A Cohort study to compare Admission criteria and Academic performance among preclinical students at The Copperbelt University School of Medicine: complete enumeration (Preprint)

2019 ◽  
Author(s):  
Andrew Mwila
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Clinical Medicine ◽  
Average Score ◽  
First Year ◽  
Admission Criteria ◽  
Biomedical Sciences ◽  
Dental Surgery ◽  
School Of Medicine ◽  
Better Than

BACKGROUND The Copperbelt University is the second public University in Zambia. The School of Medicine has four major programs namely; Bachelor of Medicine and Surgery, Bachelor of Dental Surgery, Bachelor of Clinical Medicine and Bachelor of Biomedical sciences. The Copperbelt University School of Medicine runs a five-year training program for both the BDS and the MBCHB programs. Students are admitted into the Medical school after successfully completing their first year at the Main campus in the School of Natural Sciences with an average of 4 B grades or higher (B grade is a mark of 65 to 74%). OBJECTIVE The study was done to determine the association between admission criteria and academic performance among preclinical students. Hence, the study compares the academic performance among preclinical students admitted into the Bachelor of Dental Surgery and Bachelor of Medicine and Surgery at the Copperbelt University School of Medicine. METHODS This is a retrospective cohort study conducted at Michael Chilufya Sata School of medicine Campus. A pilot study was conducted with 30 BDS and 30 MBCHB students and the obtained information helped determine the sample size. SPSS was used to analyze the data. The study period lasted approximately 7 weeks at a cost of K1621. RESULTS In 2014, there was an improvement in average performance between 2nd and 3rd year for each program. An average score of 15.4 (SD 4.2) was obtained in 3rd year compared to 12.8 (SD 4.9) in 2nd year (p<0.001). Meanwhile, 3rd MB ChB mean score was 12.6 (SD 3.7) compared to 10.7 (SD 3.6) in 2nd years (p<0.05). However, in 2016, both programs, 3rd year mean scores were lower than 2nd year (MB ChB 2nd year mean score was 12.0 (SD 4.3) compared to 3rd year with a mean score of 9.5 (SD 4.5), p<0.001; BDS 2nd year mean score was 10.6 (SD 4.0) compared to 3rd year mean score of 8.2 (SD 3.4), p<0.01. On average MB ChB students performed better than BDS students in all the years (p<0.05), except in 2016 when the results were comparable. CONCLUSIONS Results from the study shows that entry criteria has a correlation to academic performance as students admitted with higher grades perform much better than those with lower grades.

scholarly journals Does ‘online confidence’ predict application success and later academic performance in medical school? A UK-based national cohort study

BMJ Open ◽  
2019 ◽  
Vol 9 (12) ◽  
pp. e034437
Author(s):  
Paul A Tiffin ◽  
Lewis W Paton
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Academic Success ◽  
Cognitive Performance ◽  
First Year ◽  
High Stakes ◽  
National Cohort ◽  
Two Measures ◽  
The Uk ◽  
Medical Selection

ObjectivesThe UK Clinical Aptitude Test (UKCAT) previously piloted an assessment of ‘online confidence’, where candidates were asked to indicate how confident they were with their answers. This study examines the relationship between these ratings, the odds of receiving an offer to study medicine and subsequent undergraduate academic performance.DesignNational cohort study.SettingUK undergraduate medical selection.Participants56 785 UKCAT candidates who sat the test between 2013 and 2016 and provided valid responses to the online confidence pilot study.Primary outcome measuresTwo measures of ‘online confidence’ were derived: the well-established ‘confidence bias’, and; a novel ‘confidence judgement’ measure, developed using Item Response Theory in order to derive a more sophisticated metric of the ability to evaluate one’s own performance on a task. Regression models investigated the relationships between these confidence measures, application success and academic performance.ResultsOnline confidence was inversely related to cognitive performance. Relative underconfidence was associated with increased odds of receiving an offer to study medicine. For ‘confidence bias’ this effect was independent of potential confounders (OR 1.48, 1.15 to 1.91, p=0.002). While ‘confidence judgement’ was also a univariable predictor of application success (OR 1.22, 1.01 to 1.47, p=0.04), it was not an independent predictor. ‘Confidence bias’, but not ‘confidence judgement’, predicted the odds of passing the first year of university at the first attempt, independently of cognitive performance, with relative underconfidence positively related to academic success (OR 3.24, 1.08 to 9.72, p=0.04). No non-linear effects were observed, suggesting no ‘sweet spot’ exists in relation to online confidence and the outcomes studied.ConclusionsApplicants who either appear underconfident, or are better at judging their own performance on a task, are more likely to receive an offer to study medicine. However, online confidence estimates had limited ability to predict subsequent academic achievement. Moreover, there are practical challenges to evaluating online confidence in high-stakes selection.

