Developing a Measure of Students’ Potential Involvement in Scholarly Activities

2018 ◽  
Vol 33 (1) ◽  
pp. 30-37
Author(s):  
Spencer E. Harpe ◽  
Lisa B. Phipps
Keyword(s):  
Internal Consistency ◽  
Graduate Training ◽  
First Year ◽  
Research Experience ◽  
First Year Students ◽  
Initial Development ◽  
Research Activities ◽  
Post Graduate Training ◽  
Instrument Measuring ◽  
Culture Of Inquiry

Background: Pharmacy schools must encourage a culture of inquiry so future pharmacists approach practice in a scholarly fashion. Objectives: To develop an instrument measuring intentions to engage in various scholarly activities. Methods: Items representing scholarly activities relevant to pharmacists were developed. Exploratory factor analysis (EFA) was used to refine the list and identify underlying factors. Internal consistency was examined using Cronbach’s alpha. Results were compared across student characteristics using unpaired t tests and 1-way analysis of variance. Key Findings: The initial list of 54 items was reduced to 31 after review and then administered to 381 pharmacy students (337 complete responses; 88% response rate). EFA suggested 3 factors with 4 items being removed due to low factor loadings. The final Potential Involvement in Scholarly Activities (PISA) instrument contained 27 items in 3 domains: research activities (13 items), professional writing (9 items), and practice evaluation/quality improvement (5 items). Cronbach’s alphas were ≥0.85 for the total scale and domains. PISA scores were statistically higher for first-year students and those with previous research experience or post-graduate training interests. Conclusions: Initial development of the PISA instrument suggested a 3-factor structure with acceptable internal consistency in this sample. Continued work is needed to examine the instrument in more diverse samples.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

Measuring Advisor Relationship Perceptions Among First-Year Students at a Small Midwestern University

2010 ◽  
Vol 30 (2) ◽  
pp. 53-64 ◽  
Author(s):  
Kristi Bitz
Keyword(s):  
Relationship Quality ◽  
Internal Consistency ◽  
First Year ◽  
First Year Students ◽  
Replication Studies ◽  
Advising Relationship ◽  
Midwestern University ◽  
Instrument Measuring ◽  
Development And Validation ◽  
First Year Seminar

In this article, I report on the development and validation of a new survey instrument measuring first-year students' perceptions of the advising relationship. I collected survey data from 113 residential freshmen enrolled in a first-year seminar course at a small, public, midwestern university during the fall of 2009. Factor analysis of students' responses to the survey revealed three key components of the advising relationships: advisor concern, advisor contact, and advising relationship quality. Internal consistency of students' responses to questions loading on each factor, as measured with Cronbach's a, ranged from .89 to. 93, and the internal consistency for all survey items was .95. The article concludes with a revised version of the questionnaire as a basis for future replication studies.

scholarly journals Assessment of the student’s educational experience as a tool for making management decisions in the university

2021 ◽  
Vol 25 (3) ◽  
pp. 82-99
Author(s):  
T. N. Korneenko ◽  
I. A. Shcheglova
Keyword(s):  
Educational Experience ◽  
Individual Development ◽  
First Year ◽  
Educational Practices ◽  
University Graduates ◽  
Educational Activities ◽  
First Year Students ◽  
Research Activities ◽  
Ability To Act ◽  
The University

This article draws attention to students’ educational experience at a Russian regional university. Such experience is based on two aspects: on the one hand, it is a result of abilities integration, and on the other, it is an ability to act in a context of uncertainty. The latter aspect in understanding students’ experience is the most important for the personality formation in today’s complex world. Within the context of the higher education transformation, experience as an ability to act plays a significant role in individual development. That is why this study is aimed at analyzing the educational experience of first-year students and university graduates. Their educational experience is assessed based on their involvement in educational practices in class, in research activities at the university, and in self-educational activities. The results show that the first-year students’ experience and the graduates’ one at the university have functional differences. The first-year students’ academic engagement is higher as compared to the graduate students’. The research experience of both is expressed in a low degree. The self-educational experience at the university is not strategically formed. Comparing the first-year students’ and the graduates’ educational experiences, one can conclude that the structure of the latter is more functional due to the graduates’ limited involvement in educational activities. This means that the educational experience varies during the period of studies mainly in individual competencies, which are not connected with each other. The low level of the students’ involvement in educational practice reflects the weak development of their experience as an ability to act. It is the structure of a student’s motives that can be one of the main factors of his/her involvement in the learning process. Our findings contribute to the design of educational practices at the university and suggest the strong demand for a more responsible approach to designing the educational environment and educational practices at all university levels.

