IMPACT OF ADDITIONAL TRAINING AND TRAINING IN SPECIALIZED CLASSES ON THE RESULT OF UNIFIED STATE EXAM IN CHEMISTRY: A SOCIOLOGICAL ASSESSMENT

2021 ◽  
Vol 23 (5) ◽  
pp. 12-20
Author(s):  
Ayvazova E.A. ◽  
Onokhina N.A. ◽  
Varakina Zh.L. ◽  
Ushakova N.Y.
Keyword(s):  
General Education ◽  
Profile Analysis ◽  
General Medicine ◽  
First Year Students ◽  
Additional Training ◽  
Online Schools ◽  
General School ◽  
Medical University ◽  
The Impact ◽  
And Training

Study of the additional training impact and training in specialized classes on result of the Unified State Exam in chemistry is due to the fact that in the modern period, on the background of the profiles introduction in secondary educational schools, the subject "chemistry" leaves the group of mandatory subjects. At the same time, there is an increase in complexity of the Unified State Exam tasks in this area. Paper tests a hypothesis of need for additional preparation of students for the Unified State Exam in chemistry, regardless of the general school class profile. Analysis of positive and negative aspects of various services for preparing pupils to the Unified State Exam is carried out. Article presents an analysis of the first-year students survey in the Northern State Medical University (Arkhangelsk) of four specialties: "General medicine", "Pediatrics", "Dentistry" and "Medical Biochemistry" in the number of 106 people on use of additional classes in preparation for the Unified State Exam, depending on the profile of the class and number of lessons in school, as well as impact of additional training on the result of the Unified State Exam. Aim of the study was to study the opinion of medical university students about the impact of additional training and training in specialized classes on the result of the Unified State Exam in chemistry. As a result of the study, it was found that training in general education or non-core classes in most cases is not enough to obtain a high score in the Unified State Exam in chemistry, which is necessary for admission to a medical university. Training in specialized chemical and biological classes, together with additional training, most often gives the highest result of the Unified State Exam. Students in specialized chemistry and biology classes turn to tutors or use courses or online schools to better prepare for the Unified State Exam.

scholarly journals CURRICULUM OF MASTERS OF MEDICINE: CHANGES IN THE DESIGN OF THE EDUCATIONAL PROCESS

2019 ◽  
pp. 220-239
Author(s):  
Olena Stechenko
Keyword(s):  
Higher Education ◽  
General Structure ◽  
General Medicine ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Student Centered ◽  
Simultaneous Reduction ◽  
Pedagogical Design ◽  
Medical University

Pedagogical design of the educational process is the main lever of improvement of specialist`s training in higher education. Special attention in this aspect should be paid to the curriculum of specialty, which defines the main vectors of the educational trajectory for education applicants, and provides opportunities for the implementation of the educational program`s competency-building tasks. The main differences between the curriculum of masters of medicine and the previous version - curriculum of specialists training in “General Medicine” are analyzed in the article. The main features of the structure of curricula for the physicians’ training in Poland are based on the example of the Warsaw Medical University and Collegium Medicum of the Jagiellonian University. On the basis of comparison and analysis conducted, the following changes in the design of masters of medicine curriculum in higher educational institutions (HEI) of Ukraine are predicted in accordance with the main trends in the European Higher Education Area. Increase of the classroom learning load in the general structure of credits up to 55% due to its growth at 2-5 courses is possible with the further design of curricula for physicians’ training. An increase in the number of class hours of production practice in the curriculum for the 4th year of studying – up to 82, for the 5th year – up to 102 hours without making changes in the number of credits is expedient. The volume of the lecture load is optimal to allocate from the largest one on the 1st year to the smallest – on 4th-5th years, with the simultaneous reduction of its quota in the structure of classroom hours. Taking into account the introduction of a united state qualification exam (USQE), increase in the number of credits for natural sciences up to 30% and simultaneous reduction in the number of credits for humanities (up to 2-3%) and to some degree – credits for professionally oriented disciplines (to 65-67%) can provide additional benefits to the design of curricula. The requirements of the higher education standard should be taken into account for adapting to the training of first-year students and improving of their training for both stages of external evaluation in the form of USQE, provided that a student-centered environment with better conditions is created.

scholarly journals Social and psychological adaptation of foreign students in a Russian university

