scholarly journals Integrating scientific with histologic and embryologic competencies

2021 ◽  
Vol 106 (106(813)) ◽  
pp. 152-156
Author(s):  
A.E. D’Ottavio-Cattani
Keyword(s):  
Professional Practice ◽  
Medical Curriculum ◽  
Positive Impact ◽  
First Year ◽  
Scientific Training ◽  
Elapsed Time ◽  
Second Year ◽  
Trained Teachers ◽  
Curricular Transformation ◽  
Scientific Competencies

Objective: Given the relevance of scientific training in undergraduates whatever their future professional practice and viewing that consistent bibliographic usually limit scientific training to a component of the medical curriculum, this approach intends to go a step further seizing each discipline of the medical curriculum for developing progressively scientific competencies. In this context, a strategy, integrating scientific and disciplinary competencies (in this case, Histology and Embryology), is presented Material and Method: The strategy was applied for fifteen years to 2000 ± 500 students per year while they were studying Histology and Embryology, one of the first-year disciplines. It included planning steps carried out by Ph.D. professors as well as the implementing and evaluating ones in charge of these professors and properly trained teachers Results: Averages of percentages of enrolled students who did not start the course, who dropped out before being able to take the final disciplinary evaluation, who could take it and who were promoted to the second year during fifteen years are registered. Likewise, an average of 80% of them satisfied with this strategy and the positive impact on the corresponding competencies of Biology, another first-year discipline, are also recorded. Conclusions: This strategy, implemented between 1986 and 2001, proved viable and fruitfully relevant until a curricular transformation limited its continuation without generating its equivalent replacement. Beyond the elapsed time since then and the reasons hindering its full accomplishment, this long-standing approach is rescued so that it may eventually be considered and improved by those who may value it profitably for their curricula.

scholarly journals Pengembangan Program Usaha Ekonomis Produktif dalam Pemberdayaan Perempuan di Kabupaten Sumenep

2019 ◽  
Vol 1 (2) ◽  
pp. 148
Author(s):  
Dwi Listia Rika Tini
Keyword(s):  
Rural Areas ◽  
Positive Impact ◽  
First Year ◽  
Analysis Method ◽  
Business Programs ◽  
Business Program ◽  
Program Policy ◽  
Second Year ◽  
The Village

This study aims to explain the Development of Productive Economic Business Programs in Sumenep Regency in the context of empowering women and improving the quality of women as development resources.  The Development of Productive Economic Business Program is an effort of Sumenep Regency in order to build a better economy going forward related to the village economy.  The method used in this study is a qualitative analysis method in which references are the basis for analysis.  The Productive Economic Business Program Policy in Sumenep Regency is implemented under the auspices of the Community and Women's Empowerment Agency (BPMP) in the form of craftsmen business groups that utilize Natural Resources and Human Resources in each Village.  This phase of UEP development activities is carried out through an empowerment process carried out over a period of 3 (three) years and the phasing plans are 1) First Year (2013), namely the Growth Stage;  2) Second Year (2014) Development Phase and 3) Third Year (2015) Independence Phase.  From the UEP development activities that have a positive impact on women in rural areas, they can make money and help husbands without having to work far outside the home.

scholarly journals Medical students’ perceptions of nutrition in medical education and future practice

2021 ◽  
Vol 47 (1) ◽  
Author(s):  
Peri Fenwick ◽  
Alyson Colborne ◽  
Olga Theou ◽  
Leah E Cahill
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Nutrition Education ◽  
Patient Outcomes ◽  
Medical Curriculum ◽  
First Year ◽  
First Year Students ◽  
Nutritional Counselling ◽  
Second Year ◽  
Future Practice

Keywords: medical education, nutrition, medical students, physicians, undergraduate, lifestyle medicineBackground: Physicians are relied upon as knowledgeable sources of nutrition information; however, many report low nutrition knowledge.Objective: The present study assessed first and second-year medical students’ perceptions of nutrition education within the medical curriculum, in terms of their attitudes, learned body of knowledge, and satisfaction.Methods: An online questionnaire was administered to Dalhousie University medical students completing their first or second year (N=125). Mann-Whitney U tests compared the responses of first-year to second-year students, as well as those with and without previous nutrition education.Results: 97.6% of respondents agreed that nutritional counselling can positively influence patient outcomes, with 91.2% agreeing that physicians play a key role in nutritional counselling. Compared to second-year students, first-year students had greater self-perceived knowledge of basic nutrition concepts (p<0.001) and nutrition in the treatment of disease (p=0.005), as did students with previous nutrition education compared to those without (p=0.019 and 0.018 respectively). Satisfaction was <30% agreement, with first-year students more satisfied with their nutrition education than second-year students (p<0.05).Conclusion: First and second-year medical students regard nutrition as an important component of medical practice that can positively impact patient outcomes. However, low satisfaction with their nutrition education suggests that additional nutrition curriculum would better prepare them for future practice.

