Analysis of Grade Point Average and First-time PANCE Performance Among Graduate/Undergraduate and Full-time/Part-time Status Students of the Drexel University Physician Assistant Program: 2004-2006.

2007 ◽  
Vol 20 (7) ◽  
pp. 29-30
Author(s):  
C. Stream ◽  
J. Krolokowski
Keyword(s):  
Grade Point Average ◽  
Physician Assistant ◽  
Full Time ◽  
Grade Point ◽  
Drexel University ◽  
Part Time ◽  
Time Part ◽  
First Time ◽  
Physician Assistant Program

Academic Skills, Community Engaged, Leadership, and Global Themed First-Year Seminars: Comparisons in Student Success

2020 ◽  
pp. 152102512091269
Author(s):  
Lynn M. Boettler ◽  
Ruth A. Goldfine ◽  
Don W. Leech ◽  
Gerald R. (Jerry) Siegrist
Keyword(s):  
Academic Performance ◽  
Learning Community ◽  
Grade Point Average ◽  
Retention Rate ◽  
Analysis Of Covariance ◽  
First Year ◽  
Full Time ◽  
Grade Point ◽  
Part Time ◽  
First Year Seminars

In this study, retention and academic performance of students enrolled in four different versions of a first-year seminar at a large, public 4-year university were compared for a 2-year period. The first-year seminars examined were 3-credit courses with either traditional, global, community engagement, or leadership themes and were essentially required of all first-year, full-time students. Statistical analysis using logistic regression and analysis of covariance were employed to determine whether differences existed. In addition, the variables of gender, race, high school grade point average, American College Testing/Scholastic Aptitude Test scores, type of instructor (full time or part time), and enrollment in a learning community were considered covariates in data analysis. The study revealed no significant differences in first-year to second-year retention rate or in academic performance as measured by college grade point average for the four different versions of the seminar; however, enrollment in a learning community did have significant impact on retention, even after controlling for covariates known to strongly affect retention.

THE SARS-CoV-2 PANDEMIC IN BULGARIA AND THE CHALLENGES OF REAL-TIME DISTANCE LEARNING FOR TOURISM UNIVERSITY STUDENTS

2020 ◽  
Author(s):  
Ivan Obreshkov ◽  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Real Time ◽  
Full Time ◽  
Starting Point ◽  
Part Time ◽  
Time Distance ◽  
First Time ◽  
Educational Field

The severe acute respiratory syndrome coronavirus SARS-CoV-2 pandemic brought changes in various aspects of life, including educational field. The present study reveals some of the challenges related to real-time distance learning for university students majoring in tourism in Plovdiv, Bulgaria. The study includes Bulgarian and international students in full-time and part-time bachelor's and master's tourism programs, in which real-time distance education was introduced for the first time. The current study could be a starting point for improving the organization and quality of education of Tourism students, as well as for faster overcoming of related difficulties in communication with students.

scholarly journals A Survey of Kansas Physicians' Perceptions of Physician Assistant Education and Qualifications

2015 ◽  
Vol 8 (1) ◽  
pp. 18-25
Author(s):  
Gina R Brown ◽  
LaDonna S Hale ◽  
Molly C Britz ◽  
Mindy J Schrader ◽  
Sedera L Sholtz ◽  
...  
Keyword(s):  
Primary Care ◽  
Primary Care Physicians ◽  
Physician Assistant ◽  
Healthcare Team ◽  
Full Time ◽  
Patient Centered ◽  
Chi Square ◽  
Grade Point ◽  
Credit Hours ◽  
Regulatory Standards

BACKGROUND: Effective physician-physician assistant (PA) teams improve patient access and satisfaction, and increase productivity and revenue while reducing physician workload. This survey assessed perceptions of Kansas primary care physicians regarding educational requirements and qualifications of PAs, professional and legal regulations, and the most important skills and competencies for PAs to possess. Understanding these perceptions may lead to improved communication and refined expectations of physician-physician assistant teams, thereby increasing their utilization and effectiveness. METHODS: A 20-question survey was emailed to all 1,551 primary care physicians registered with the Kansas Board of Healing Arts in 2012. Descriptive data were reported as frequencies; comparisons between groups were analyzed using Chi-square. RESULTS: The response rate was 9.2% (n = 143). Physicians were highly accurate regarding the program’s generalist/primary care educational model and moderately accurate regarding the degree awarded, average pre-program grade point average, lock-step full-time curriculum, weeks of clinical rotations, recertification and continuing medical education hours, and Medicare PA fee schedule. Physicians had low accuracy regarding program and pharmacology credit hours, strict dismissal policy, pre-program healthcare experience, and co-signatory regulations. Physicians with PA supervisory experience had higher knowledge than those without (p = 0.001). Physicians most commonly selected history taking and performing physical exam as the most important skill (49%) and providing patient care that is patient-centered, efficient, and equitable as the most important competency (42%). CONCLUSIONS: Physicians often underestimated the average PA applicant qualifications, program rigor and intensity, professional regulatory standards, and co-signatory requirements. Correcting misperceptions and improving understanding of which PA skills and competencies are most valued by physicians may optimize PAs as part of the healthcare team.

scholarly journals Restorative diploma now aesthetically pleasing

2006 ◽  
Vol 88 (10) ◽  
pp. 333-333
Author(s):  
Charlotte Worker
Keyword(s):  
Postgraduate Training ◽  
Full Time ◽  
Dental Practice ◽  
Restorative Dentistry ◽  
Time Commitment ◽  
Dental Practitioners ◽  
Part Time ◽  
Second Year ◽  
Aesthetic Dentistry ◽  
First Time

Until recently it has been difficult for general dental practitioners (GDPs) to access formally recognised postgraduate training while maintaining a full-time commitment to practice. The diploma in restorative dentistry from the Faculty of General Dental Practice (UK) (FGDP(UK)) allows participants to do just that. In the latest development GDPs now have the option, for the first time, to choose a special interest module in aesthetic dentistry during the second year of the part-time diploma programme.

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