scholarly journals Evaluation of the anaesthetic theatre educational environment at the University of the Witwatersrand.

2020 ◽  
Author(s):  
Saad Ali Khan ◽  
Helen Perrie ◽  
Juan Scribante ◽  
Lionel Green-Thompson
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Learning Opportunities ◽  
Educational Environment ◽  
Categorical Variables ◽  
First Year ◽  
The Mean ◽  
The University ◽  
Quality Assessments ◽  
Validated Instrument

Abstract Background The educational environment impacts on various aspects of students’ professional development and well-being and is an important aspect of medical education programmes. Limited research investigating the theatre educational environment has been identified in South Africa and there is limited understanding of this environment at the University of the Witwatersrand (Wits). This study aims to describe the educational environment in theatre for registrars in the Department of Anaesthesiology at Wits. Methods A prospective, descriptive study design was followed, involving anaesthetic registrars at Wits, using the adapted Anaesthetic Theatre Educational Environment Measure (ATEEM) questionnaire between April and June 2019. A convenience sampling method was implemented to administer the anonymous questionnaire. Categorical variables were described using numbers and percentages. Descriptive statistics were used to calculate the total scores. The independent t-test or analysis of variance test was used to make comparisons. Results A total of 85 anaesthetic registrars participated in this study. The mean total (SD) adapted ATEEM score was 116.5 (16.9) out of a total of 164. The total score for male and female registrars was 118.4 (13.5) and 115.3 (18.7) respectively (p=0.419). First-year registrars scored 121.6 (14.3), second years 111.1 (19.0), third years 111.4 (14.6) and fourth years 122.3 (18.7) (p=0.003). Junior and senior registrars scored 117.1 (17.0) and 115.7 (17.1) respectively (p=0.708). The three hospitals were scored 112.3 (19.5), 119.8 (16.4) and 115.4 (12.0) respectively (p=0.187). The mean scores for the five domains were autonomy 25.4/32 (3.1), perception of atmosphere 31.6/44 (5.4), workload/supervision/support 17.3/28 (3.5), perception of teachers and teaching 14.3/20 (2.9), and learning opportunities and orientation to learning 27.9/40 (5.1). Conclusion The theatre educational environment is perceived as more positive than negative, but with room for improvement. The specific domains that require attention to further improve the educational environment were perception of atmosphere, workload/supervision/support, perception of teachers and teaching, and learning opportunities and orientation to learning. With the availability of a validated instrument to assess the educational environment objectively and quantitatively, regular quality assessments of the educational environment should be included in the training institution’s practice.

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

Blending Conventional Methods with Emerging Flight Simulation Technology as Tools for Effective Teaching and Learning Experiences in Aerospace Engineering

2014 ◽  
pp. 21-39
Author(s):  
Noor A. Ahmed
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Flight Simulation ◽  
Aerospace Engineering ◽  
Human Beings ◽  
Wealth Creation ◽  
South Wales ◽  
Conventional Methods ◽  
The University ◽  
Effective Teaching And Learning

Engineering is about wealth creation for the comfort and well-being of human beings. In this context, the process and experiences associated with teaching and learning of engineering concepts are pivotal in sustaining and advancing the progress of modern day civilization. However, the teaching of aerospace engineering is not easy and fraught with difficulties, as the students have to be provided with the opportunity to develop their creative skills while retaining a professional and practical base. It is also important to proactively harness the available and emerging technologies to greater effect in the learning process. At the University of New South Wales in Australia, the authors have approached the teaching and learning in undergraduate aerospace engineering from a non-conventional perspective to prepare students to be creative and become practically oriented for productive employment in the very competitive world of today. They have been experimenting and refining what is generally known as the “advanced project design study concept” used in some aerospace industries and incorporated it as an integral component in aerospace engineering studies. In the process, the authors have blended conventional methods with flight simulation as methods of enquiry and investigation. The feedback, support, and encouragement that they have received from industries, the potential employers of students, have been very positive. This chapter outlines the basic philosophies behind the authors’ approach and the methodologies and technologies used in achieving the desired outcomes.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals An Evaluation on Full Coverage Crown Preparation: An Institutional Analysis

2020 ◽  
Author(s):  
Nabilah Raihana Binti Mohd Rashid ◽  
Muhammad Afif Imran Bin Abu Talib ◽  
Wan Nor Syariza Wan Ali ◽  
Azlan Jaafar ◽  
Muhammad Syafiq Alauddin
Keyword(s):  
Teaching And Learning ◽  
Clinical Teaching ◽  
Relevant Information ◽  
Dental Students ◽  
Categorical Variables ◽  
Full Coverage ◽  
Fixed Prosthodontics ◽  
Crown Preparation ◽  
The University

Introduction: Undergraduate (UG) dental students are trained for fixed prosthodontics course clinically in teaching institutions during the clinical years. However, there is a lack of objective data on the quality of fixed prostheses preparations done by UG students on their patients for academic and clinical staff. Aim: To evaluate the full-coverage crown preparations performed by UG dental students in the university clinical teaching programme. Materials and Methods: This study was a clinical audit done in the Faculty of Dentistry, Universiti Sains Islam, Malaysia (USIM) from April to July 2018. The demographic and clinical data were collected from the patients’ notes and included relevant information of patients such as age, gender and others. Full-coverage crowns were analysed and crown preparation assessments were done using specific criteria and standards. The descriptive data were measured in frequency and percentage for categorical variables and mean and standard deviation for continuous data. Results: A total of 31 patients fitted with 45 units of full-coverage crowns were analysed. The mean age of patients treated by fifth year dental students was 40.5 (±14.16) years. A 51% Porcelain Fused to Metal (PFM) crown provided to the patients. On the whole, UG undergoing the dentistry programme in the institution scored the lowest (51%) on proximal reduction and the highest (97.7%) on producing smooth and continuous preparation. Conclusion: Majority of the crowns prepared by students have acceptable preparation except in proximal reduction and cervical margin preparation that can be improved upon and emphasised further during the teaching and learning sessions.

