Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure

Background. In Korea, a few studies regarding traditional Korean medicine (TKM) education have been conducted. The aim of this study is to evaluate students’ perceptions regarding TKM education in Korea and compare them with those of other countries using a quantitative scale, Dundee Ready Educational Environment Measure (DREEM). Materials and Methods. We conducted a survey using DREEM in a TKM college. Totally, 325 students responded to this survey and we performed the descriptive statistics of scores in all items, subscales, and total. Additionally, subgroup comparisons according to gender, school year, and academic achievement were analyzed. Results. Mean overall DREEM score was 94.65 out of 200, which is relatively low compared to previous studies. Particularly, perceptions regarding subscales of learning, atmosphere, and self-perceptions were interpreted as problematic. There was no statistically significant difference between genders in spite of some differences among groups based on school year or academic achievement. Conclusions. We could examine students’ perceptions regarding TKM education at a TKM college using DREEM for which validity and reliability were verified. TKM education was perceived relatively poor, but these quantitative indicators suggested which parts of education need improvement. We expect DREEM to be used widely in TKM or traditional medical education field.

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A Cross Sectional Study of Medical Students’ Perception of Their Educational Environment in Ghana

Journal of Education and Development ◽

10.20849/jed.v3i2.585 ◽

2019 ◽

Vol 3 (2) ◽

pp. 15

Author(s):

Temitope O. Ade-Oshifogun ◽

Jean A. Cadet ◽

Jochebed B. Ade-Oshifogun

Keyword(s):

Medical Education ◽

Medical School ◽

Cross Sectional Study ◽

Educational Environment ◽

Social Self ◽

Sectional Study ◽

Cross Sectional ◽

Self Perceptions ◽

Significant Difference ◽

Negative Perceptions

Background: The quality of medical education is affected by many factors, one of which is the educational environment of medical education. However, there is paucity of studies addressing the educational environment from African medical schools. The aim of this study was to determine the clinical year students’ perceptions of their educational environment at a medical school in Ghana. This was done with the goal of identifying factors that may impact positive changes in the school.Methods: A cross-sectional study was undertaken using the DREEM questionnaire. The questionnaire was administered to students in clinical years 1, 2, & 3 at the time of the study. 298 students participated in the study by convenience sampling. Data was analyzed using SPSS version 24. The total score and the five subscales of DREEM scores were used in the final analysis.Results: A total of 298 out of 300 students completed the questionnaire out of which Fifty six percent of respondents were male. There was no significant gender differences in the total DREEM scores [F(1, 274) = 1.019, p=0.314]. The overall educational environment was positive M=117.32 ± 15.45. Areas for improvement were students’ perception of the teachers (26.09 ± 3.59) and students’ perception of the atmosphere (25.71 ± 5.62). The students’ perception of learning (30.70 ± 5.20), and students’ academic self-perceptions (21.11 ± 3.74) were positive. Students’ social self-perceptions (13.71 ± 2.99) was neutral. There was no significant difference in perception by clinical year [F(2, 274) = 0.298, p = 0.742].Conclusion: The perception of students at this Ghanaian medical school can be described as positive and negative. The school should consider the two domains with negative perceptions as areas for improvement. Students reported problem-based learning as a preferred method of teaching versus the traditional method. Attention to the learning atmosphere and student-focused learning is likely to increase perception.

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The Association Between Pupil-Related Psychological Factors and Academic Achievement in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2021-0063 ◽

2021 ◽

pp. 1-12

Author(s):

Ruben Vist Hagen ◽

Håvard Lorås ◽

Hermundur Sigmundsson ◽

Monika Haga

Keyword(s):

Academic Achievement ◽

Physical Education ◽

Psychological Factors ◽

Multiple Regression Model ◽

Final Grade ◽

Scholastic Competence ◽

Self Perceptions ◽

School Year ◽

Athletic Competence ◽

Situational Motivation

Purpose: Physical education (PE) teachers’ assessments are often based on continuous observations of pupils. As certain psychological factors may mediate pupils’ learning behaviors relevant to the PE context, they may also influence academic achievement in PE. Thus, this study’s aim was to explore the association between pupil-related psychological factors and academic achievement in PE. Methods: Eighty-nine boys and 111 girls (12–16 years old) in lower secondary school participated in this study, responding to a questionnaire containing previously validated scales measuring pupils’ grit, mindset, self-perceptions, and situational motivation. The pupils’ final grade in PE was collected at the end of the school year. Results: A multiple regression model significantly explained 33% of the variance in grade. The self-perception domains—scholastic competence, athletic competence, and physical appearance—acted as unique predictors, explaining a small portion of the variance in academic achievement. Discussion/conclusion: These results support the importance of positive self-perceptions in relation to academic achievement in PE.

