scholarly journals Correlation between the health of first-year students and adaptation to educational environment of a medical university

2020 ◽  
pp. 38-55
Author(s):  
Marina Borisovna Chizhkova
Keyword(s):  
Psychological Health ◽  
Substantial Reduction ◽  
Educational Environment ◽  
Practical Implementation ◽  
First Year ◽  
Spring Semester ◽  
First Year Students ◽  
Physical And Psychological Health ◽  
The University ◽  
Medical University

  The article presents the results of research on the place and role of health in the process of adaptation of future physicians to educational environment of a medical university. The subject of this article is the dependence of physical and psychological health of first-year students on the of adaptation and anxiety indicators in the university. The research methodology is based on the representation of health as the fundamental determinant responsible for the dynamic balance between students and the new conditions of professional becoming. Methodological toolset contains the following psychological techniques: questionnaires “Adaptation of Students in the University” (T. D. Dubovitskaya, A. V. Krylova), “Anxiety of the Students” (modification of the questionnaire J. Taylor), MOS SF-36 questionnaire (J. E. Ware, adapted by E. I. Shubochkina and co-authors.). The research was conducted during one academic year and consisted of two stages: October 2018 and in April 2019; reference set involved 120 first-year students (63 and 57 people respectively). Implementation φ-Fisher multifunctional, parametric Student’s t-test, Spearman's rank correlation coefficient, interpretation and summary of statistical data analysis allowed making conclusions that comply with the set goal advanced hypotheses: the dynamics of subjective assessment by first-year students of their physical and psychological health is characterized with the extended physical and social functioning, endurance, life activity in the context of lower level of role functioning substantiated by the emotional distress; dependence of health on adaptation and anxiety indicators is most evident during the fall semester and least evident in the spring semester; shift of this vector from academic to social adaptation, as well as substantial reduction in the number of intercorrelations, mainstream the problem of the dynamics of determinant impact of health upon the success of initial educational period. The acquired data can find practical implementation in development of theoretical-methodological framework for coordinating the adaptation process of first-year students to the educational environment of a medical university.  

scholarly journals Adaptation Dynamics of the First-Year Students to the Educational Environment of the Medical University

2019 ◽  
Vol 21 (4) ◽  
pp. 1039-1049
Author(s):  
M. B. Chizhkova
Keyword(s):  
Interpersonal Relationships ◽  
Educational Environment ◽  
Learning Activity ◽  
Diagnostic Tools ◽  
First Year ◽  
Negative Experience ◽  
First Year Students ◽  
The University ◽  
Medical University ◽  
Dependent Samples

The paper features the changes that take place in the process of adaptation of first-year students to the educational environment of the medical university during the first year of study. The methods research included diagnostic tools and methods of data processing, e.g. T.D. Dubowitzka and A. V. Krylova's technique "Adaptation of students at the university", questionnaire "Student Anxiety" in J. Taylor’s modification, φ-Fisher conversion multifunctional criterion and t-Student parametric criterion for dependent samples. A statistical analysis made it possible to make certain conclusions about the ambiguous nature of the dynamics of adaptation of freshmen to the educational environment of the medical university. The identified reliable differences in the indicators of adaptation to learning activity make significant additions to the scientific perception on the leading role of the given adaptation type, which has an open, pronounced, but fleeting positive character. The absence of significant differences in anxiety rates at the beginning and end of the school year indicates a fairly stable emotional background, with a predominance of average and elevated levels. On the other hand, certain aspects in the educational environment of the university cause persistent negative experience. The emotional state of the respondents by the end of the first year revealed a new aspect of anxiety, i. e. interpersonal relationships within the grouр. The authors believe this is due to the change of orientation in the adaptation process. The change reflects the formation of a community of freshmen with actively flowing processes of status differentiation and the transformation of a diffuse group into a prosocial association. This transformation suggests a different kind of adaptation dynamics to student grouр. This longer and more latent kind of adaptation is determined by intragroup processes.

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 Analysis of adaptation processes in the educational environment of students with disabilities of junior courses

2019 ◽  
pp. 33-35
Author(s):  
Sergei Tikhonovich Kokhan ◽  
Valeriia Olegovna Simonova
Keyword(s):  
Students With Disabilities ◽  
Musculoskeletal System ◽  
Educational Environment ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Existing Problems ◽  
Psychosocial Climate ◽  
Adaptation Processes ◽  
The University

The article discusses the existing problems associated with the adaptation of first-year students with disabilities, who have profound impairments of body function (totally blind, deaf, and lesions of the musculoskeletal system) in the educational process at the university. Cause-and-effect relationships were established in the existing difficulties of relationships with classmates, which depend both on the student and on the psychosocial climate in the group.

scholarly journals PEDAGOGICAL CONDITIONS OF SOCIAL-PEDAGOGICAL ADAPTATION OF THE FIRST-YEAR UNIVERSITY STUDENTS UNDER MODERN REALITIES

2019 ◽  
Vol 30 (1) ◽  
Author(s):  
Avgustina V. Ivanova
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
First Year ◽  
Higher Educational Institutions ◽  
First Year Students ◽  
The Social ◽  
Self Development ◽  
Higher Educational ◽  
The University