Freshman Orientation, Persistence, and Achievement: A Longitudinal Analysis

2008 ◽  
Vol 10 (3) ◽  
pp. 235-263 ◽  
Author(s):  
John E. Burgette ◽  
Susan Magun-Jackson
Keyword(s):  
White Students ◽  
Positive Impact ◽  
Future Research ◽  
First Year ◽  
Freshman Orientation ◽  
Orientation Course ◽  
High School Gpa ◽  
Black And White ◽  
Second Year ◽  
The Impact

This longitudinal study (2001–2005) considers the impact of a freshman orientation course on the persistence of black and white students at a mid-southern university, as well its relationship with college achievement (GPA). Controlling for gender, race, high school GPA, and decided on major, logistic regression was used to assess persistence; multiple regression for evaluating college GPA. Though the orientation course had a positive impact on persistence to the second year and first year GPA (particularly for black students), it failed to have impact beyond the second year. Topical gaps in the course's content are considered as a possible influence in the lack of long-term persistence. Possible future research is discussed.

Medical students’ perceptions of nutrition in medical education and future practice

2020 ◽  
Author(s):  
Peri Fenwick ◽  
Alyson Colborne ◽  
Olga Theou ◽  
Leah Cahill
Keyword(s):  
Medical Students ◽  
Nutrition Education ◽  
Patient Outcomes ◽  
Medical Curriculum ◽  
First Year ◽  
Online Questionnaire ◽  
First Year Students ◽  
Nutritional Counselling ◽  
Second Year ◽  
Future Practice

Abstract Background: Physicians are relied upon as knowledgeable sources of nutrition information; however, many report low nutrition knowledge.Objective: The present study assessed first and second-year medical students’ perceptions of nutrition education within the medical curriculum, in terms of their attitudes, learned body of knowledge, and satisfaction.Methods: An online questionnaire was administered to Dalhousie University medical students completing their first or second years (N=125). Mann-Whitney U tests compared the responses of first-year to second-year students and those with and without previous nutrition education.Results: 97.6% of respondents agreed that nutritional counselling can positively influence patient outcomes, with 91.2% agreeing that physicians play a key role in nutritional counselling. Compared to second-year students, first-year students had greater self-perceived knowledge of basic nutrition concepts (p<0.001) and nutrition in the treatment of disease (p=0.005), as did students with previous nutrition education compared to those without (p=0.019 and 0.018 respectively). Satisfaction was <30% agreement, with first-year students more satisfied with their nutrition education than second-year students (p<0.05).Conclusions: First and second-year medical students regard nutrition as an important component of medical practice that can positively impact patient outcomes. However, low satisfaction with their nutrition education suggests that additional nutrition curriculum would better prepare them for future practice.

Konsep Pengembangan Potensi Pesisir Pantai Desa Semare Menuju Desa Ekowisata Café Laut Semare (CLS)

2018 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Maftuch Maftuch ◽  
Sugiarto Sugiarto ◽  
Arif Hoetoro ◽  
Moh. Awaludin Adam
Keyword(s):  
Community Service ◽  
Positive Impact ◽  
Group Discussion ◽  
First Year ◽  
Rapid Rural Appraisal ◽  
Study Activity ◽  
The People ◽  
Service Activity ◽  
Second Year ◽  
Rural Appraisal

Semare village has the potential of nature to developed to ecotourism village, located north of Pasuruanregency of East Java. Community service is done by formulating the concept of Semare Village development, KecamatanKraton, Pasuruan to an independent village with basic development of coastal village through Semare Sea Cafe concept(CLS) and strategy to be pursued in succeeding concept that has been formed. Community service is carried out for 6 (six)months, ie February 2018 to July 2018 in Coastal Village Semare, Pasuruan Regency. The methods used in this devotionare field observation, Foccus Group Discussion (FGD), comparative study and graphic design to get the CLS design inline with the expectations of Semare Village residents. Meanwhile, to find out how much participation in villagedevelopment conducted by the community is analyzed menggungan method of Rapid Rural Appraisal (RRA). Villagepartner development activities that have been implemented during the first year with the aim of introducing andsocializing the mindset waterfront village in Semare Village community have a positive impact. This is reflected in thebehavior and attitude of the people who have consciously organized the coastal environment to a village that is at leastworth visiting. The villagers are very enthusiastic to succeed the event. So in the second year of service activity is moreemphasized on the study activity of Village Ecotourism based on community participation

scholarly journals The Second-Year Retention Effect of Early Enrollment in a First-Year Seminar

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Tyrone E. McKoy
Keyword(s):  
Community College ◽  
Positive Impact ◽  
Average Treatment Effect ◽  
Retention Rates ◽  
First Year ◽  
First Semester ◽  
Percentage Point Increase ◽  
Second Year ◽  
New Community ◽  
First Year Seminar

