scholarly journals Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Mpho Priscilla Jama
Keyword(s):  
Medical Curriculum ◽  
Free State ◽  
First Year Experience ◽  
First Year ◽  
Generic Skills ◽  
The University

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

The Engage Program: Implementing and Assessing a New First Year Experience at the University of Tennessee

2002 ◽  
Vol 91 (4) ◽  
pp. 441-446 ◽  
Author(s):  
J. Roger Parsons ◽  
J. Elaine Seat ◽  
Richard M. Bennett ◽  
John H. Forrester ◽  
Fred T. Gilliam ◽  
...  
Keyword(s):  
First Year Experience ◽  
First Year ◽  
University Of Tennessee ◽  
The University

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals Non-medical use of methylphenidate among medical students of the University of the Free State

2017 ◽  
Vol 23 (1) ◽  
pp. 5 ◽  
Author(s):  
Roshini Jain ◽  
Ch Chiech Chang ◽  
Mpho Koto ◽  
Alden Geldenhuys ◽  
Richard Nichol ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Curriculum ◽  
Cross Sectional Study ◽  
Free State ◽  
Specific Information ◽  
Undergraduate Medical Students ◽  
Questionnaire Response ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University

<p><strong>Background:</strong> Faced with demanding training programmes, medical students may be more prone to use methylphenidate for non-medical purposes in order to improve concentration, alertness and academic performance.</p><p><strong>Aim:</strong> The study aimed to investigate the prevalence of the non-medical use of methylphenidate and knowledge of this drug among undergraduate medical students of the University of the Free State.</p><p><strong>Methods:</strong> This was a cross-sectional study. A self-administered, anonymous questionnaire was distributed during lectures to all students in the five year groups of the undergraduate medical programme.</p><p><strong>Results:</strong> Of the 643 undergraduate medical students, 541 completed the questionnaire (response rate: 84.1%). Approximately 11.0% of surveyed students were using methylphenidate at the time of the study, of which the majority (67.9%) used it for academic purposes and 70.6% received it from a medical health professional. Less than a third of users had been diagnosed with Attention-Deficit/Hyperactivity Disorder. Methylphenidate users’ median knowledge was greater than non-users, and methylphenidate knowledge increased from first-year and second-year students to third-year to fifth-year students. Median knowledge scores per year group ranged from 52.0% to 60.0%.</p><p><strong>Conclusion:</strong> Methylphenidate is mainly used for non-medical purposes by medical students. Students generally have a low level of knowledge on methylphenidate. Specific information on methylphenidate should be included in lectures on stress management and study methods during the course of the medical curriculum.</p>

scholarly journals “My First Year in The University”: Students’ Expectations, Perceptions and Experiences

2019 ◽  
Vol 14 ◽  
pp. 3134-3145
Author(s):  
Kam-Fong Lee ◽  
Chin-Siang Ang ◽  
Genevieve Dipolog-Ubanan
Keyword(s):  
Intellectual Development ◽  
Tertiary Education ◽  
Academic Staff ◽  
Structured Interview ◽  
First Year Experience ◽  
First Year ◽  
Policy And Practice ◽  
Students First ◽  
Career Prospect ◽  
The University

This study aimed to explore students’ first year experience to provide insights that may prove to be useful for institutional policy and practice. A semi-structured interview was conducted on 30 undergraduates from a private university to examine their perceptions, experiences, and attitudes towards first year experience. Themes were derived from the analysis of the transcribed interview transcripts. The results showed that in general students pursue tertiary education as it can guarantee their career prospect and intellectual development. Moreover, classroom engagement and academic staff engagement on students were less crucial in comparison to peer engagement. However, the students’ perceptions of studentship and quality of teaching were positive. Lastly, most students were satisfied with their first year experience in the university. Practical implications, recommendations and limitations for future practice are put forth

scholarly journals Investigating health factors as predictor of early drop-out of first year accounting students at the University of the Free State, South Africa

Afrika Focus ◽  
2016 ◽  
Vol 29 (2) ◽  
pp. 9-20
Author(s):  
Christa Beyers ◽  
Hanli Joubert
Keyword(s):  
South Africa ◽  
Academic Success ◽  
Emotional Health ◽  
Hiv And Aids ◽  
Drop Out ◽  
Free State ◽  
First Year ◽  
First Year Students ◽  
Health Factors ◽  
The University

Introduction: The future of the South African workforce looks bleak given the challenges posed, not only by health factors, including HIV and AIDS, but also the success and throughput rate of first year university students. Methodology: The research in this study was conducted in 2013 using a post-positivist approach and applying an interpretive stance using a mixed method approach, which included a quantitative non-experimental predictive multivariate design as well as focus group interviews to triangulate the findings. Results: We present findings that psychosocial background factors, physical health and emotional health influence success and non-completion rates among first year students at the University of the Free State, South Africa. Conclusion: We argue that early identification of poor psychosocial background, including health factors, can assist in empowering youths helping them to make healthy decisions and deal with stressful situations in a way that will not compromise their academic success.

scholarly journals The service for Monitoring and Early Intervention against psychoLogical and mEntal suffering in young people (SMILE) at the University of L'Aquila: first year experience

2007 ◽  
Vol 1 (3) ◽  
pp. 271-275 ◽  
Author(s):  
Rocco Pollice ◽  
Emanuela Di Giovambattista ◽  
Donatella Ussorio ◽  
Alessia Di Pucchio ◽  
Annarita Tomassini ◽  
...  
Keyword(s):  
Early Intervention ◽  
Young People ◽  
First Year Experience ◽  
First Year ◽  
The University
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