The article shows the expediency and significance of the work on social-pedagogical adaptation of first-year students of higher educational institutions under the new sociocultural conditions of our time. The search for effective ways of harmonizing the relations (interaction) with the social environment, being the basis for successful socialization and professional training of a future specialist, plays an important role under imperfect organizational and pedagogical support of social-pedagogical adaptation of the first-year students of higher educational institutions. The objective of the research is to theoretically substantiate and experimentally verify the effectiveness of pedagogical conditions of successful social-pedagogical adaptation of the first-year students of higher educational institutions. The research uses theoretical methods (theoretical analysis, generalization and synthesis), empirical methods (observation, questioning, conversation); experimental work; the Student’s criterion and correlation analysis were used as methods of mathematical processing of experimental data. To provide the process of social-pedagogical adaptation of the first-year students, the authors propose the following pedagogical conditions for successful adaptation of the first-year students, allowing, from the viewpoint of integrity of the social-pedagogical adaptation processes, to design and implement the group and individual strategies of the personal trajectories of students’ self-development, and to simultaneously solve the tasks of social, personal and professional development of future specialists: 1) the ability of the university professor to assist a student in their self-cognition, stimulating their personal self-development through motivating their interest in the chosen profession basing on pedagogy of cooperation, creating adequate conditions for expanding the possibility of personally significant and professional qualities of each student; 2) organization of an educational environment aimed at reducing anxiety, apprehension, inner discomfort, where a student realizes themselves as a team member, feels comfortable, which ensures the transformation of the structural components of professionalism as socially important qualities into personal ones; 3) social-pedagogical adaptation of the first-year students becomes an integral part of the university, when the student, without continuous internal and external conflicts, successfully carries out any activity in the educational environment in the context of personality-activity approach, and serves as a means for students to develop adequate self-esteem, advanced self-regulation, and high productivity, which is the basis for the development of activity, independence, and creativity.The authors provide the ways of implementing the revealed pedagogical conditions and the results of the formative experiment, which lead to the following conclusions: active social-pedagogical intervention, timely correction of the educational process, aimed at effective adaptation of the first-year students, through personal interaction basing on pedagogy of cooperation, ensures rapid adaptation of students in a new educational environment, which leads to value attitude to their future profession.

scholarly journals Perceptions of the educational environment among undergraduate physical therapy students in a competency-based curriculum at the University of Chile

2019 ◽  
Vol 16 ◽  
pp. 9 ◽  
Author(s):  
Pablo Quiroga-Marabolí ◽  
Marcela Andrea Antúnez-Riveros ◽  
Marcela Aguirre-Jerez ◽  
Alvaro Besoain Saldaña ◽  
José Peralta-Camposano ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Educational Environment ◽  
First Year ◽  
Physical Therapy Students ◽  
First Year Students ◽  
Self Perceptions ◽  
Therapy Program ◽  
Competency Based ◽  
Second Year ◽  
The University

Purpose: This study aimed to assess the educational environment (EE) among students in a physical therapy undergraduate program, to identify patterns in EE perceptions among the students by year, and to determine issues that should be addressed.Methods: The Dundee Ready Education Environment Measure (DREEM) questionnaire was used to explore the relationships among the total mean score, subscales, and items in a competency-based curriculum in the physical therapy program at the University of Chile. The DREEM questionnaire was filled out by 166 of 244 students (68.03%), of whom 56.6% were men and 43.4% were women, with 75.9% between 19 and 23 years of age.Results: The total mean score (120.9/200) indicated that the EE was perceived as ‘more positive than negative.’ There were significant differences (P<0.05) between first-year students (113.41), who reported the lowest total mean score, and fourth-year students (126.60), who had the highest total mean score. Students rated their EE favorably on each subscale except social self-perceptions, which second-year students rated as ‘not too bad,’ and for which first-, third-, and fourth-year students gave a rating corresponding to ‘not a nice place.’ On the perceptions of teachers subscale, there were significant differences (P<0.05) between first-year students (28.05/44) and fourth-year students (32.24/44) and between second-year students (28.72/44) and fourth-year students (32.24/44). On the academic self-perceptions subscale, there were significant differences (P<0.05) between first-year students (18.12/32) and second-year (21.68/32), third-year (22.33/32), and fourth-year students (21.87/32).Conclusion: Physical therapy students at the University of Chile had positive perceptions of their EE. First-year students rated the largest number of items as problematic. Improvements are required across the program in the specific subscales mentioned above.

scholarly journals Do medical students have a positive outlook on the world?

2016 ◽  
Vol 126 (3) ◽  
pp. 126-129
Author(s):  
Patrycja Chylińska-Wrzos ◽  
Marta Lis-Sochocka ◽  
Ewelina Wawryk-Gawda ◽  
Kamila Bulak ◽  
Barbara Jodłowska-Jędrych
Keyword(s):  
Young People ◽  
Psychological Health ◽  
Medical Science ◽  
Well Being ◽  
First Year ◽  
Coping With Stress ◽  
First Year Students ◽  
Chi Squared ◽  
Positive Outlook ◽  
Medical University

Abstract Introduction. Upon entering diverse fields of medical science, young people are on the cusp of adulthood. They change their environment and take on new responsibilities, which often translates to stress and depression. Aim. The main objective of the work was to assess the psychological health in students of Medical University of Lublin. Material and Methods. The research tool was a questionnaire containing information regarding mental health of first-year students of medicine. The results were statistically analysed in Statistica 11.0, utilising Pearson’s Chi Squared test of independence, with significance set at p<0.05. Results. Most respondents (55.79%), whether male or female, rarely feel sadness. About 43% of respondents replied that they employ different strategies of coping with stress. 33.47% of all students stated that whenever any problems appear they look for support from their families. Generally, around 47% of all students are happy with their lives. There were, statistical signification between the sex of the students and psychological well-being, and between the sex and the ways of dealing with depression. Conclusions. Despite the significant stress to which these young people are exposed, they are relatively strong mentally and have a positive outlook towards the lives.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

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