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COVID-19 Pandemics and Impacts on Medical Educators in China

10.21203/rs.3.rs-396178/v1 ◽

2021 ◽

Author(s):

Meiling Chen ◽

Shiqian Zou ◽

Siyi Wang ◽

Babatunde Akinwunmi ◽

Wai-Kit Ming

Keyword(s):

Information Technology ◽

Medical Education ◽

Online Teaching ◽

Descriptive Statistics ◽

Response Analysis ◽

Medical Teaching ◽

Web Based ◽

Significant Difference ◽

Before And After ◽

Medical Educators

Abstract Background: Education informatization is still in the early stage in China. The sudden outbreak of the COVID-19 pandemic led medical educators passively incorporating information technology for remote medical teaching, in which challenges and opportunities have co-existed.Objectives: The objectives of this study were to (1) explore the medical educators' perception and experience of online teaching in medical education before and after emergency remote teaching (ERT) experience during the COVID-19 pandemic; (2) illustrate the medical educators' satisfaction on the contribution of online teaching on medical teaching, and (3) reveal the main challenges medical educators met when they conduct the ERT during the COVID-19 epidemic, and to demonstrate whether the challenges are a different by age or gender including some other factors.Methods: A web-based questionnaire was disseminated to the faculty of medical education departments at higher institutions in China. The collected quantitative data of the questionnaire were analyzed by using the SPSS software package. Descriptive statistics were conducted on demographic data and the perception and experience of medical educators before and after the COVID-19 were shown as the frequencies and percentages, while the teachers' opinions on contribution of online teaching on medical education were analyzed by descriptive statistics with means and standard deviations. Multiple response analysis combined with crosstabulation chi-square test was applied, and a P-value <.05 was considered to be statistically significant to exams the relationship between age as well as gender and difficulties met in online teaching respectively.Results: A total of 26 medical educators (65.38%, n=17 female and 34.62%, n=9 male) were valid participants. Total 57.69% (n=15) of them had used web-based teaching before the COVID-19 pandemic, whereas 43.21% (n=11) had not. The agreement level on the teaching effect of online teaching was medium, with a mean value of 2.55 (range from 1-5). The first two difficulties medical teachers came across in online teaching were the web-based instructional design (27%), and the unfamiliarity with web-based teaching tools (25 %). No significant difference in the types of difficulties encountered by different ages (P=0.969) or gender (P = 0.873) in online teaching.Conclusions: The majority of medical educators are open-minded to incorporating online teaching into their teaching practice in the future. However, medical educators in China commonly faced shared difficulties when they adopted online teaching during the COVID-19 pandemic. Identify these challenges and proposing some relevant suggestions to promote a further increase in the active adoption of information technology in medical education.

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A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

Psychology and Education Journal ◽

10.17762/pae.v58i1.1161 ◽

2021 ◽

Vol 58 (1) ◽

pp. 2770-2785

Author(s):

Najeh Rajeh Alsalhi Et al.

Keyword(s):

Academic Achievement ◽

General Chemistry ◽

Blended Learning ◽

Undergraduate Students ◽

Study Groups ◽

Achievement Test ◽

Control Group ◽

Validity And Reliability ◽

Significant Difference ◽

The Impact

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.

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Considering Physical Well-Being, Self-perceptions, and Support Variables in Understanding Youth Academic Achievement

The Journal of Early Adolescence ◽

10.1177/0272431619833493 ◽

2019 ◽

Vol 40 (1) ◽

pp. 134-157 ◽

Cited By ~ 1

Author(s):

Erin E. Centeio ◽

Cheryl L. Somers ◽

E. Whitney G. Moore ◽

Alex Garn ◽

Noel Kulik ◽

...

Keyword(s):

Physical Activity ◽

Academic Achievement ◽

Cardiorespiratory Fitness ◽

Well Being ◽

Female Students ◽

Male Students ◽

Future Research ◽

Self Perceptions ◽

School Year ◽

Cardiovascular Endurance

The purpose of this study was to examine the relation between measures of students’ physical well-being and self-perception and their academic achievement. Specifically, we look at students’ social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students ( n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students ([Formula: see text]; [Formula: see text]) and small to large for the male students ([Formula: see text]; [Formula: see text]). These findings can be used to guide future research and educational prevention and intervention efforts.

