scholarly journals The difficultiesposed by teaching chemistry in English language: With special reference to health sciences students in Turkish Universities

2021 ◽  
Vol 58 (1) ◽  
pp. 3050-3061
Author(s):  
Tariq Elhadary , Ismail A. Elhaty
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Learning Difficulties ◽  
Health Sciences ◽  
Language Of Instruction ◽  
Teaching Chemistry ◽  
Natural Approach ◽  
Communication Difficulties ◽  
Health Sciences Students ◽  
The University

Most students learn in different ways and have different strengths and challenges. Turkish students suffer from some kinds of difficulty in learning chemistry taught in English, whether in school or university.The language of instruction can affect aspects of a student’s ability to learn. In this study, the difficulties that Turkish students face in studying chemistry in English are evaluated through a survey of students’ opinions at the Department of Nutrition in the University of Gelisim. The results showed that a 52.6% of students suffer from learning difficulties in the English language, which was reflected in their participation in discussions during the lecture, so a large percentage of them (48.6%) resorted to taking notes during the lecture in Turkish and a large proportion of them (45.6%) also believed that the situation would be better if English terms were used alongside Turkish in textbooks. The study claims there is a possibilityof improving students’ level in the English language thus improving students’ abilities to comprehend chemistry through the applicability of various teaching methods. The study draws heavily on both the Communicative and Natural Approach to deal with communication difficulties in chemistry classes.

scholarly journals The EHU12/24 cohort: survey design, instruments and participants

2019 ◽  
Vol 123 (3) ◽  
pp. 347-360
Author(s):  
N. Telleria-Aramburu ◽  
A. M. Rocandio ◽  
E. Rebato ◽  
M. Arroyo-Izaga
Keyword(s):  
Survey Design ◽  
Basque Country ◽  
Health Sciences ◽  
Anthropometric Measurements ◽  
Behavioural Determinants ◽  
Related Quality ◽  
Health Sciences Students ◽  
Knowledge Area ◽  
Psychosocial Influences ◽  
The University

AbstractThe EHU12/24 (code of a survey from the University of the Basque Country/Euskal Herriko Unibertsitatea, UPV/EHU) study was designed to investigate the risk factors of overweight/obesity-related lifestyles, particularly those associated with diet, their psychosocial influences and the interactions among these factors. This observational cohort study was carried out according to a standardised protocol and involved a representative sample of the UPV/EHU student population. Anthropometric measurements, direct behavioural determinants, such as physical activity and diet, and indirect determinants, such as social/psychological factors, are considered. In this paper, we present the survey design, instruments, measurements and related quality management. We describe the study sample in terms of its socio-economic and demographic factors and knowledge area and summarise the methodology used to collect the data and obtain the anthropometric measurements. The participants were 603 students (59·5 % female) aged 18–28 years. The crude participation proportion was 53·5 %. Regarding the knowledge area, the lowest response proportions were obtained from the Health Sciences (38·6 %) compared with the Non-Health Sciences (48·3 %) (P = 0·003). The mean age was 20·9 years, and 83·1 % of the sample were from Basque Country. Regarding the socio-economic characteristics, there were significant differences by sex and knowledge area in most studied variables. Moreover, the Health Sciences students were more likely younger, from outside Basque Country, to have parents with university degrees and to have a higher social status. In conclusion, the EHU12/24 cohort provides valuable data for analysing the complexity and multidimensionality of obesity in university students.

scholarly journals The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

2021 ◽  
Author(s):  
Salman Yousuf Guraya ◽  
Leena R. David ◽  
Shermin Hashir ◽  
Noha A. Mousa ◽  
Saad W. Albayatti ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Post Intervention ◽  
Intervention Phase ◽  
Quasi Experimental ◽  
Health Sciences Students ◽  
Students Attitudes ◽  
The University ◽  
The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

scholarly journals From Partnership to Program: the Evolution of SHIRP

2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Susan A. Murphy
Keyword(s):  
Health Sciences ◽  
Information Resources ◽  
Library Services ◽  
Electronic Resources ◽  
Health Care Practitioners ◽  
Saskatchewan Health ◽  
Health Sciences Students ◽  
Health Information Resources ◽  
The University ◽  
Subsequent Integration

