Rumination and Mindlessness Processes: Trajectories of Change in a 42-Day Mindfulness-Based Intervention

This preliminary study aimed to understand the effects of an autonomous mindfulness-based intervention (MBI) on mindlessness propensities: rumination, automatic pilot functioning, and attentional distractibility. The ecological momentary assessment was completed by community participants assigned to two nonrandomized groups: an experimental group (n = 45) that practiced 20-minute daily mindfulness meditation for 42 days and a control group (n = 44) that was on the waiting list for the MBI. All participants completed a self-assessment on rumination and mindlessness propensities twice a day. The MBI led to a favorable gradual decrease in automatic pilot functioning and attentional distractibility. Rumination evolved in three stages: a rapid decrease during the first week, a stabilization phase between the 10th and 30th days, and an additional decrease after 30 days of practice. This innovative study provides a promising perspective regarding rumination, automatic pilot functioning, and attentional distractibility dynamic trajectories over the course of an MBI.

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THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL

10.33225/balticste/2019.09 ◽

2019 ◽

Author(s):

Mária Babinčáková ◽

◽

Mária Ganajová ◽

Ivana Sotáková ◽

Veronika Jurková ◽

...

Keyword(s):

Secondary School ◽

Formative Assessment ◽

Chemistry Education ◽

Concept Map ◽

Assessment Tools ◽

Control Group ◽

Self Assessment ◽

Experimental Group

The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.

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Laryngeal and Vocal Characterization of Asymptomatic Adults With Sulcus Vocalis

International Archives of Otorhinolaryngology ◽

10.1055/s-0039-1688457 ◽

2019 ◽

Vol 23 (03) ◽

pp. e331-e337 ◽

Cited By ~ 1

Author(s):

Alex Bruno Soares ◽

Bruno Teixeira de Moares ◽

Ana Nery Barbosa de Araújo ◽

Noemi Grigoletto de Biase ◽

Jonia Alves Lucena

Keyword(s):

Auditory Perception ◽

Control Group ◽

Type I ◽

Self Assessment ◽

Acoustic Evaluation ◽

Sulcus Vocalis ◽

Vocal Quality ◽

The Voice ◽

Experimental Group

Introduction Sulcus vocalis is defined as a longitudinal depression on the vocal cord, parallel to its free border. Its most marked characteristic is breathlessness, caused by incomplete glottal closure, in addition to roughness, due to the decrease in mucosal wave amplitude of the vocal cords. Vocal acoustic aspects, such as fundamental voice frequency, jitter, and shimmer, may also be altered in individuals with this type of laryngeal disorder. To assess the voice of individuals with sulcus vocalis, studies generally include a sample of subjects with vocal symptoms, excluding asymptomatic persons. To better characterize the vocal characteristics of individuals with sulcus vocalis, their asymptomatic counterparts must also be included. Objective Characterize the larynx and voice of asymptomatic adults with sulcus vocalis. Method A total of 26 adults, 13 with sulcus vocalis (experimental group) and 13 without (control group) were assessed. All the participants were submitted to suspension microlaryngoscopy, voice self-assessment, auditory perception and acoustic evaluation of the voice. Results Among the individuals with sulcus vocalis, 78% of the sulci were type I and 22% type II. Auditory perception assessment obtained statistically significant lower scores in individuals with sulcus vocalis compared with the control group, and a slight difference in the overall degree of hoarseness and roughness. No statistically significant intergroup diferences were found in self-reported voice or acoustic assessment. Conclusion Type I was the predominant sulcus vocalis observed in individuals without voice complaints, who may also exhibit slight changes in vocal quality and roughness.

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Self-Regulation and Rubrics Assessment in Structural Engineering Subjects

Education Research International ◽

10.1155/2015/340521 ◽

2015 ◽

Vol 2015 ◽

pp. 1-8 ◽

Cited By ~ 1

Author(s):

María Consuelo Sáiz Manzanares ◽

Miguel Ángel Sánchez Báez ◽

Vanesa Ortega-López ◽

Juan M. Manso Villalaín

Keyword(s):