Is early enrollment in a qualified first-year seminar (FYS) positively associated with second-year retention rates of new community college students? A large mid-Atlantic community college (MAC) believes that it is, and this belief is the basis for the hypothesis being tested in this research. Beginning in 2010, new first-time college and degree-seeking students were required to enroll in the newly developed FYS course in the first semester of attendance. Students who complied with this policy over the years 2010-2013 were matched on an array of observable and unobservable variables with similar students from the prior years 2006-2009 using the propensity-score matching (PSM) method. Using a logistic regression model, it was estimated that average treatment effect was a statistically significant positive impact of a 6.07 percentage-point increase in the likelihood of being retained into the second year. This result is in line with a common, but not universal, belief in the theory and other research that suggests that enrollment in a FYS would have such an effect. Although there are clear limitations to this result, the implications are positive for the community college that adopted this new policy and for the students it serves. 

An inevitable crisis? From first to second year in counsellor training

2020 ◽  
Vol 5 (1) ◽  
pp. 74-89
Author(s):  
Hugh Crago
Keyword(s):  
Right Hemisphere ◽  
Training Programme ◽  
First Year ◽  
Training Experience ◽  
Counsellor Training ◽  
Student Dropout ◽  
Second Year ◽  
Neurological Research ◽  
First Year Of Life ◽  
And Control

In a seminal 1973 paper, Robert Clark described the very different “cultures” of the first and second year students in a four year clinical psychology PhD programme. The author applies Clark’s template to his own experiences as trainee or trainer in five different counsellor education programmes, one in the US and four in Australia. Each of the programmes, to varying degrees, demonstrates key features of the pattern identified by Clark, where the first year is “therapeutic” and other-oriented, the second is “professional” and self-focused. The author concludes that all the surveyed programmes exhibited some level of “second year crisis”, in which a significant number of students felt abandoned, dissatisfied, or rebellious. The author extends and refines Clark’s developmental analogy (first year = childhood; second year = adolescence) to reflect recent neurological research, in particular, the shift from a right hemisphere-dominant first year of life, prioritising affiliative needs, to a left hemisphere-dominant second year, prioritising autonomy and control. This shift is paralleled later by a more gradual move from a protective, supportive childhood to necessary, but sometimes conflictual, individuation in adolescence. The first two years of a counsellor training programme broadly echo this process, a process exacerbated by the second year internship/placement, in which students must “leave home” and adjust to unfamiliar, potentially less nurturing, authority figures. Finally, the author suggests introducing more rigorous “academic holding” into the first year, and greater attention to “therapeutic holding” of dissident students in the second, hopefully decreasing student dropout, and achieving a better balanced training experience.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Exploring the Implementation of Early Math Assessments in Kindergarten Classrooms: A Research-Practice Collaboration

2020 ◽  
Author(s):  
Jennifer McDonald ◽  
Rebecca Merkley ◽  
Jacqueline Mickle ◽  
Lisa Collimore ◽  
Daniel Ansari
Keyword(s):  
Mathematical Thinking ◽  
Math Education ◽  
Kindergarten Students ◽  
First Year ◽  
Research Practice ◽  
Early Numeracy ◽  
Future Directions ◽  
Collaborative Project ◽  
Practice Gap ◽  
Second Year

Research in cognitive development has highlighted that early numeracy skills are associated with later math achievement, suggesting that these skills should be targeted in early math education. Here we tested whether tools used by researchers to assess mathematical thinking could be useful in the classroom. This paper describes a collaborative project between cognitive scientists and school board researchers/educators implementing numeracy screeners with kindergarten students over the course of three school years. The Give-A-Number task (Wynn, 1990) was used with first-year kindergarten students and the Numeracy Screener [BLINDED] with second-year kindergarten students. Results indicated that educators (N = 59) found the tools feasible to implement and helpful for exploring their students’ thinking and targeting instruction. The Educators’ feedback also helped inform improvements to the implementation of the tools and future directions for both the schools and the researchers. This work emphasizes the importance of transdisciplinary collaboration to address the research-practice gap.

ANALYSIS OF THE STRUCTURE AND DYNAMICS OF VERBAL FUNCTIONS FOR THE FIRST YEAR AFTER ISCHEMIC STROKE

2019 ◽  
pp. 19-23
Keyword(s):  
Ischemic Stroke ◽  
Speech Therapy ◽  
Positive Impact ◽  
Speech Disorders ◽  
First Year ◽  
Structure And Dynamics ◽  
Speech Therapist ◽  
Late Recovery ◽  
Verbal Functions ◽  
Stationary Period

The results of psycho-correction speech therapy are analyzed in dynamics in 78 patients with varying severity and various forms of speech disorders in the early and late recovery periods of ischemic stroke. The effectiveness of conducting classes during the stay of patients in a neurological hospital and the positive impact of these exercises in the inpatient period (outpatient classes, classes at home with a speech therapist and trained relatives) are shown. Patients who did not conduct speech recovery classes during the inter-stationary period showed a decrease in speech activity, in some even a negative dynamic.

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