2021 ◽  
Vol 55 (2) ◽  
pp. 21-26
Author(s):  
O. S. Belova ◽  
A. G. Soloviev ◽  
A. V. Parnyakov
Keyword(s):  
Interpersonal Relationships ◽  
Foreign Students ◽  
General Medicine ◽  
Psychological Adaptation ◽  
First Year ◽  
International Faculty ◽  
First Year Students ◽  
And Gender ◽  
High Level ◽  
Medical University

Getting medical education in Russia is becoming more and more popular among foreign students every year. The need to study foreign students’ social and psychological adaptation in medical universities is caused by the increased need to train high-qualified doctors not only in our country, but also in the world community.The goal was to identify the features of social and psychological adaptation of foreign first-year students of the medical University.Methods. The study involved 131 first-year students, including 56 Indian students studying at the international faculty of General medicine of the Northern state medical University (31 boys and 25 girls); and 75 Russian students of the pediatric and medical faculties (25 boys and 50 girls). The diagnostic approach in the interethnic and gender aspects based on the methodology of socio-psychological adaptation of K.Rogers-R. Diamond, modified by A. K. OsnitskyMain results. The parameters of social and psychological adaptation of foreign first-year students corresponded to the average normative indicators, Russian students were at high level of adaptation. Foreign students, in General, had a positive attitude to themselves and others, including opportunities to contact colleagues and patients, experience average emotional comfort in interpersonal relationships and were quite active in activities. The results of the assessment of Russian students indicated a high degree of acceptance of themselves and other people, as well as emotional comfort, responsibility and high activity.Conclusions the applied aspect of the problem can be implemented in the development of programs for psychological and pedagogical support of foreign students at the initial stage of study at the Medical University.

Voices of Distress: The Emotional Peril of Not Attaining a Dietetic Internship in Ontario

2013 ◽  
Vol 1 (3) ◽  
pp. 9
Author(s):  
Jennifer Lee Brady ◽  
Annie Hoang ◽  
Olivia Siswanto ◽  
Jordana Riesel ◽  
Jacqui Gingras
Keyword(s):  
Empirical Research ◽  
Current Model ◽  
Well Being ◽  
Structured Interview ◽  
Application Process ◽  
Dietetic Education ◽  
Dietetic Internship ◽  
The Impact ◽  
And Training ◽  
Future Growth

Obtaining dietetic licensure in Ontario requires completion of a Dietitians of Canada (DC) accredited four-year undergraduate degree in nutrition and an accredited post-graduate internship or combined Master’s degree program. Given the scarcity of internship positions in Ontario, each year approximately two-thirds of the eligible applicants who apply do not receive a position XX, XX, XX, XX, XX, XX, in press). Anecdotally, not securing an internship position is known to be a particularly disconcerting experience that has significant consequences for individuals’ personal, financial, and professional well-being. However, no known empirical research has yet explored students’ experiences of being unsuccessful in applying for internship positions. Fifteen individuals who applied between 2005 and 2009 to an Ontario-based dietetic internship program, but were unsuccessful at least once, participated in a one-on-one semi-structured interview. Findings reveal that participants’ experiences unfold successively in four phases that are characterized by increasingly heightened emotional peril: naïveté, competition, devastation, and frustration. The authors conclude that the current model of dietetic education and training in Ontario causes lasting distress to students and hinders the future growth and vitality of the dietetic profession. Further research is required to understand the impact of the current model on dietetic educators, internship coordinators, and preceptors as coincident participants in the internship application process.

Vulnerability of medical students and professionals to extreme work stress: A select review of the literature

2018 ◽  
Vol 14 (2) ◽  
pp. 181-187
Author(s):  
Maciej Walkiewicz ◽  
Małgorzata Tartas
Keyword(s):  
Medical Students ◽  
Work Stress ◽  
English Language ◽  
Psychological Intervention ◽  
Medical Professionals ◽  
Extreme Stress ◽  
Online Databases ◽  
Medical Career ◽  
Medical University ◽  
The Impact

