SKDI-Based Needs Analysis for Designing English for Students of  Medicine in Indonesia

Abstract. This longitudinal study aims to seek for solutions concerning the teaching and learning English at the Faculty of Medicine University of Mataram (UNRAM). The first year of the study is emphasized on the outcomes of needs analysis, which encompasses the Present Situation Analysis (PSA), the Target Situation Analysis (TSA), and the Learning Situation Analysis (LSA). Various data were collected form the documents of Standar Kompetensi Dokter Indonesia (SKDI) a.k.a. Competency Standards of Medical Doctors in Indonesia, the Graduates Profile of Faculty of Medicine UNRAM and the documents of student English proficiency levels within the last 5 years. Other sources of data were taken from a number of focused group discussions and in-depth interviews with students, alumni, subject specialists, management of Block, and various techniques. The data were then analyzed descriptively and qualitatively. Findings of the study show that the level of English of students at Medical Faculty was still far from being adequate to meet the SKDI. As such, three learning goals were generated from this study, i.e. the short-tem, mid-term, and long-term goals. The study suggests that to bridge the gap, the Faculty of Medicine needs to develop a number of language programs to prepare these students to achieve competencies that meet the standard of Graduate Profile and SKDI.

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Formative study of non-credit students at Kingsborough Community College, City University of New York

Journal of Adult and Continuing Education ◽

10.1177/1477971420915929 ◽

2020 ◽

pp. 147797142091592

Author(s):

Sarantsetseg Davaasambuu ◽

Christine Zagari

Keyword(s):

Community College ◽

New York ◽

Sampling Method ◽

Faculty Members ◽

Academic Departments ◽

Focus Group Discussions ◽

Group Discussions ◽

Access To Credit ◽

Depth Interviews

The study examined students’ needs and satisfaction at the Kingsborough Community College in Brooklyn, NY. Purposive sampling method was used to examine the needs and satisfaction of the allied healthcare programme and the English as a Second Language programme students. Results of the focus group discussions and in-depth interviews with students and faculty members demonstrate that there is still a lot of work that needs to be done to assist non-credit students to complete their programmes. By learning the perceptions of the non-credit students, the college can make necessary changes for improvements, which ultimately will bring a higher return on investments and engagement of the non-credit student population. The needs and satisfactions of this population have to be taken seriously; whereby providing students by access to credit programmes, generating meaningful outcomes for a range of their needs, and facilitating the long-term pursuit of degree in connection to the academic departments.

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Family planning providers and contraceptive users in Rwanda employ strategies to prevent discontinuation

BMC Women s Health ◽

10.1186/s12905-021-01503-1 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Hilary Schwandt ◽

Angel Boulware ◽

Julia Corey ◽

Ana Herrera ◽

Ethan Hudler ◽

...

Keyword(s):

Family Planning ◽

Side Effects ◽

Contraceptive Use ◽

First Year ◽

Modern Contraceptive ◽

Group Discussions ◽

Program Success ◽

Family Planning Programs ◽

Contraceptive Discontinuation

Abstract Background In Rwanda, nearly a third of contraceptive users discontinue within the first year of use. Family planning programs often focus more on recruitment of new users as opposed to maintaining use among current users. A focus on sustaining users and minimizing discontinuation is imperative for long-term family planning program success. This study explores the efforts providers and contraceptive users in Rwanda employ to prevent one of the greatest challenges to family planning programs: contraceptive discontinuation. Methods This was a qualitative study conducted in Rwanda between February and July 2018. It included eight focus group discussions with 88 family planning providers and 32 in-depth interviews with experienced modern contraceptive users. Data were collected in two districts with the highest (Musanze) and lowest (Nyamasheke) rates of contraceptive use. Data were analyzed using thematic content approach. Results Family planning providers in this study used the following strategies to prevent discontinuation: counseling new users on the potential for side effects and switching, reminding clients about appointments for resupply, as well as supporting dissatisfied users by providing counseling, medicine for side effects, and discussing options for switching methods. Users, on the other hand, employed the following strategies to prevent discontinuation: having an understanding that experiences of side effects vary by individuals, supporting peers to sustain use, persisting with use despite experiences of side effects, and switching methods. Conclusions The strategies used by family planning providers and users in Rwanda to prevent discontinuation suggest the possibility of long-term sustained use of contraception in the country. Harnessing and supporting such strategies could contribute to sustaining or improving further contraceptive use in the country.

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Educating critically about language and intercultural communication: What and who is at stake?

