scholarly journals MECHANISMS OF NEPHROSCLEROSIS DEVELOPMENT IN CHILDREN WITH VESICOURETERAL REFLUX

2018 ◽  
Vol 17 (3) ◽  
pp. 186-193
Author(s):  
Olga L. Morozova ◽  
Peter F. Litvitskiy ◽  
Dmitri A. Morozov ◽  
Larisa D. Maltseva
Keyword(s):  
Vesicoureteral Reflux ◽  
Renal Fibrosis ◽  
Molecular Mechanisms ◽  
Reflux Nephropathy ◽  
Disease Development ◽  
Disease Course ◽  
Multiple Choice Tests ◽  
Lecture Material ◽  
Choice Tests ◽  
Higher Medical Education

The lecture discusses the issue of reflux nephropathy for specialists of the system of higher medical education: the article provides the definition, characterizes the epidemiology, risk factors for disease development in children with vesicoureteral reflux, causes and molecular mechanisms of renal fibrosis formation and progression in reflux nephropathy, and markers for diagnosing and predicting the disease course. In order to control the retention of the lecture material, the text includes case problems and multiple-choice tests.

scholarly journals MECHANISMS OF NEPHROSCLEROSIS DEVELOPMENT IN CHILDREN WITH VESICOURETERAL REFLUX

2018 ◽  
Vol 73 (4) ◽  
pp. 273-278
Author(s):  
Olga L. Morozova ◽  
Peter F. Litvitskiy ◽  
Dmitri A. Morozov ◽  
Larisa D. Maltseva
Keyword(s):  
Risk Factors ◽  
Medical Education ◽  
Vesicoureteral Reflux ◽  
Renal Fibrosis ◽  
Molecular Mechanisms ◽  
Reflux Nephropathy ◽  
Disease Development ◽  
Disease Course ◽  
Higher Medical Education

The review discusses the issue of reflux nephropathy for specialists of the system of higher medical education: the article provides the definition, characterizes the epidemiology, risk factors for disease development in children with vesicoureteral reflux, causes and molecular mechanisms of renal fibrosis formation and progression in reflux nephropathy, markers for diagnosing and predicting the disease course.

scholarly journals THE USE OF GROUP TESTS TO PROMOTE COLLABORATION AND LEARNING: DO THEY WORK?

2021 ◽  
Vol 55 (1) ◽  
pp. 237-257
Author(s):  
Kimberley Ann Gilbride
Keyword(s):  
Science Students ◽  
Final Exam ◽  
Multiple Choice Tests ◽  
Lecture Material ◽  
Choice Tests ◽  
Class Average ◽  
Second Year ◽  
Undergraduate Science ◽  
Core Course ◽  
Better Than

The research was carried out to determine whether the use of group tests for undergraduate science students to augment lecture material in a second-year core course in microbiology would improve the retention of material on a subsequent regular mid-term/final exam. On three separate occasions, the students were asked to complete short multiple-choice tests individually and then were asked to get together in groups of 4 to re-answer the same questions. The discussions they had in the groups improved their individual marks by 10.9% in the first test, 14.5% in the second test and 20.9% in the third test. Overall, the class average was 2.5% better than the previous year. The majority of the students indicated that the group tests improved their understanding and helped them to learn the lecture material.

Two Models for Multiple Choice Tests

1968 ◽  
Author(s):  
J. Brown Grier ◽  
Raymond Ditrichs
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests

Using multiple-choice tests as learning events

2009 ◽  
Author(s):  
Jeri L. Little ◽  
Elizabeth Ligon Bjork ◽  
Ashley Kees
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Tests ◽  
Choice Tests

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

THE EFFECT OF RAP (READ, ASK, PARAPHRASE) STRATEGY ON STUDENTS’ READING COMPREHENSION IN READING ANALYTICAL EXPOSITION TEXT

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Veronika N. And Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
T Test ◽  
Control Group ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Second Year ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study focused on finding out the effect of applying RAP (Read, Ask,Paraphrase) Strategy on students’ reading comprehension in reading analyticalexposition text. This study was conducted in experimental design. The populationof this research was the second year of students in SMA Swasta Katolik BudiMurni 2 Medan. There were seventy students of the second year senior highschool students as the sample of the research. This study was conducted with tworandomized groups namely Experimental Group and Control Group. Theexperimental group was taught by applying RAP Strategy, while the control groupwas taught by applying conventional strategy. The instrument of collecting thedata was multiple choice tests which consisted of 25 items. The data wereanalyzed by using t-test formula. The calculation shown that t-observed (5.36)was higher than t-table (1.994) at the level of significance (α) 0.05 with the degreeof freedom (df) 68. It means that there was a significant effect of applying RAPStrategy on students’ reading comprehension in reading analytical exposition text.

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