Created to license a subset of the University of Saskatchewan Library’s electronic resources for access by health care practitioners in the province, the Saskatchewan Health Information Resources Program (SHIRP) has undergone substantive organizational and administrative changes in its first decade of existence. Although its mandate remains the same, the transition of SHIRP from a partnership to a program and its subsequent integration into the University Library’s operations, has streamlined processes, increased the visibility and understanding of SHIRP across the province, and enhanced SHIRP’s ability to provide electronic resources and library services to practitioners working alongside Saskatchewan health sciences students. 

scholarly journals Digital Network as a Learning Tool for Health Sciences Students

Seminar.net ◽  
2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Ragnhild Nilsen
Keyword(s):  
Health Sciences ◽  
Online Discussions ◽  
Online Course ◽  
Focus Group Interviews ◽  
Web Based ◽  
Educational Backgrounds ◽  
Digital Network ◽  
Health Sciences Students ◽  
Group Interviews ◽  
The University

An online learning module for health sciences students with various educational backgrounds was implemented at the University of Tromsø (UiT). The purpose of this article is to examine how participation in a joint, web-based course can be a didactic tool that promotes motivation and contributes to interactions among health sciences students. The study is based upon findings from focus group interviews with students who participated in a joint online course, as well as on recordings of activity in online discussions.

scholarly journals Educational technologies for the benefit of students

Seminar.net ◽  
2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Yngve Nordkvelle
Keyword(s):  
Communication Theory ◽  
New Technologies ◽  
Online Dating ◽  
Health Sciences ◽  
Associate Professor ◽  
Educational Technologies ◽  
Contextual Knowledge ◽  
Educational Backgrounds ◽  
Health Sciences Students ◽  
The University

By Yngve Troye NordkvelleEditorThis issue of Seminar.net offers four different experiences on how students can gain from using educational technologies. In the article "Adopting digital skills in an international project in teacher education", associate professor Hugo Nordseth of Nord-Trøndelag University College present the aims of a project aimed at making students in teacher training able to collaborate across national borders and contexts. The project demonstrates the feasibility of training students to use new technologies that offer opportunities for learning. Nordseth emphasizes the importance of proper training in the selected tools.Professor Ragnhild Nilsen, of the University of Tromsø, presents her article "Digital Network as a Learning Tool for Health Sciences Students", as an example from studies in health. She presents how an online learning module for health sciences students with different educational backgrounds was implemented at the University of Tromsø (UiT). The intention was to improve communication and cooperation abilities across professional boundaries. The purpose of this article is to examine how participation in a joint, web-based course can be a didactic tool that helps health sciences students learn from one another by means of collaboration. Yvonne Fritze and Yngve Troye Nordkvelle, both editors of the journal present their article "Online dating and education". The research was carried out in their home institution, Lillehammer University College.Taking its inspiration from Luhmann's communication theory, this article looks at online dating from the perspective of teaching and education. The findings of this project indicate that students do use netdating as an experience and that quite a few of them find this valuable for their own communicative skills. The article explores those features of online dating characteristic of distance dialogue, and discusses the extent to which these can be transferred to communication in the teaching context. The article was first presented in a book published in Danish (Michael Paulsen & Lars Qvortrup (ed.) (2007) Luhmann og dannelse, København: Unge Pædagoger). This version provides extended discussions of the implications for flexible education. In the final article, with the title "Developing Contextual Knowledge Arenas in the Global Classroom", associate professor Siv Oltedal of Nordland University, discuss challenges in the development of contextual knowledge arenas by focusing on how the contextual perspective is brought into a masters program in social work. She explores the development of different knowledge areas and how they offer different learning opportunities for a group of international students.

scholarly journals Evidence-based practice competency and its related factors among healthcare students

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Tlili ◽  
S Tarchoune ◽  
W Aouicha ◽  
H Lamine ◽  
E Taghouti ◽  
...  
Keyword(s):  
English Language ◽  
Evidence Based Practice ◽  
Quality Of Healthcare ◽  
Health Sciences ◽  
Successful Implementation ◽  
Evidence Based ◽  
Related Factors ◽  
Cross Sectional ◽  
Academic Degree ◽  
Health Sciences Students