Journal of Praxis in Higher Education ◽

10.47989/kpdc132 ◽

2021 ◽

Vol 3 (2) ◽

pp. 153-178

Author(s):

Chantal Crozet ◽

Kerry Mullan ◽

Jing Qi ◽

Masoud Kianpour

Keyword(s):

Intercultural Communication ◽

Teaching And Learning ◽

Teaching Staff ◽

First Year ◽

Communication Education ◽

Critical Perspective ◽

Focus Group Discussions ◽

Group Discussions ◽

Perspective Theory ◽

Informal Feedback

This paper reflects on the literature on Critical Language and Intercultural Communication Education in light of learnings gained from designing and delivering a course titled ‘Intercultural Communication’ over four years to large cohorts of first-year tertiary students in Australia. It is based on a qualitative research project which involves the analysis of two sets of data: a) ethnographic notes from teaching staff meetings, tutors’ interviews, and tutorial observation, and b) student formal and informal feedback surveys as well as focus group discussions. The paper explores what and who is at stake when teaching and learning about language and intercultural communication from a critical perspective. It unveils from a praxis perspective (theory informed by practice and vice versa) the deeply political and ethical level of engagement that is required of teachers, the kind of metalinguistic and metacultural knowledge, as well as the kind of disposition towards critical thinking and reflexivity, that are called for when teaching and learning in this domain in an Australian tertiary environment.

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Learning to Become Lifelong Global Citizens

Comparative and International Education ◽

10.5206/cie-eci.v39i1.9146 ◽

2010 ◽

Vol 39 (1) ◽

Author(s):

Soveacha Ros

Keyword(s):

Graduate Students ◽

Multicultural Education ◽

Teaching And Learning ◽

First Year ◽

South East Asia ◽

Global Citizens ◽

Interview Guide ◽

Nous Utiliserons ◽

Academic And Social Experiences ◽

Depth Interviews

This study examines transition practices of four international male graduate students from Cambodia pursuing social science degrees at Northern Illinois University (NIU). An interview guide was designed and grounded in three questions: (1) How do informants describe their academic and social experiences during their first year at NIU?; (2) What adaptation resources do they have at their disposal (i.e. on NIU campus, in DeKalb and neighbouring communities, social networks in Cambodia and America)? How do these resources help them to adjust; (3) How do they view themselves as international students at NIU? And, how does this view play a role in their adaptation process? The analysis is drawn upon four individual in-depth interviews. Two informants have been at NIU since August 2006 referred to as Senior 1 and Senior 2. The other two participants have been at NIU since August 2007and are referred to as Junior 1 and Junior 2. Excerpts of critical markers accumulated from interviews are employed to emphasize key themes in the data. Implications for teaching and learning in multicultural education context and literature dealing with similar groups of students from South East Asia are also discussed. Le but de cet article est d’examiner les pratiques d’adaptation de quatre étudiants internationaux de troisième cycle, originaires du Cambodge et qui étudient à la faculté de Sciences de l’Université d’ Illinois du Nord (UIN). Nous avons mis en place un guide pour les interviews où nous les avons interrogés sur les trois questions suivantes: (1) Comment nos informateurs décrivent-ils leurs expériences académiques et sociales pendant leur première année à UIN ? ; (2) À quelles ressources d’adaptation ont-ils accès (par exemple sur le campus de l’UIN, à DeKalb et dans le voisinage, dans leurs réseaux de relations sociales au Cambodge et aux États-Unis) ? Comment ces ressources leurs servent-elles à s’adapter ? ; (3) Comment se perçoivent-ils eux-mêmes en tant qu’étudiants internationaux à UIN ? Et quel rôle joue cette perception dans leur processus d’adaptation ? Cette analyse puise dans les interviews de ces quatre individus. Deux informateurs sont à la UIN depuis août 2006. Nous nous réfèrerons à eux avec les mots anglais Senior 1 et Senior 2. Les autres deux participants sont à la UIN depuis août 2007. Nous nous réfèrerons à eux avec les mots anglais Junior 1 et Junior 2. Nous utiliserons des références critiques de quelques extraits des interviews afin de mettre l’accent sur des thèmes clés dans les données. Pour conclure, nous examinerons les implications pour l’enseignement et l’apprentissage dans des contextes éducatifs multi culturaux et analyserons les résultats d’autres recherches avec des groupes d’étudiants similaires, originaires de l’Asie du Sud Est.

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Enhancing Inclusive Teaching and Learning via University Courses Built on Needs Analysis

10.4018/978-1-7998-8579-5.ch022 ◽

2022 ◽

pp. 489-504

Author(s):

Elvana Shtepani ◽

Mirela Dubali Alhasani ◽

Elona Mehilli Kolaj ◽

Shpresa Delija

Keyword(s):

Teaching And Learning ◽

Evaluation Process ◽

Needs Analysis ◽

State University ◽

Language Programs ◽

Catholic University ◽

University Courses ◽

English Major ◽

Inclusive Teaching ◽

Teaching Learning

This study examines the added beneficial value of needs analysis prior to designing ESP university courses to guarantee inclusive teaching and learning at English language programs in Albania. The study is conducted by combining both research methods of textual analysis with the survey questionnaire delivered to 150 students of English major at Tirana State University, EPOKA University, and Catholic University “Our Lady of Good Counsel” in Albania. It analyzes the feedback and perceptions of students on the content and inclusivity of the courses to better match their linguistic needs. The findings from this study reveal the need to systematically consider learners' needs prior to deciding the content materials and assessment methods aiming at a fair and transparent teaching, learning, and knowledge evaluation process. The last criteria comprise essential contributors to realizing inclusive teaching at university courses of English for Specific Purposes in Albania.

