scholarly journals Peer-assisted learning to support attainment in Pharmacy

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Rebecca Maccabe ◽  
Ricarda Micallef ◽  
Dr Mark Carew
Keyword(s):  
Self Report ◽  
Learning Material ◽  
Pass Rates ◽  
Student Attendance ◽  
Peer Assisted Learning ◽  
Academic Mentoring ◽  
Student Mentors ◽  
Report Data ◽  
Self Report Data ◽  
The Impact

Academic mentoring (AM) is embedded in two modules of the Pharmacy course, using a peer-assisted learning (PAL) design. Training and payment are given to student mentors who work with academics and the AM team to create student-centred active learning material. In 2017/18, student attendance at PAL sessions was high, with 87% of the first- and second-year Pharmacy cohorts attending a session. Thirteen mentors supported both modules for a semester each. The impact of PAL in these sessions was measured by quantitative and qualitative analyses, using institutional data on retention, progression, attainment and self-report data. These data showed that students who engaged in PAL were: from traditionally under-represented groups in higher education (HE); specifically-disadvantaged students; from a Black and Minority Ethnic background (BME). PAL-engaging students had higher progression, retention and module pass rates. A survey of fifty mentees found unanimous agreement for the proposal that PAL was valuable and it confirmed that mentors were regarded as enthusiastic, organised and prepared. The formalisation of the AM and PAL process, together with its co-production between mentors and mentees, has increased the professionalism of the scheme and should be supported in the future.

Why Ecological Momentary Assessment Surveys Go Incomplete?: When It Happens and How It Impacts Data

2020 ◽  
Author(s):  
Yu-Hsiang Wu ◽  
Jingjing Xu ◽  
Elizabeth Stangl ◽  
Shareka Pentony ◽  
Dhruv Vyas ◽  
...  
Keyword(s):  
Real Time ◽  
Self Report ◽  
Data Logging ◽  
Time Data ◽  
Real Time Data ◽  
Report Data ◽  
Self Report Data ◽  
Ecological Momentary ◽  
The Impact ◽  
Momentary Assessment

Abstract Background Ecological momentary assessment (EMA) often requires respondents to complete surveys in the moment to report real-time experiences. Because EMA may seem disruptive or intrusive, respondents may not complete surveys as directed in certain circumstances. Purpose This article aims to determine the effect of environmental characteristics on the likelihood of instances where respondents do not complete EMA surveys (referred to as survey incompletion), and to estimate the impact of survey incompletion on EMA self-report data. Research Design An observational study. Study Sample Ten adults hearing aid (HA) users. Data Collection and Analysis Experienced, bilateral HA users were recruited and fit with study HAs. The study HAs were equipped with real-time data loggers, an algorithm that logged the data generated by HAs (e.g., overall sound level, environment classification, and feature status including microphone mode and amount of gain reduction). The study HAs were also connected via Bluetooth to a smartphone app, which collected the real-time data logging data as well as presented the participants with EMA surveys about their listening environments and experiences. The participants were sent out to wear the HAs and complete surveys for 1 week. Real-time data logging was triggered when participants completed surveys and when participants ignored or snoozed surveys. Data logging data were used to estimate the effect of environmental characteristics on the likelihood of survey incompletion, and to predict participants' responses to survey questions in the instances of survey incompletion. Results Across the 10 participants, 715 surveys were completed and survey incompletion occurred 228 times. Mixed effects logistic regression models indicated that survey incompletion was more likely to happen in the environments that were less quiet and contained more speech, noise, and machine sounds, and in the environments wherein directional microphones and noise reduction algorithms were enabled. The results of survey response prediction further indicated that the participants could have reported more challenging environments and more listening difficulty in the instances of survey incompletion. However, the difference in the distribution of survey responses between the observed responses and the combined observed and predicted responses was small. Conclusion The present study indicates that EMA survey incompletion occurs systematically. Although survey incompletion could bias EMA self-report data, the impact is likely to be small.

