai salah satu media pembelajaran yang dapat digunakan pada pelaksanaan pembelajaran mata kuliah Gelombang dan Optik..Kata kunci: Pengembangan, Modul, Model Problem Solving, model 4D, Gelombang Bunyi

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