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Factors associated with first-year discontinuation of Implanon in Upper Egypt: clients’ and providers’ perspectives

BMJ Sexual & Reproductive Health ◽

10.1136/bmjsrh-2017-101860 ◽

2018 ◽

Vol 44 (4) ◽

pp. 260-266 ◽

Cited By ~ 3

Author(s):

Mirette M Aziz ◽

Amira F El-Gazzar ◽

Omaima Elgibaly

Keyword(s):

Side Effects ◽

Qualitative Methodology ◽

Household Survey ◽

Cost Effective ◽

First Year ◽

Discontinuation Rate ◽

Group Discussions ◽

Factors Affecting ◽

Duration Of Protection

BackgroundThe etonogestrel implant Implanon is a favourable and cost-effective contraceptive method for women in developing countries, and expansion of its use represents a priority for the family planning (FP) programme in Egypt. We studied the factors affecting first-year Implanon discontinuation from clients' and providers' perspectives.MethodsWe used a mixed quantitative-qualitative methodology. We conducted a household survey of Implanon clients and three focus group discussions with FP physicians and directors.ResultsWe found that 13.5% of Implanon users discontinued its use in the first year. Survival analysis found that clients who had previously used Implanon (HR 0.36, 95% CI 0.15 to 0.88) and whose husbands had secondary or a higher level of education (HR 0.36,95% CI 0.19 to 0.69) were less likely to discontinue Implanon use after the first year, while clients who experienced side effects of Implanon use were more likely to discontinue it (HR 3.6,95% CI 1.60 to 8.11). Other causes of discontinuation which emerged in the qualitative analysis were the unjustified advice for Implanon removal by non-gynaecologists, due to unrelated users' complaints, and deficient pre-insertion counselling.ConclusionsImplanon has a low first-year discontinuation rate as compared with other contraceptive methods. FP clients should be given sufficient pre-insertion counselling about side effects of Implanon and duration of protection. Physicians should offer Implanon mainly to clients seeking long-term contraception in order to decrease its discontinuation rate and increase its cost effectiveness.

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Is Choosing a Major Choosing a Career or Interesting Courses? An Investigation into College Students’ Orientations for College Majors and Their Stability

Journal of Postsecondary Student Success ◽

10.33009/fsop_jpss129052 ◽

2021 ◽

Vol 1 (2) ◽

pp. 46-71

Author(s):

Alanna Gillis ◽

Renee Ryberg

Keyword(s):

Longitudinal Survey ◽

First Year ◽

First Year Students ◽

College Majors ◽

Chapel Hill ◽

First Year Of College ◽

Helping Others ◽

Depth Interviews ◽

Major Decision

Students’ orientations towards choosing their college majors lead them to make different major choices with long-term stratification implications. In this paper, we investigate what orientations students use to choose their majors, how these orientations vary by student characteristics, how stable orientations are across the first year of college, and what mechanisms might explain how orientations change. We use mixed-methods data from an original longitudinal survey (N=1,117) and longitudinal in-depth interviews with 50 first-year students at UNC-Chapel Hill (N=146 interviews). We find that students rely on many different orientations, including learning interesting things and helping others, and that their most important orientations frequently change during the first year of college. These findings challenge the existing assumption that major orientations are stable and suggest the need to incorporate changing orientations into models of the major decision process if we hope to successfully intervene to disrupt inequality reproduction.

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Predicting the mathematical preparedness of first-year undergraduates for teaching and learning purposes

International Journal of Mathematical Education in Science and Technology ◽

10.1080/002073900287282 ◽

2000 ◽

Vol 31 (2) ◽

pp. 227-248 ◽

Cited By ~ 6

Author(s):

W. Cox

Keyword(s):

Teaching And Learning ◽

First Year

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Nomadic Migration and Rural Violence in Nigeria

Explorations in Ethnic Studies ◽

10.1525/esr.2020.43.1.64 ◽

2020 ◽

Vol 43 (1) ◽

pp. 64-95

Author(s):

Nsemba Edward Lenshie ◽

Patience Kondu Jacob

Keyword(s):

State Government ◽

Migration Pattern ◽

Land Resources ◽

Focus Group Discussions ◽

Group Discussions ◽

Security Governance ◽

North East ◽

Descriptive Approach ◽

The Relationship ◽

Depth Interviews

The relationship between Fulani herdsmen and farmers has in recent years become hot-tempered motivated by competitive control of land resources, particularly in central and north-east Nigeria. In Taraba State, the ongoing nomadic migration pattern from the Sahel in quest of pastures has led to violent confrontation between Fulani herdsmen and farming indigenous natives. Using a descriptive approach consisting of documented evidence, in-depth interviews, and focus group discussions, the analysis revealed that conflicts between Fulani herdsmen and indigenous native farmers have culminated in population displacement and destruction of life and property in numerous rural enclaves in Taraba State. Despite the consequences of the conflicts, the Taraba State government was unable to act proactively because of the centralization of command over Nigerian security agencies. Accordingly, the study suggests decentralization of security agencies in Nigeria, especially the police, as the way forward for effective security governance in Nigeria.

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