Using self-report and skin conductance measures to evaluate theme park experiences

2020 ◽  
pp. 135676672096973
Author(s):  
Shanshi Li
Keyword(s):  
Skin Conductance ◽  
Self Report ◽  
Future Research ◽  
Theme Park ◽  
Retrospective Evaluation ◽  
Report Data ◽  
Self Report Data ◽  
Affective Intensity ◽  
The Impact ◽  
Practical Implications

This study examines the impact of the key affective moments of a theme park experience on visitors’ post-trip evaluations measured immediately after their visits. One hundred and twenty-three participants visited a theme park while their real-time skin conductance and self-report data were collected. Results indicate that visitors’ pleasure levels (i.e. average, beginning, peak, and end) consistently correlate with satisfaction, which in turn, positively influences behavioural intention. In particular, visitors’ satisfaction levels are better aligned with the affective intensity at the end moment and the average emotion intensity of a theme park experience. Arousal, however, was not found to be a significant indicator of post-trip evaluation. The study extends literature on key moments and retrospective evaluation by illustrating how visitors rely on affective moments of a theme park experience to construct overall evaluations. The study concludes with practical implications and scope for future research.

scholarly journals Developing Students’ Translation Competence: The Role of Tasks and Teaching Activities

2021 ◽  
Vol 4 (11) ◽  
pp. 119-128
Author(s):  
Habiba Nakhli
Keyword(s):  
Self Report ◽  
Clear Correlation ◽  
Student Centered ◽  
Hands On ◽  
Teachers And Students ◽  
Report Data ◽  
Self Report Data ◽  
The Impact ◽  
Descriptive Method

The aim of this study is to identify the teaching procedures generally conducted by translation teachers, and investigate their impact on the development of students’ translation competence (TC). The study emphasizes the importance of substituting the traditional “read and translate” method for a student-centered teaching approach that relies on hands-on tasks and engaging activities.  These teaching procedures include intra- and extra-mural activities and tasks addressing different sub-competencies and skills and aiming at developing students' general TC. In order to study the impact of these teaching procedures on TC, we implemented a descriptive method that draws upon self-report data and observation of translation teachers and students in a classroom setting. We observed a group of MA translation students in the Faculty of Letters and Humanities in Tetouan and King Fahd School of Translation in Tangiers- Abdelmalek Essaadi University, Morocco. The observation reports and teachers questionnaires provided significant data about classroom practices, while the survey of students’ levels of TC revealed that the respondents’ mastery level of TC ranges from low to high across the different sub-competences. We subsequently compared students’ mastery levels to the general patterns governing the teachers’ teaching procedures, and the findings showed a clear correlation between the two. Accordingly, the type and focus of the tasks and activities performed by students have a direct impact on their TC development.

Ambition at work and career satisfaction

2017 ◽  
Vol 22 (1) ◽  
pp. 87-102 ◽  
Author(s):  
Sabrine El Baroudi ◽  
Chen Fleisher ◽  
Svetlana N. Khapova ◽  
Paul Jansen ◽  
Julia Richardson
Keyword(s):  
The Netherlands ◽  
Career Satisfaction ◽  
Self Report ◽  
Content Type ◽  
Taking Charge ◽  
Report Data ◽  
Self Report Data ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to examine the moderating role of pay in the relationship between employee ambition and taking charge behavior, and its subsequent effects on employee career satisfaction. Design/methodology/approach A two-wave quantitative investigation was conducted among alumni of a large public university in the Netherlands. Findings The results show that taking charge behavior mediates the positive relationship between employee ambition and career satisfaction. They also show that pay positively moderates this mediation, such that the relationship between employee ambition and taking charge behavior is stronger when ambitious employees receive an increase in pay, leading to increased career satisfaction. Conversely, a decrease in pay does not moderate ambitious employees’ taking charge behavior and the impact on their career satisfaction. Research limitations/implications The study draws on self-report data collected in one country: the Netherlands. Practical implications The study highlights the importance of pay for higher job involvement, demonstrating its impact on taking charge behavior among employees with higher levels of ambition. Originality/value This is the first empirical study to examine the impact of pay on employees’ taking charge behavior and the subsequent implications for career satisfaction.