scholarly journals Biomedical graduate student experiences during the COVID-19 university closure

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256687
Author(s):  
Janani Varadarajan ◽  
Abigail M. Brown ◽  
Roger Chalkley
Keyword(s):  
Psychological Health ◽  
Time Management ◽  
Well Being ◽  
First Year ◽  
Biomedical Sciences ◽  
Spring Semester ◽  
Ongoing Research ◽  
The University ◽  
Senior Students ◽  
Remote Learning

COVID-19-associated university closures moved classes online and interrupted ongoing research in universities throughout the US. In Vanderbilt University, first year biomedical sciences PhD students were in the middle of their spring semester coursework and in the process of identifying a thesis research lab, while senior students who had already completed the first year were at various stages of their graduate training and were working on their thesis research projects. To learn how the university closure and resulting interruptions impacted our students’ learning and well-being, we administered two surveys, one to the first year students and the other to the senior students. Our main findings show that the university closure negatively impacted the overall psychological health of about one-third of the survey respondents, time management was the aspect of remote learning that caused the highest stress for close to 50% of the students, and interaction with their peers and in-person discussions were the aspects of on-campus learning that students missed the most during the remote learning period. Additionally, survey responses also show that students experienced positive outcomes as a result of remote learning that included spending increased time on additional learning interests, with family, on self-care, and for dissertation or manuscript writing. Though a variety of supportive resources are already available to students in our institution, results from our survey suggest enhancing these measures and identifying new ones targeted to addressing the academic and emotional needs of PhD students would be beneficial. Such support measures may be appropriate for students in other institutions as well.

scholarly journals Veiledningssamtale for første års studenter: Et innspill til praksisnærhet og studiekvalitet

2020 ◽  
pp. 67-79
Author(s):  
Anne-Lise With
Keyword(s):  
Career Guidance ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Quality In Higher Education ◽  
University Of Oslo ◽  
The University ◽  
Shed Light

This chapter deals with counselling for first-year students as a way to strengthen motivation and mastery. Based on the model ForVei – preparatory counselling, it is argued for the relevance of the counselling conversation as a part of follow-up and study programme quality in higher education and the time of mass education. ForVei is based on the basic values MSHRL – Met, Seen, Heard, Respected, Equal, which is central to the way the conversation is conducted. It is the student’s motivation, mastery and well-being that are the main focus of ForVei, which is now practiced at several universities in Norway, such as the University of Oslo and Nord University. The chapter contains examples from our own research project on ForVei – counselling at INN University, where career guidance is a theme, as well. In the perspective of the student’s motivation and experience, counselling and learning theory are used, among others, with Vance Peavy’s constructivist Socio-Dynamic Counselling and Mark S. Savicka’s concept of self-efficacy. The latter, for example, helps to shed light on differences in self-perception and belief in one’s own resources and abilities. The chapter deals with these and other topics in light of study programme quality and ForVei – counselling for first-year students.

scholarly journals Educational Environment and Mental Health of Moroccan Medical Students: A Study in the Faculty of Medicine of Marrakech

2020 ◽  
Vol 1 (1) ◽  
pp. p152
Author(s):  
Abdeslam Benali ◽  
Hajar Chichou
Keyword(s):  
Medical Students ◽  
Psychological Health ◽  
Medical Training ◽  
Well Being ◽  
Educational Environment ◽  
Learning Approaches ◽  
Cross Sectional ◽  
Optimal Learning ◽  
The Mean ◽  
Optimal Learning Environment

Introduction: Studies concur that an optimal learning environment is a vital aspect for effective learning and for enhancing students’ well-being. Conversely, medical training is reported to be a suboptimal environment, thereby compromising students’ learning and well-being.Purpose: To evaluate the relationship between students’ perceptions of the educational environment and their mental health.Methods: This was a cross-sectional descriptive and analytical study, using the GHQ-12 and the DREEM questionnaires, with 380 students from the Faculty of Medicine and Pharmacy of Marrakech (3rd, 4th, 5th, 6th, 7th and 8th year), during the academic year 2017-2018. Results: We recruited 358 students in a period of 2 weeks, achieving a response rate of 94.2%. There was a predominance of females (66.48%). The mean age was 22.20 ± 2.149 years. The average GHQ score was 6.37 ± 3.484, with a psychological distress rate of 66.76%. The mean total score of DREEM was 86.5 ± 29.194 which indicates the existence of several significant problems. There was a statistically significant association between the poor perception of the educational environment and psychological distress.Conclusion: Improving the educational environment and promoting deep learning approaches for medical students will improve their psychological health during medical training.

scholarly journals Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

2018 ◽  
Vol 18 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Allison White
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
High Impact Practices ◽  
Completion Agenda ◽  
Cumulative Learning ◽  
The University

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

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