The goal of the paper is to describe the extent to which medical students and professionals are vulnerable to extreme stress. A select review of existing literature on this area has been undertaken, using the English-language online databases EBSCO, Medline and PubMed. The search has identified 36 citations relating to 6324 medical students and 28,285 medical staff (physicians, residents, nurses). The review indicates that merely beginning medical studies is a risk factor for stress, and that medical professionals, who are vulnerable to extreme work stress, say that they do not receive enough support from their co-workers. They are also often notably impulsive, introverted, neurotic and perfectionist, with low emotional intelligence and agreeableness, as well as low and external locus of control. Additionally, from longitudinal studies we have been able to identify psychological factors underpinning admission to a medical university that may be useful for predicting future stress in medical career. The results of this study may be taken into account when organizing psychological intervention programs targeted at educating future medical professionals. It seems that early identification of people at risk could reduce the impact of stress related to medical career and enhance the somatic and mental health of medical professionals.

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

Characteristics of Physician Relocation Following Hurricane Katrina

2009 ◽  
Vol 95 (1) ◽  
pp. 6-12
Author(s):  
Kusuma Madamala ◽  
Claudia R. Campbell ◽  
Edbert B. Hsu ◽  
Yu-Hsiang Hsieh ◽  
James James
Keyword(s):  
Hurricane Katrina ◽  
Gulf Coast ◽  
General Medicine ◽  
The United States ◽  
Lessons Learned ◽  
Bivariate Analysis ◽  
Fisher Exact Test ◽  
Exact Test ◽  
Factors Associated ◽  
The Impact

ABSTRACT Introduction: On Aug. 29, 2005, Hurricane Katrina made landfall along the Gulf Coast of the United States, resulting in the evacuation of more than 1.5 million people, including nearly 6000 physicians. This article examines the relocation patterns of physicians following the storm, determines the impact that the disaster had on their lives and practices, and identifies lessons learned. Methods: An Internet-based survey was conducted among licensed physicians reporting addresses within Federal Emergency Management Agency-designated disaster zones in Louisiana and Mississippi. Descriptive data analysis was used to describe respondent characteristics. Multivariate logistic regression was performed to identify the factors associated with physician nonreturn to original practice. For those remaining relocated out of state, bivariate analysis with x2 or Fisher exact test was used to determine factors associated with plans to return to original practice. Results: A total of 312 eligible responses were collected. Among disaster zone respondents, 85.6 percent lived in Louisiana and 14.4 percent resided in Mississippi before the hurricane struck. By spring 2006, 75.6 percent (n = 236) of the respondents had returned to their original homes, whereas 24.4 percent (n = 76) remained displaced. Factors associated with nonreturn to original employment included family or general medicine practice (OR 0.42, 95 percent CI 0.17–1.04; P = .059) and severe or complete damage to the workplace (OR 0.24, 95 percent CI 0.13–0.42; P < .001). Conclusions: A sizeable proportion of physicians remain displaced after Hurricane Katrina, along with a lasting decrease in the number of physicians serving in the areas affected by the disaster. Programs designed to address identified physician needs in the aftermath of the storm may give confidence to displaced physicians to return.

Impact Analysis of the Mechanization Program for Tribal Paddy Farmers of Goa

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
MATHALA JULIET GUPTA ◽  
ASHISH M. PITRE ◽  
SUMATI CHAVAN PANDURNAG ◽  
SALONI SALIL VANJARI
Keyword(s):  
Impact Analysis ◽  
Field Capacity ◽  
Significant Saving ◽  
Manual Methods ◽  
Paddy Farmers ◽  
The Impact ◽  
And Training

This paper assessed the impact of the mechanization of the 8 tribal paddy farmers’ groups of Goa benefited in the year 2011 through the Tribal sub-plan program of ICAR-CCARI through results of surveys conducted in 2012 and 2015. Shift to mechanization among beneficiaries was significant in power tillers (64-100%) but less in power reapers(0-91%). Also significant saving in manpower (Power tillers:33.3% to 60%, power reapers: 33.3% to 83.3%), , time (field capacity increased (power tillers : 41.7% to141%, power reapers :58.1% to 912.8%) and cost(power tillers :44.7% to 59.1%, power reapers : 57.8% to 82.9%) was reportedthrough the use of equipment as compared to desi plough or manual methods of harvesting. Some constraints like lack of access roads and training in use and maintenance of the equipment were reported by the beneficiary farmers.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

Sign in / Sign up

Export Citation Format

Share Document