Childhood trauma and the impact of deployment on the development of mental disorder in military males

2019 ◽  
Vol 50 (5) ◽  
pp. 818-826 ◽  
Author(s):  
Rebecca Syed Sheriff ◽  
Miranda Van Hooff ◽  
Gin Malhi ◽  
Blair Grace ◽  
Alexander McFarlane
Keyword(s):  
Mental Disorder ◽  
Childhood Trauma ◽  
Structural Equation ◽  
Childhood Adversity ◽  
Self Report ◽  
Symptom Screening ◽  
Australian Defence Force ◽  
Report Data ◽  
Self Report Data ◽  
The Impact

AbstractBackgroundChildhood adversity is associated with mental disorder following military deployment. However, it is unclear how different childhood trauma profiles relate to developing a post-deployment disorder. We investigated childhood trauma prospectively in determining new post-deployment probable disorder.MethodsIn total, 1009 Regular male ADF personnel from the Australian Defence Force (ADF) Middle East Area of Operations (MEAO) Prospective Study provided pre- and post-deployment self-report data. Logistic regression and generalised structural equation modelling were utilised to examine associations between childhood trauma and new post-deployment probable disorder and possible mediator pathways through pre-deployment symptoms.ResultsThere were low rates of pre-deployment probable disorder. New post-deployment probable disorder was associated with childhood trauma, index deployment factors (combat role and deployment trauma) and pre-deployment symptoms but not with demographic, service or adult factors prior to the index deployment (including trauma, combat or previous deployment). Even after controlling for demographic, service and adult factors prior to the index deployment as well as index deployment trauma, childhood trauma was still a significant determinant of new post-deployment probable disorder. GSEM demonstrated that the association between interpersonal childhood trauma and new post-deployment probable disorder was fully mediated by pre-deployment symptoms. This was not the case for those who experienced childhood trauma that was not interpersonal in nature.ConclusionsTo determine the risk of developing a post-deployment disorder an understanding of the types of childhood trauma encountered is essential, and pre-deployment symptom screening alone is insufficient

Audiometric Correlates of the Unaided APHAB

2003 ◽  
Vol 14 (07) ◽  
pp. 361-371 ◽  
Author(s):  
Robyn M. Cox ◽  
Genevieve C. Alexander ◽  
Ginger A. Gray
Keyword(s):  
Self Report ◽  
Speech Communication ◽  
Significant Relationships ◽  
Data Analyses ◽  
Report Data ◽  
Item Content ◽  
Self Report Data ◽  
The Impact ◽  
Hearing Aid Benefit ◽  
Unaided Aphab

The Abbreviated Profile of Hearing Aid Benefit (APHAB) is a self-report questionnaire that is used to quantify the impact of a hearing problem on an individual's daily life. In this investigation, the relationships were explored between typical clinical audiometric data and the four subscale scores of the APHAB administered in the unaided (without-amplification) condition. Sixty subjects provided APHAB scores, audiograms, and speech recognition data. Analyses revealed significant relationships between audiometric data and each of the three APHAB subscales that reflect speech communication (EC, RV, and BN). None of these subscales was significantly more strongly related to any specific audiological variable. However, the pattern of associations between audiometric variables and subscale scores was consistent with predictions based on item content for subscales EC and RV, but not for BN. As predicted, no relationship was found between audiometric data and scores for the Aversiveness subscale (AV). Even for the subscales with the strongest associations, differences in audiometric data could be used to explain half or less of the variance in self-report data.