The study of correlation between the result of exams in mathematics and students´ academic performance in higher education

10.12737/6475 ◽  
2014 ◽  
Vol 8 (4) ◽  
pp. 49-55
Author(s):  
Людмила Переяславская ◽  
Lyudmila Pereyaslavskaya ◽  
Виталий Переяславский ◽  
Vitaliy Pereyaslavskiy
Keyword(s):  
High School ◽  
Academic Performance ◽  
Normal Distribution ◽  
Life Stage ◽  
Correlation Coefficients ◽  
Average Score ◽  
First Year ◽  
Math Scores ◽  
Frequency Of Use ◽  
Normal Law

This article is a continuation of the study by the same authors on the relationship of mathematics achievement in high school with academic performance in mathematics and other subjects at school. Adding statistics on students of the firstyear ofRussian State University of Tourism and Service allowed to increase the sample size in several times and to obtain more reliable results, which were originally obtained only for students of Finance and Technology Academy (FTA). Data was collected from 104 students FTA ofthe first year (2013/2014 year students) and 290 students ofRSUTS of the first year (2012/2013 year of study), and the later were represented by 180 students from the Faculty of Economics (FE), and 110 students from the Faculty of service (FS). For FTA the data contain the following parameters: the average score in mathematics in the certificate, the USE in math, USE in Russian, a total score of USE (Unified State Examination) to enroll in college and academic performance in high school mathematics. For RSUTS the data was obtained on the same parameters, except for the average score in mathematics in the certificate. For these parameters were found accurate interval estimates of the correlation coefficients, as well as histograms of frequencies to test the hypothesis of normal distribution. For statistical calculations and histograms the authors used formulae oj&#34;mathematicalstatistics andcomputersoftwareforstatisticaldata processing STATISTICA. The study of interval frequency parameters showed that the USE in Russian has a distribution of frequencies close to the normal law. While the frequency of USE in math scores is significantly different from the normal distribution. This suggests a significant impact on the results of USE in maths by factors which do not possess the nature of the random deviations. It is shown that admission to university, and as a result a new life stage, a change of scenery and teachers provide students with additional opportunities in revealing mathematical abilities.

scholarly journals University Entrance Exam Result and Preparatory Class Average Score as Predictors of College Performance

2014 ◽  
Vol 1 (4) ◽  
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Academic Performance ◽  
Average Score ◽  
First Year ◽  
Regression Analyses ◽  
College Performance ◽  
Entrance Exam ◽  
First Year College ◽  
Class Average ◽  
Exam Result

The purpose of this study was to assess the degree to which university entrance exam result (UEER) and preparatory class average score (PCAS) predict success in college academic performance. The subjects of this study were 484 students. The data were collected from the Registrar Office. Correlation and regression analyses were employed on the data. The results indicated that PCAS  and UEER  in order as selection instruments appeared to be valid predictors of first year college CGPA and jointly accounted for 33.70 percent of the variation in college performance. Besides, PCAS was found out to be more important than UEER as admission variable. Based on the findings recommendations were forwarded.

The type and amount of paid work while studying influence academic performance of first year nursing students: An inception cohort study

2020 ◽  
Vol 84 ◽  
pp. 104213 ◽  
Author(s):  
Yenna Salamonson ◽  
David Roach ◽  
Ruth Crawford ◽  
Belinda McGrath ◽  
Angela Christiansen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Cohort Study ◽  
Nursing Students ◽  
First Year ◽  
Paid Work ◽  
Inception Cohort

scholarly journals First-year Academic Performance of Pharmacy Students Based on High School Status and Major

2021 ◽  
Vol 6 (1) ◽  
pp. 94
Author(s):  
Didiek Hardiyanto Soegiantoro ◽  
Holy Rhema Soegiantoro ◽  
Gregory Hope Soegiantoro
Keyword(s):  
High School ◽  
Academic Performance ◽  
High Schools ◽  
Pharmacy Students ◽  
First Year ◽  
Public High Schools ◽  
Cross Sectional ◽  
Science Major ◽  
School Status ◽  
Better Than