Abstract Background Evidence-based practice today is a worldwide approach in optimizing quality of healthcare. This approach remains little known among Tunisian future healthcare professionals. This study aimed to describe health sciences students' competencies in Evidence-based practice (attitudes, skills and knowledge) and to determine factors associated with these competencies. Methods A descriptive cross-sectional study was conducted from February to March 2018, at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among health sciences students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ) measuring students' knowledge, attitudes and skills in Evidence-based practice. The Statistical Package for Social Sciences (SPSS.20) software was used to analyze data. Independent-Samples T test and One-way ANOVA test were performed to assess the differences between the different subgroups and their association with the Evidence-based practice components. Results Altogether, 365 students participated to the study (response rate: 93.11%). The overall Evidence Based Practice Competencies score was 3.26±0.53 out of 5. The attitude, skills and knowledge subscales received 4.04±0.41; 3.05±0.77 and 2.70±0.74 as mean scores respectively. Students' demographic and academic features were significantly associated with their competencies in Evidence-based practice including age (p < 10-6), gender (p < 10-3), academic degree (p < 10-6), English-language reading skills (p < 10-6), students' education in research methodology (p < 10-6) and statistics (p < 10-5), and their familiarity with the term “Evidence-based practice”(p < 10-6). Conclusions The reported knowledge and attitudes among the future caregivers is considered below the required competency standards. These findings highlight the urgent need for changes in the current educational strategies to ensure successful implementation of Evidence-based practice in Tunisia. Key messages The transition from studentship to a professional health-caring role requires that students are well equipped with EBP competencies to increase their likelihood of utilizing EBP in their future. Understanding the underlying factors that may influence Evidence based practice competencies is useful in developing teaching strategies for effective EBP.

scholarly journals Communities’ views, attitudes and recommendations on community-based education of undergraduate Health Sciences students in South Africa: A qualitative study

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Langalibalele H. Mabuza ◽  
Paula Diab ◽  
Stephen J. Reid ◽  
Busisiwe E. Ntuli ◽  
Penelope S. Flack ◽  
...  
Keyword(s):  
South Africa ◽  
Student Teaching ◽  
Health Care Professionals ◽  
Community Support ◽  
Health Sciences ◽  
Western Cape ◽  
Community Based ◽  
Community Based Education ◽  
Health Sciences Students ◽  
The University

Background: Medical and Health Sciences students in South Africa undertake community-based education (CBE). Health professionals based at host sites are jointly responsible for training of these students in conjunction with university staff. This study explored the communities’ views, attitudes and recommendations regarding CBE undertaken by these students, in order to improve the qualityof community support for these programmes.Method: A qualitative descriptive study was conducted at CBE placement sites of students from the Faculties of Health Sciences of the University of Limpopo (UL), University of KwaZulu-Natal (UKZN) and University of the Western Cape (UWC) during 2010 and 2011. Focus group discussions were held with site facilitators, community leaders and patients, and interviews were audio recorded, transcribed and translated into English where necessary. Data were analysed using NVivo (version 9).Findings: CBE was seen to benefit communities, students and host institutions as there was perceived improvement of service delivery, better referral to hospitals and reduction of workloads on site staff.CBE was also seen as having potential for recruiting professionals who have better orientation tothe area, and for motivating school pupils for a career in health sciences. Students acquired practicalskills and gained confidence and experience. Challenges included poor communication between universities and host sites, burden of student teaching on site facilitators, cultural and religious sensitivity of students and language barriers.Conclusion: The study revealed that communities have an important role to play in the CBE offuture health care professionals. CBE activities could be better organised and managed through formalised partnerships.

scholarly journals Sidecar Learning: a new e-learning platform for librarians

2020 ◽  
Vol 108 (4) ◽  
Author(s):  
Yvonne Mery
Keyword(s):  
Advisory Committee ◽  
Health Sciences ◽  
Annual Basis ◽  
Learning Platform ◽  
Medical Library ◽  
University Of Arizona ◽  
Health Sciences Students ◽  
E Learning ◽  
Virtual Projects ◽  
The University

This article describes how two librarians at the University of Arizona created a new e-learning tool, Sidecar Learning, and implemented tutorials aimed at health sciences students and researchers. Librarians at the University of Arizona have used these interactive tutorials to reach thousands of students. Sidecar Learning was created to provide librarians with a scalable means of teaching thousands of students how to use complicated library databases.Virtual Projects are published on an annual basis in the Journal of the Medical Library Association (JMLA) following an annual call for virtual projects in MLAConnect and announcements to encourage submissions from all types of libraries. An advisory committee of recognized technology experts selects project entries based on their currency, innovation, and contribution to health sciences librarianship.

Sign in / Sign up

Export Citation Format

Share Document