scholarly journals The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

2019 ◽  
Vol 9 (4) ◽  
pp. 276 ◽  
Author(s):  
Susanna Hartikainen ◽  
Heta Rintala ◽  
Laura Pylväs ◽  
Petri Nokelainen
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Qualitative Content Analysis ◽  
Self Report ◽  
Higher Education Research ◽  
Report Data ◽  
Self Report Data ◽  
The Impact

Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

Empirical Foundations and Limits

2015 ◽  
Author(s):  
Lisa Drago Piechowski
Keyword(s):  
Mental Health ◽  
Disability Evaluation ◽  
Cognitive Disorders ◽  
Self Report ◽  
Third Party ◽  
Report Data ◽  
Effect Of Treatment ◽  
Self Report Data ◽  
The Impact ◽  
The Relationship

This chapter focuses on empirical foundations and limitations relevant to disability evaluation. It first considers the prevalence of disability claims and the demographics of disability claimants before turning to a discussion of the relationship between disability outcomes and mental health disorders such as depression, bipolar disorder, anxiety disorders, substance abuse, and cognitive disorders. It then reviews research regarding the impact on work-functioning of various mental health conditions and the effect of treatment, along with findings on the use of psychological tests, self-report data, and third-party information in disability evaluations. Finally, it assesses the prevalence of dissimulation in disability claims and describes appropriate methods for addressing this in the evaluation.

Anger and Depression in Girls and Boys: A Study of Gender Differences

2000 ◽  
Vol 24 (1) ◽  
pp. 110-112 ◽  
Author(s):  
Deborah L. Cox ◽  
Sally D. Stabb ◽  
Joseph F. Hulgus
Keyword(s):  
Ethnically Diverse ◽  
Ninth Grade ◽  
Gender Development ◽  
Self Report ◽  
Anger Suppression ◽  
Gendered Identity ◽  
Report Data ◽  
Self Report Data ◽  
And Gender ◽  
The Impact

A growing body of literature supports the link between anger suppression and depression and females' greater likelihood than males of demonstrating both. Anger suppression was hypothesized to be involved in the development of gendered identity for girls, specifically by rendering girls more likely to experience depression. Employing an ethnically diverse sample of public school children, differences between fifth through ninth grade girls and boys in anger suppression and depression were investigated using self-report data. Results supported the hypothesis that girls suppress anger at higher rates than boys but not the related hypothesis that this suppression results in higher levels of depression. Age was not related to either anger suppression or depression, and no significant relationship was found between suppressed anger and depression for either sex. The impact of girls' anger suppression on their emotional and gender development is discussed.

scholarly journals Effect of pronunciation instruction on L2 learners’ listening comprehension

2020 ◽  
Author(s):  
Phung Dao ◽  
Mai Xuan Nhat Chi Nguyen ◽  
Ngoc Bao Chau Nguyen
Keyword(s):  
Listening Comprehension ◽  
Self Report ◽  
Control Group ◽  
Pronunciation Instruction ◽  
Post Test ◽  
Report Data ◽  
Group Interviews ◽  
Self Report Data ◽  
L2 Listening ◽  
The Impact

Abstract This study explored the potential impact of pronunciation instruction on L2 listening comprehension. Seventy-two intermediate Vietnamese EFL university learners formed two groups. The pronunciation group (n = 35) received seven weekly 45-minute pronunciation instruction sessions targeting segmental and suprasegmental features of English. The control group (n = 37) did not receive any pronunciation instruction. Weekly reflections, an exit questionnaire and focus group interviews were used to investigate learners’ perceptions of the impact of the pronunciation instruction. Results showed that the two groups’ immediate listening post-test scores did not differ significantly after the first two sessions on syllables and consonants/vowels. However, the pronunciation group outperformed the control group after three further pronunciation sessions on word stress, thought groups and sentence focus, but these differences disappeared on subsequent immediate and delayed post-tests. Self-report data indicated learners’ positive perceptions of the helpfulness of the pronunciation instruction and how the gained pronunciation knowledge helped improve their listening comprehension.

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