The purpose of the research is provides a descriptive first-year academic performance of pharmacy students based on high school status and major. This research is a descriptive research with cross-sectional method using all pharmacy students as sample. The results of this research are percentage of pharmacy students from public high schools is 33% and 67% from private high schools. The percentage of specialization majors in high school is 6% pharmacy, 85% science and 9% non-science. The academic performance of students from private high schools is better than that of public high schools. Pharmacy majors in high school produce the highest academic performance, meanwhile, non-science majors show the lowest academic performance, the principal results. Conclusions in this research is first-year academic performance for pharmacy students from private high schools is better than public high schools, as well as pharmacy major in high school showing the highest GPA and non-science major showing the lowest GPA

scholarly journals THE EFFECT OF HERRINGBONE TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF THE FIRST YEAR STUDENTS AT SMP NEGERI 23 MAKASSAR

2018 ◽  
Vol 6 (2) ◽  
pp. 153
Author(s):  
Bustang Bustang
Keyword(s):  
Data Analysis ◽  
Test Score ◽  
T Test ◽  
Average Score ◽  
First Year ◽  
First Year Students ◽  
Post Test ◽  
Reading Text ◽  
Student Skill ◽  
Better Than

The aim of his research is that want to know the herringbone technique application is effective to improve student skill in reading, predict, make the conclusion in every paragraph and able to solve the problem of students in understand reading text or discourse. This research is experimental research and conducted at SMP Negeri 23 Makassar. The total of population in Grade VII students are 480 students that shared in 12 classes. The researcher choose sample in class VII-12 are 32 students. The aim of the researcher to choose class VII12 as a subject of the research because the average of the student in this class is stillless to understand the reading text. The result of data analysis in pre-test and post-test showed that t-test score is 36.25 and t-table score is 2.036. The t-test score is better than t-table or (tt36.25> 2.036). It showed that the students’ skill to understand reading text at the end of the research is improved. It can be identified with the significant different between average score in pre-test (3) and post-test 5.8). This research showed that the herringbone technique had tried at the SMP Negeri 23 Makassar and it worked. It appeared that student’s English skill in understanding reading text from bad to be better.

scholarly journals Research in Action—Students’ Perspectives on the Integration of Research Activities in Undergraduate Biomedical Curricula

2021 ◽  
Author(s):  
Femmie de Vegt ◽  
Johannes D. M. Otten ◽  
Diederik R. H. de Bruijn ◽  
Helma Pluk ◽  
Iris A. L. M. van Rooij ◽  
...  
Keyword(s):  
Data Collection ◽  
Undergraduate Students ◽  
Genetic Variants ◽  
First Year ◽  
Learning Approach ◽  
Biomedical Sciences ◽  
First Year Students ◽  
Research Activities ◽  
Research Questions ◽  
Better Than

AbstractWe describe and evaluate our practice-based learning approach for research in undergraduate students studying Biomedical Sciences at Radboud University Nijmegen, the Netherlands. First-year students who started their study between 2015 and 2018 actively participated in data collection and measurements, including anthropometry, electrocardiogram findings, genetic variants, and lifestyle habits. All data were entered into one anonymous database, which was used by students to analyze their research questions. In 2019, 44 of the 87 students (50%) valued active measurements better than questionnaires. Most students (strongly) agreed that they have learned about data collection and were inspired to learn more about biomedical research.

THE APPLICATION OF PREVIEW, READ, WRITE, AND RECITE (PRWR) METHOD TO IMPROVE STUDENT’S ACHIEVEMENT IN READING RECOUNT TEXT

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Rahmat Nasution And Rahmah
Keyword(s):  
Secondary Data ◽  
Analysis Data ◽  
Primary Data ◽  
Average Score ◽  
First Year ◽  
Generic Structure ◽  
The Subject ◽  
Minimum Criteria ◽  
Main Ideas ◽  
Orientation Test

The objective of this research is to find out whether the application Preview, Read,Write, and Recite (PRWR) method improve student’s achievement in readingrecount text. This research applied classroom action research model. This studywas done in six meetings. The subject of this study was first year of SMAN 1Delitua. Primary data were collected by giving 20 questions of multiple-choicetest, the aspects contained in the tests focused on generic structure, main ideas,factual information, and Secondary data were collected by (interview, observationsheet, and questionnaire sheet. Based on analysis data, it was found that thestudent’s achievement improved. It could be seen from the comparison of result inthe orientation test and the cycle test I and II. There were only 9 students who hadpassed minimum criteria KKM in orientation test (75). The improvement showedthat in cycle I and II, based on the total average score it was 16 (42,4%) up to 26(78,7%) in cycle II, The secondary data gathered from interview, observationsheet, and questionnaire sheet, showed that students’ expression and enthusiasticalso improved. Thus, it was found that the applications of Preview, Read, Write,and Recite (PRWR) method in process of teaching improved students’achievement in reading recount text. It is suggested that English teachers applyPRWR method in teaching reading recount text.

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