scholarly journals Evaluation of Resident Confidence Performing Entrustable Professional Activities During the First Year of Residency Training

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Steven Craig ◽  
Hayden Smith ◽  
Julie L. Anderson-Suddarth ◽  
Nicholas J. Galioto ◽  
Corrine M. Ganske ◽  
...  
Keyword(s):  
Residency Training ◽  
Graduate Training ◽  
Human Subjects ◽  
Entrustable Professional Activities ◽  
First Year ◽  
Positive Trend ◽  
Residency Programs ◽  
Professional Activities ◽  
Post Graduate Training ◽  
High Level

Background: Entrustable Professional Activities (EPAs) for medical students were designed to help prepare students for the clinical roles of residency training. To date, there have been no published studies examining resident confidence performing the EPAs across the first year of post-graduate training. Objective: To examine self-reported confidence levels of first-year residents performing the 13 activities included in the Core Entrustable Professional Activities for Entering Residency. Methods: Entering allopathic and osteopathic residents from seven residency programs were contacted at the start, and after 3, 6, and 12 months of training to complete an electronic survey self-assessing confidence performing EPAs. Results: All 46 (100%) eligible residents completed surveys at the four study time points for the 13 EPAs, which resulted in 2,392 data points. Residents reported a high level of confidence performing four EPAs (i.e., 1, 5, 6, and 9) at baseline. Conversely, more than two-thirds of residents reported a lack of confidence performing four EPAs (i.e., 4, 8, 12, and 13) at baseline. A significant positive trend in confidence from baseline to 12 months was seen in almost all EPAs. However, more than 10% of residents reported not being confident performing EPAs 12 and 13 at twelve months. Conclusions: Results revealed not all residents reported being confident performing EPAs at the beginning and end of the first year of training. Medical schools need to examine preparation of graduating students in the EPA areas. Residency programs need to assess entering resident competency to determine the need for increased initial supervision and remediation.   Funding/Support: None Ethical approval: The study received approval from the Human Subjects Committee of UnityPoint Health – Des Moines. Conflict of Interest: The authors declare they have no competing interests.

scholarly journals Scaling Up: Adapting a Phage-Hunting Course to Increase Participation of First-Year Students in Research

2016 ◽  
Vol 15 (2) ◽  
pp. ar13 ◽  
Author(s):  
Nancy L. Staub ◽  
Marianne Poxleitner ◽  
Amanda Braley ◽  
Helen Smith-Flores ◽  
Christine M. Pribbenow ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
First Year ◽  
Research Experience ◽  
First Year Students ◽  
Research Experiences ◽  
First Semester ◽  
Course Content ◽  
Faculty Time ◽  
And Mathematics ◽  
The One

Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students’ understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience.

THE EXPERIENCE OF INVOLVING FIRST-YEAR STUDENTS IN RESEARCH ACTIVITIES

2021 ◽  
Author(s):  
Elena Kazakova ◽  
Elena Moshkina ◽  
Olga Sergeeva ◽  
Elena Tikhomirova
Keyword(s):  
First Year ◽  
First Year Students ◽  
Research Activities

scholarly journals Research in Action—Students’ Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula

2021 ◽  
Author(s):  
Femmie de Vegt ◽  
Johannes D. M. Otten ◽  
Diederik R. H. de Bruijn ◽  
Helma Pluk ◽  
Iris A. L. M. van Rooij ◽  
...  
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Genetic Variants ◽  
First Year ◽  
Learning Approach ◽  
Biomedical Sciences ◽  
First Year Students ◽  
Research Activities ◽  
Research Questions ◽  
Better Than

