scholarly journals Effect of Team-based Learning on Second Year Students' Academic Performance

2019 ◽  
Vol 29 (09) ◽  
pp. 860-864
Author(s):  
Memoona Mansoor ◽  
Syed Aly ◽  
Arshad Javaid
Keyword(s):  
Academic Performance ◽  
Team Based Learning ◽  
Second Year

Effects of Physically Active Lessons on Movement Behaviors, Cognitive, and Academic Performance in Elementary Schoolchildren: ERGUER/Aracaju Project

2021 ◽  
pp. 1-10
Author(s):  
Luciana L.S. Barboza ◽  
Heike Schmitz ◽  
Julian Tejada ◽  
Ellen Caroline M. Silva ◽  
Advanusia S.S. Oliveira ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Generalized Estimating Equations ◽  
Controlled Trial ◽  
Intervention Group ◽  
Physical Activities ◽  
Test Time ◽  
Physically Active ◽  
Second Year ◽  
Walking Time

Background: To evaluate the effects of the introduction of physically active lessons on movement behaviors, cognitive, and academic performance in schoolchildren. Methods: This was a cluster-controlled trial. A total of 61 students from the second year of elementary school in a public school in Brazil made up 2 intervention classes (n = 34) with the introduction of physically active lessons and 2 control classes (n = 27). Sedentary behavior, physical activity, cognitive, and academic performance were evaluated in 3 moments, which were compared using models of generalized estimating equations. Results: The intervention was effective for reducing the standing time between the baseline and 3 months while increasing the walking time between baseline and 3 months and baseline and 9 months. There was a reduction in time in stationary activities and increased time in light physical activities between all moments. The intervention group increased their performance in the go/no go test, showing a smaller number of errors between the baseline and 3 months and baseline and 9 months, and a reduction in the test time between baseline and 3 months. No impact on students’ academic performance was observed. Conclusion: Physically active lessons improve movement behaviors and cognitive functions among elementary schoolchildren.

scholarly journals Evaluation of sleep pattern due to stress in undergraduate medical students and its impact on health and academic performance: A cross-sectional study from tertiary health center of Central India

2021 ◽  
Author(s):  
Kusum Gandhi ◽  
Yashvardhan Godaria ◽  
Revadi G
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sleep Quality ◽  
Cross Sectional Study ◽  
Academic Stress ◽  
Sleep Pattern ◽  
Stress Factors ◽  
Sectional Study ◽  
Cross Sectional ◽  
Second Year

Background: Good quality sleep is essential for good health and well-being. Medical students are at no exception to this and are prone to greater risk for sleep deprivation. The major reason being challenges to maintain a high level of academic achievement and constant thirst to acquire new learning skills and knowledge. However, in this process they are circumstanced to various levels of stress that might cause potential damage to their cognitive functioning and mental exhaustion to a certain extent. Objectives: Thus, our study objectives were to evaluate the sleep pattern in first- and second-year medical students. To understand how the stress levels and academic performance are related to sleep pattern and to explore the copying strategies of stress in our study participants. Methodology: This cross sectional study was conducted using a self-reported, web-based, questionnaire that included questions on sleep quality and deprivation through Pittsburgh sleep quality index. All the eligible students of first and second year who were part of a premiere teaching hospital during February and March 2021 were included. Data was analysed using IBM SPSS version 24. Results: Out of 180 participants, 91(50.55%) had their initiation of sleeping time from 12-2 am and also, majority of students 112 (62.22%) had a sleep duration of six to eight hours. However, 119 (66.1%) students had self-reported change in sleeping pattern which was found to be significantly associated with relatively greater number of academic factors as compared to social factors. Most of the students scored between 50-60% score in their four assessments amongst which their first assessment was significantly associated with change in sleep pattern (P 0.040). Also, these individual assessment score was found to significantly affect their duration of sleep. The common coping strategies adopted by students under study were talking to family members/ friends, music/ book reading (hobby). Conclusion: Majority of students in our study had reported change in sleeping pattern. Also, association between stress factors and change in sleeping pattern were observed with academic stress factors proving to be more significantly associated than social stress factors. The academic performance of students was also found to be associated with change in sleeping pattern and duration of sleep. Keywords: sleep pattern, medical students, academic stress factors, coping strategies

scholarly journals Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

2014 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Beven Livingston ◽  
Mary Lundy ◽  
Shana Harrington
Keyword(s):  
Academic Performance ◽  
Physical Therapy ◽  
Student Assessment ◽  
Gross Anatomy ◽  
Assessment Instrument ◽  
Physical Therapy Students ◽  
Positive Experience ◽  
Team Based Learning ◽  
Gross Anatomy Course ◽  
Successful Academic