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Students' Perception of the Educational Environment in an Indian Physiotherapy College

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2019.1807 ◽

2019 ◽

Author(s):

Prachita Walankar ◽

Vrushali Panhale ◽

Sayli Situt

Keyword(s):

Learning Environment ◽

Educational Environment ◽

P Value ◽

Social Self ◽

Positive Perception ◽

Self Perception ◽

Cross Sectional ◽

Self Perceptions ◽

Significant Difference ◽

Physiotherapy Students

Purpose: Educational environment has a significant impact on students' behavior, academic progress and quality of learning. The aim of this study was to evaluate the students’ perception of their learning environment in an Indian physiotherapy college and compare their perceptions in terms of demographic attributes and academic level. Methods: A cross-sectional study was conducted among 420 undergraduate physiotherapy students. The Dundee Ready Education Environment Measure (DREEM), a 50-item, self-administered inventory was employed to assess the student’s perception of learning environment. It comprises of five domains: students’ perceptions of learning; students’ perceptions of teachers; students’ academic self-perceptions; students’ perceptions of atmosphere and students’ social self-perceptions. Descriptive statistics, t-test and analysis of variance (ANOVA) were used to analyze data. P-value < 0.05 was considered as significant. Results: The mean DREEM score was 122.66 ± 17.39 reflecting a more of positive than negative educational environment in this institution. There was a significant difference in the overall DREEM score (p = 0.000) based on the year of study with highest mean score in first year (127.57 ± 13.81). Evaluating the sub-domains of perception, the students in all the years had a more positive perception of learning (29.22 ± 5.35), their perception of teachers moved in the right direction (26.52 ± 5.05), their academic self-perception was more on the positive side (21.23± 3.72), they had a more positive perception of atmosphere (28.56± 5.64) and their social self-perception could be graded as not too bad (17.13 ±3.08). No significant gender difference was noted for overall DREEM score and all domain scores. Conclusion: The present study revealed that all undergraduate physiotherapy students perceived their educational environment positively. However, some areas require remedial measures in order to enhance the educational experience. Advocating problem-based learning, student mentorship, counseling and workshops on teaching-learning for teachers might enable us to enrich our learning environment.

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Effectiveness of Strategic Intervention Material in Mathematics as Remediation for Grade 9 Students in Solving Problems Involving Quadratic Functions

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2019/v5i130137 ◽

2019 ◽

pp. 1-10

Author(s):

Myrell P. Dumigsi ◽

Jem Boy B. Cabrella

Keyword(s):

Academic Achievement ◽

Standard Deviation ◽

Relative Frequency ◽

Quadratic Functions ◽

Control Groups ◽

School Year ◽

Proficiency Level ◽

Significant Difference ◽

Quasi Experimental ◽

Experimental Group

This study aimed to investigate the effectiveness of Strategic Intervention Material (SIM) in Mathematics as remediation for Grade 9 students in solving problems involving quadratic functions. The SIM was designed as a remediation tool for students in teaching one of the least learned competencies. It was personally conducted by the researcher in Digos City NHS – Igpit HS Annex, Igpit, Digos City, Davao del Sur, Philippines during the School Year 2016-2017. A total of 16 Grade 9 students were the respondents of the study. Quasi-experimental design was used. The data were gathered using the researcher-made pretest and posttest. Frequency, relative frequency, mean and standard deviation were used to describe the academic achievement of students in problem solving involving quadratic functions. One-way analysis of co-variance (ANCOVA) was utilized to test if the significant difference existed between the experimental and the control groups. Findings revealed that the proficiency level of Grade 9 students in the posttest when remediated using the SIM was “satisfactory”; while the students remediated with the Grade 9 Learner’s Material was described as “did not meet expectations.” A significant difference in the academic achievement of students on the topic in favor of the experimental group was noted; hence, the Strategic Intervention Material in Mathematics was found effective as a remediation tool for Grade 9 students in solving problems involving quadratic functions. Recommendations were offered.