AbstractWe describe and evaluate our practice-based learning approach for research in undergraduate students studying Biomedical Sciences at Radboud University Nijmegen, the Netherlands. First-year students who started their study between 2015 and 2018 actively participated in data collection and measurements, including anthropometry, electrocardiogram findings, genetic variants, and lifestyle habits. All data were entered into one anonymous database, which was used by students to analyze their research questions. In 2019, 44 of the 87 students (50%) valued active measurements better than questionnaires. Most students (strongly) agreed that they have learned about data collection and were inspired to learn more about biomedical research.

scholarly journals RESEARCH AMONGST JUNIOR AND SENIOR MEDICAL STUDENTS

2015 ◽  
Vol 22 (01) ◽  
pp. 117-112
Author(s):  
Nayyab Zehra ◽  
Ahmed Hassaan ◽  
Shafaq Mushtaq
Keyword(s):  
Medical Students ◽  
Research Question ◽  
Research Process ◽  
P Value ◽  
First Year ◽  
Cross Sectional ◽  
First Year Students ◽  
Army Medical ◽  
Medical College ◽  
Research Activities

Background: Evidence based scientific knowledge and research is an integralpart of medicine. This led us to this study to find out the knowledge, attitude and practiceregarding research in medical students of final year and first year at Army Medical College-NUST, Rawalpindi, Pakistan. Objectives: The objectives of the study were to compare thelevel of knowledge, attitude and practice regarding research amongst medical students of finalyear MBBS and 1st year MBBS. Study Design: Cross sectional descriptive study. Place ofStudy: Army Medical College-NUST Rawalpindi, Pakistan. Duration of Study: Three months(October 2013 to December 2013). Materials and Methods: A questionnaire consisting of 23closed questions, was filled by students of first and final year MBBS, through non-probabilityconvenience sampling. The data was analyzed by SPSS 21. p value of < 0.05 was consideredto be significant. Results: Over 50% of first year students and 21.53% of the final year studentshad poor knowledge of research methodology. 89.30% students from final year along with51.30% students from first year were motivated and had interest in research activities. Not asingle student from first year and only 12.37% of students from final year were actively involvedin research process at the time of undertaking the research. 50.40% first year students and58.46% from final year strongly disagreed that there are ample opportunities for research inthe college. Conclusions: A working scientific forum should be established in the collegewith introduction of student mentor link. Students should be guided on how to carry out aresearch and how to make a good research question, how to develop skills for paper writingand evaluating the data collected.

The EPA Guidance Project: Guidance for Mental Healthcare in Europe

2015 ◽  
Vol 12 (01) ◽  
pp. 5-11
Author(s):  
I. Großimlinghaus ◽  
J. Zielasek ◽  
W. Gaebel
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Graduate Training ◽  
Action Plan ◽  
Stakeholder Involvement ◽  
Mental Healthcare ◽  
World Health ◽  
Post Graduate Training ◽  
Health Organization

Summary Background: The development of guidelines is an important and common method to assure and improve quality in mental healthcare in European countries. While guidelines have to fulfill predefined criteria such as methodological accuracy of evidence retrieval and assessment, and stakeholder involvement, the development of guidance was not standardized yet. Aim: In 2008, the European Psychiatric Association (EPA) initiated the EPA Guidance project in order to provide guidance in the field of European psychiatry and related fields for topics that are not dealt with by guideline developers – for instance due to lack of evidence or lack of funding. The first three series of EPA Guidance deal with diverse topics that are relevant to European mental healthcare, such as quality assurance for mental health services, post-graduate training in mental healthcare, trust in mental health services and mental health promotion. Results: EPA Guidance recommendations address current and future challenges for European psychiatry. They are developed in accordance with the World Health Organization (WHO) European Mental Health Action Plan.

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