Structural Engineering ◽

Procedural Knowledge ◽

Self Regulation ◽

Expert Assessment ◽

Control Group ◽

Structural Elements ◽

Self Assessment ◽

Perceptions Of Students ◽

University Systems ◽

Experimental Group

Present-day university systems need to educate graduates who are confident and highly independent, attributes that are especially relevant to engineering. We need to develop active methods that can analyze the prior knowledge of students and that impart teaching based on self-regulation and self-assessment by the student. In this study, we work with a sample of 116 students of architecture following a Structural Engineering subject module (61 in the experimental group and 55 in the control group). The objectives of the investigation are (1) to test whether significant differences exist in the knowledge of students after a training program in self-regulation and (2) to test whether the use of rubrics will improve the perceptions of students with regard to their own knowledge. We found that students trained in self-regulation methodologies improved their procedural knowledge in the field of structural engineering. Likewise, student self-perceptions of their own knowledge increased in relation to the design and expert assessment of structural elements and the graphic representation of constructive elements.

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Effects on applying Micro-Film Case-Based Learning model in pediatrics education

10.21203/rs.3.rs-21438/v4 ◽

2020 ◽

Author(s):

Yuan Pan ◽

Xiuqi Chen ◽

Qiuwen Wei ◽

Jinmin Zhao ◽

Xun Chen

Keyword(s):

Clinical Medicine ◽

Teaching Method ◽

Clinical Skills ◽

Satisfaction Survey ◽

Control Group ◽

Final Examination ◽

Self Assessment ◽

Case Based Learning ◽

Experimental Group ◽

Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

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Pedagogical Consolidation of Pupil-Athletes’ Knowledge of Humanities

Revista Romaneasca pentru Educatie Multidimensionala ◽

10.18662/rrem/13.1/367 ◽

2021 ◽

Vol 13 (1) ◽

pp. 168-187 ◽

Cited By ~ 1

Author(s):

Maryna Komogorova ◽

Borys Maksymchuk ◽

Olena Bernatska ◽

Svitlana Lukianchuk ◽

Iryna Gerasymova ◽

...

Keyword(s):

Control Group ◽

Life Meaning ◽

Self Assessment ◽

Active Life ◽

Universal Values ◽

Overall Performance ◽

Teachers And Parents ◽

The Impact ◽

Experimental Group ◽

Material Tests

There appears to be the need to consolidate pupil-athletes’ knowledge of humanities (Ukrainian History, English, Ukrainian, Ukrainian literature), which greatly affect their emotional and value attitude towards the surrounding world, promote active life position and widen outlook, develop reading, linguistic and speech culture, enhance understanding of life meaning through the assimilation of ideals, universal values, norms of morality and patterns in behaviour culture. The research aims to disclose the impact of the developed system of assignments on the consolidation of knowledge of humanities in pupil-athletes in the process of training. The pedagogical experiment was conducted in Ukrainian comprehensive schools (142 participants in the experimental group and 150 participants in the control group). The diagnostic toolset includes questionnaires for identifying cognitive interest of pupils in humanities, questionnaires for teachers and parents, tests for identifying abilities to observe, concentrate attention, memorize and apply the content of educational material, tests for studying types of memory, methods of adolescents’ self-assessment, methods of unfinished sentences, notes, reading diaries, compositions. Thus, the indicator of creative nature in acquiring knowledge of humanities has increased (+ 19,1%) in the experimental group. Analyzing the results from the experiment, one can conclude that the designed system of assignments aimed at consolidating pupil-athletes’ knowledge of humanities has contributed to increasing the levels of their overall performance, responsibility and discipline.

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Increasing interprofessional socialization among psychology and nursing students by means of an educational intervention: A quasi-experimental study with a control group

10.21203/rs.3.rs-16615/v1 ◽

2020 ◽

Author(s):