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Medical and Pharmacy Students’ Attitudes Towards Physician-Pharmacist Collaboration in Indonesia: A Case Study Approach

Borneo Journal of Pharmacy ◽

10.33084/bjop.v4i3.1985 ◽

2021 ◽

Vol 4 (3) ◽

pp. 231-237

Author(s):

Nisa Febrinasari ◽

Hudan Taufiq ◽

Futikha Hudaningrum

Keyword(s):

Medical Education ◽

Interprofessional Education ◽

Student Attitudes ◽

Pharmacy Students ◽

P Value ◽

Validity And Reliability ◽

Education Students ◽

Cross Sectional ◽

Significant Difference ◽

Students Attitudes

Learning process evaluation of Interprofessional Education (IPE) was crucial to determine the implementation process’s success. The evaluation can be done by researching student attitudes in IPE activities. Research on students' attitudes in medical education and pharmacy study programs is expected to be a guideline for the IPE curriculum drafting team at the Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, to develop future IPE learning activities. The study design was observational analytic with a cross-sectional method involving all medical and pharmacy students of the Faculty of Medicine, Universitas Islam Sultan Agung who had participated in a Small Group Discussion with TB management and met the inclusion criteria. Data collection was carried out in August 2020 using an online google form questionnaire. Data obtained through the Scale of Attitudes Toward Psychic-Pharmacist Collaboration questionnaire contains 16 questions tested for validity and reliability. Questions were answered using a 4-point Likert Scale. The statistical test analysis results on the total score of the collaboration attitude scale using the Mann Whitney Test was a p-value of 0.000. The median total score of medical and pharmacy students was 47.00 and 56.00, respectively. The p-value indicates a significant difference between the total scores of medical and pharmacy students. Based on the analysis results, the study shows significant differences in collaboration attitudes. Medical education students fall into the "moderate" category and pharmacy students in the "high" category. The pharmacy students have a more positive collaboration attitude than medical education students toward future collaborative relationships.

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Effects of Classroom Observation of Parents to the Performance of Pupils

International Journal of Multidisciplinary: Applied Business and Education Research ◽

10.11594/ijmaber.02.01.04 ◽

2021 ◽

Vol 2 (1) ◽

pp. 24-29

Author(s):

Emerson T. Ceria

Keyword(s):

Classroom Observation ◽

Validity And Reliability ◽

Microsoft Excel ◽

Descriptive Research ◽

School Year ◽

Significant Difference ◽

Before And After ◽

Post Test ◽

Learning Competencies ◽

The Given

The study aimed to determine the effects of classroom observation of parents to the performance of pupils in Pandayan Elementary School for the school year 2019-2020. A descriptive research method was utilized in this study. A research – made instrument for pre-test and post-test aligned with the given learning competencies in the K to 12 Curriculum Guide in Grades 4-6 was designed and undergone validity and reliability examination by peer-experts. After the validation from other Principals, the Division Research Chairperson has approved the instrument. The researcher also carried out a dry run before the actual pre-test and post-test assessment to the respondents. The gathered data from the tests were recorded and analyzed using Microsoft Excel and SPSS. The findings showed that the post-test scores have increased after the classroom observation of parents. In conclusion, there was a significant difference on the academic performance of pupils in Mathematics before and after classroom observation of parents.

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Asynchronous-Synchronous Teaching Techniques to Reinforce Achievement in Grade 2 Mathematics

Basic and Applied Education Research Journal ◽

10.11594/baerj.02.02.05 ◽

2021 ◽

Vol 2 (2) ◽

pp. 99-107

Author(s):

Arnel S. Travero ◽

Nancy T. Rubin

Keyword(s):

Academic Achievement ◽

Department Of Education ◽

Asynchronous Learning ◽

Teaching Techniques ◽

Learning Modules ◽

School Year ◽

Significant Difference ◽

School Learning ◽

Achievement In Mathematics ◽

Achievements In Mathematics

This study aimed to explore teaching techniques that would reinforce academic achievement in Mathematics of Grade 2 pupils in Camp Evangelista Elementary School in Cagayan de Oro City, Philippines for school year 2020-2021. Asynchronous and Synchronous teaching techniques were employed in the class. The instruments used in the study were the School Learning Modules (SLMs) crafted and provided by the Department of Education, the video lessons patterned from the SLMs, the First and Second Quarter grades that represent their achievements in Mathematics, and the Reflection papers submitted by the pupils every grading period for feedbacking. The study was quantitative in nature and data gathered were analyzed using frequency, percentage, and paired sample t-test. Findings revealed that there was a significant difference in the academic achievement of the pupils in Mathematics after exposure to Synchronous and Asynchronous learning as evident in the Second Grading grades. It was disclosed that the intervention employed to reinforce pupils’ achievement in Mathematics is effective in this new normal learning. The researchers recommend that teachers may use this teaching technique to reinforce achievement particularly in Mathematics.

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