scholarly journals Corn? When did I eat corn? Gastrointestinal transit time in health science students

2021 ◽  
Vol 45 (1) ◽  
pp. 103-108
Author(s):  
Tuwilika P. T. Keendjele ◽  
Hilja H. Eelu ◽  
Tunelago E. Nashihanga ◽  
Timothy W. Rennie ◽  
Christian John Hunter
Keyword(s):  
Transit Time ◽  
Gastrointestinal Transit ◽  
Female Students ◽  
Health Science ◽  
Secondary Outcome ◽  
First Year ◽  
Science Students ◽  
Male And Female ◽  
Gastrointestinal Transit Time ◽  
Health Science Students

The objective of this study was to determine gastrointestinal transit time in first-year health science students with a laboratory practical exercise conducted in two cohorts (classes of 2018 and 2019) of first-year health sciences students at the Health Science Campus in Windhoek, Namibia. All first-year health science students undertaking the Physiology course were invited to take part in the laboratory exercise. The primary outcome was the measurement of gastrointestinal transit time from the amount of time taken for ingested whole-kernel sweetcorn to be eliminated, which was calculated as the time period between ingestion of corn and the time of corn first seen in the stool and the time corn was last seen in the stool. The secondary outcome was an association between emotional irritability and/or anxiety and gastrointestinal transit time. The study analyzed responses of 175 students, who reported a median transit time of 29 (1–99) h. There was no difference in gastrointestinal transit time between male and female students. Likewise, there was no difference in the duration of the corn in the bowel between male and female students. Students who reported being worried and irritable during the exercise had more bowel movements before they saw corn in their stool and had slower transit times, respectively. A wider range of transit time was reported in a group of young, healthy students compared with previous studies in the literature. There were no differences between male and female student bowel activity. Anxiety did impact the bowel activity of the participants.

scholarly journals What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

2017 ◽  
Vol 12 (3) ◽  
pp. 56 ◽  
Author(s):  
Joanne Munn ◽  
Jann Small
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Mode Of Delivery ◽  
Academic Skills ◽  
Health Science ◽  
First Year ◽  
Science Students ◽  
Health Science Students ◽  
Literacy Support ◽  
Integrated Or

Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.

Exploring lecturers’ views of first-year health science students’ misconceptions in biomedical domains

2014 ◽  
Vol 20 (2) ◽  
pp. 403-420 ◽  
Author(s):  
Elmi Badenhorst ◽  
Sílvia Mamede ◽  
Nadia Hartman ◽  
Henk G. Schmidt
Keyword(s):  
Health Science ◽  
First Year ◽  
Science Students ◽  
Health Science Students

scholarly journals Exploring Time Management Skills of First Year Undergraduate Medical and Allied Health Science Students

2018 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Saleena Ummer Velladath ◽  
Zizy Ezreen Binti Ezie Elman ◽  
Lutdfi Bin Mohamad Sobri ◽  
Muhammad Danish Syahmi Bin Saha ◽  
...  
Keyword(s):  
Time Management ◽  
Allied Health ◽  
Health Science ◽  
First Year ◽  
Science Students ◽  
Management Skills ◽  
Health Science Students

scholarly journals Undergraduate health science students' development of reflective practice on communication skills via e-Portfolios

2018 ◽  
Vol 15 (3) ◽  
pp. 66-84
Author(s):  
Tinashe Dune ◽  
◽  
Kylie Crnek-Georgeson ◽  
John Bidewell ◽  
Rubab Firdaus ◽  
...  
Keyword(s):  
Reflective Practice ◽  
Communication Skills ◽  
Cultural Responsiveness ◽  
Health Science ◽  
First Year ◽  
Science Students ◽  
Reflective Process ◽  
Health Science Students ◽  
Contemporary Media ◽  
The Right

Background: Whilst e-Portfolios have been used in a variety of learning contexts, disciplines and academic levels, its effectiveness amongst tertiary health science students in Australia has yet to be explored. Investigating students’ development of reflexivity through an individually assessed e-Portfolio will produce more information about how best to teach and assess these skills in line with key professional competencies. Aim: This project aimed to evaluate students’ development of reflexivity by engaging in an individually assessed e-Portfolio within a large, interprofessional, first year health science unit on Communication in Health. Methods: Using an adapted version of Groningen’s Reflection Ability Scale (GRAS) students were surveyed before beginning and after completing their e-Portfolios. Participating students’ concluding summaries on their development of reflexivity were extracted from their e-Portfolios for qualitative analysis. Results: 289 students completed both the pre- and post-survey. The e-Portfolio enhanced reflexivity for 54% of students, 38% perceived that their reflexivity had decreased and 8% had no change between their pre and post scores. Qualitatively the students found the process of developing reflexivity to be positively challenging. They cited reflection on communication skills, using contemporary media, interprofessional reflection and cultural responsiveness as key elements learnt through the reflective process of the ePortfolio. Conclusion: A nuanced approach to interpreting the results is important as even those who seem to have become less reflexive may have realised that they were less so after engaging in reflective practice. With the right resources, technology and support the findings attest to the value and merit of e-Portfolios in developing reflexivity amongst tertiary interprofessional health science students.

scholarly journals Factors associated with the academic success of first year Health Science students

2008 ◽  
Vol 14 (2) ◽  
pp. 205-217 ◽  
Author(s):  
Christina Mills ◽  
Jane Heyworth ◽  
Lorna Rosenwax ◽  
Sandra Carr ◽  
Michael Rosenberg
Keyword(s):  
Academic Success ◽  
Health Science ◽  
First Year ◽  
Science Students ◽  
Health Science Students ◽  
Factors Associated
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