Juan-Luis González-Pascual ◽

Margarita G. Márquez ◽

Rocío Rodríguez-Rey ◽

Ana María Muñoz-Cobo ◽

Juan Carlos Pérez-Jiménez

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Educational Intervention ◽

Interprofessional Education ◽

Wilcoxon Test ◽

Educational Activity ◽

Control Group ◽

Self Assessment ◽

Quasi Experimental ◽

Experimental Group

Abstract Background Interprofessional education helps health sciences students become better able to take part in future interprofessional collaborative practice. In general, interprofessional education activities seek to change knowledge levels, attitudes, and skills. However, a more ambitious objective would be to foster interprofessional socialization. Interprofessional socialization calls for the development of a dual identity: on the one hand, a professional identity, and on the other, an interprofessional identity as a member of a collaborative team. The objective of this research was to evaluate the effectiveness of an interprofessional activity in increasing self-assessment scores regarding interprofessional socialization. Methods This was a quasi-experimental study. Sixty psychology and nursing students at a university were divided into an experimental group and a control group. The experimental group participated in an activity designed in accordance with Khalili's interprofessional socialization framework. The control group performed their usual activities. Self-assessment of interprofessional socialization was measured in both groups using the Interprofessional Socialization and Values Scale (ISVS-21) before and after the activities. After the normality test, the inter-group difference (experimental vs. control groups) in the baseline ISVS score was analyzed using the Mann-Whitney U test. The intra-group variation (within each, the experimental group and control group) in the ISVS-21 score (pre-post change) was analyzed using the Wilcoxon test. Results The baseline ISVS-21 score was 93 for the experimental group and 98 for the control group, p=0.321. The experimental group’s ISVS-21 score increased from 93 to 104 after the educational intervention, p<0.01. There were no statistically significant changes in the control group (p=0.174). Conclusions The educational activity, designed in accordance with the Khalili model and carried out with the nursing and psychology students, favors interprofessional socialization in a statistically significant way, as do other activities described in the scientific literature. This matter should be researched in greater depth, using comparative studies to analyze which activities are more effective and efficient.

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Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v15i2.1708 ◽

2014 ◽

Vol 15 (2) ◽

Cited By ~ 5

Author(s):

Chi-Cheng Chang ◽

Kuen-Ming Shu ◽

Chaoyun Liang ◽

Ju-Shih Tseng ◽

Yu-Sheng Hsu

Keyword(s):

High School ◽

Test Scores ◽

Achievement Test ◽

Traditional Classroom ◽

Control Group ◽

Vocational High School ◽

Self Assessment ◽

Electrical Machinery ◽

E Learning ◽

Experimental Group

The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33) which studied through blended e-learning or the control group (n = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

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Students' Attitudes and Beliefs Regarding the Use of E-Portfolio as an Alternative Form of Assessment: Results from a Pilot Survey in Greek Primary Education

International Journal of Education ◽

10.5296/ije.v11i1.14350 ◽

2019 ◽

Vol 11 (1) ◽

pp. 99

Author(s):

Vasiliki Zafiropoulou ◽

Maria Darra

Keyword(s):

First Trimester ◽

Alternative Form ◽

Control Group ◽

Attitudes And Beliefs ◽

Self Assessment ◽

School Year ◽

Positive Attitudes ◽

Assessment Skills ◽

Students Attitudes ◽

Experimental Group

The purpose of this paper is to investigate the contribution of the eportfolio to the development of positive attitudes and beliefs of students towards school and learning, as well as to the acquisition of self-assessment skills by students. The method used is the experiment using an experimental and a control group and two pre and post measurements. The survey was carried out during the first trimester of the school year 2016-2017 and a sample of 40 pupils of the second grade of the elementary school in the city of Rhodes. The findings of the survey show that students of both groups after the end of the intervention have a more positive attitude towards school and learning, but the experimental group that utilized the eportfolio has even higher rates of positive responses. In addition, in relation to the contribution of the eportfolio to the development of self-assessment skills by students, the students of the e-portfolio experimental group evaluated their performance higher than their teacher's assessment.

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Effects on applying Micro-Film Case-Based Learning model in pediatrics education

10.21203/rs.3.rs-21438/v2 ◽

2020 ◽

Author(s):

Yuan Pan ◽

Xiuqi Chen ◽

Qiuwen Wei ◽

Jinmin Zhao ◽

Xun Chen

Keyword(s):

Clinical Medicine ◽

Teaching Method ◽

Clinical Skills ◽

Satisfaction Survey ◽

Control Group ◽

Final Examination ◽

Self Assessment ◽

Case Based Learning ◽

Experimental Group ◽

Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

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Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

10.21203/rs.2.9887/v1 ◽

2019 ◽

Author(s):

Yingqian Chen ◽

Keguo Zheng ◽

Shanshan Ye ◽

Jifei Wang ◽

Ling Xu ◽

...

Keyword(s):

Experiential Education ◽

Communication System ◽

The Self ◽

Control Group ◽

Self Assessment ◽

Radiology Education ◽

Self Confidence ◽

Picture Archiving And Communication ◽

Experimental Group ◽

Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We developed an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we developed an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experimental group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experimental group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experimental group demonstrated significantly higher scores (7.4±1.3) compared to the control group (6.7±1.5, p <0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p <0.05). The self-assessment questionnaire in the experimental group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.

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