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

scholarly journals The influence of the psychophysiological state on student performance

2019 ◽  
Vol 4 ◽  
pp. 46-55
Author(s):  
Оксана НІКОЛАЄНКО ◽  
Павло ДАЦИШИН
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Foreign Students ◽  
Healthy Lifestyle ◽  
Daily Routine ◽  
Balanced Diet ◽  
Cultural Conditions ◽  
Psychophysiological State ◽  
Second Year ◽  
Medical University

The article describes the psychophysiological factors that affect the state of academic performance of second-year foreign students at a medical university; such factors include the process of adaptation to new climatic and geographical, socio-cultural conditions, the process of learning at a university; healthy lifestyle, including a balanced diet, daily routine, hygiene, hardening and avoiding bad habits.

scholarly journals Does the Australian Tertiary Admissions Rank score (ATAR) predict academic performance in a podiatry course?

2021 ◽  
Vol 22 (1) ◽  
pp. 68-87
Author(s):  
Stephanie Russell ◽  
George Murley ◽  
Matthew Oates ◽  
Xia Li ◽  
Anita Raspovic
Keyword(s):  
Academic Performance ◽  
Academic Support ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Total N ◽  
Secondary Schooling ◽  
Rank Score ◽  
Academic Records ◽  
Second Year ◽  
The Relationship

Introduction: Universities within Australia use the Australian Tertiary Admission Rank (ATAR) score to guide student selection into degrees. This process assumes that students with higher ATAR scores are more capable of the academic requirements of tertiary study. This study investigated whether ATAR predicted grades in individual subjects within a university podiatry course. To our knowledge, this research is novel within this discipline in Australia.Methods: The academic records of four intake cohorts into the podiatry program (2009, 2010, 2011 and 2012; total n = 328) were retrospectively analysed. Whether student ATAR scores predicted grades achieved in each subject was examined using multiple linear regression analysis, with secondary schooling type, entry type, gender, socioeconomic status and year of course commencement considered as potential covariates.Results: Higher ATAR score was predictive of stronger academic performance in 21 of 29 podiatry subjects, although the strength of the relationship varied from weak to moderate across year level of subject and subject type. The strongest associations were in second year bioscience subjects for Microbiology (r = 0.54, 95% CI: 0.32–0.77), Normal and Pathological Movement (r = 0.52, 95% CI: 0.35–0.66) and Human Bioscience B (r = 0.50, 95% CI: 0.32–0.69). Three of the six clinical subjects (Podiatric Practice A, D and E) did not produce statistically significant associations. Conclusion: This study identified that ATAR score moderately predicted grades of biosciences subjects, however it did not predict grades in clinical subjects. Provision of academic support targeted at bioscience subjects may be useful to improve the performance of students with lower ATAR scores.  

scholarly journals Second and third year medical students’ self-reported alcohol and substance use, smoking habits and academic performance at a South African medical school

2019 ◽  
Vol 24 ◽  
Author(s):  
Annelize Vorster ◽  
Anthonie M. Gerber ◽  
Lynette J. Van der Merwe ◽  
Sanet Van Zyl
Keyword(s):  
Substance Use ◽  
Academic Performance ◽  
Medical Students ◽  
Prescription Medication ◽  
Cross Sectional Study ◽  
Smoking Habits ◽  
Cross Sectional ◽  
Tertiary Institutions ◽  
Professional Students ◽  
Second Year

Background: Health professional students frequently use alcohol and narcotics. The potential impact on academic performance and professional behaviour is concerning.Aim: This study aimed to determine self-reported use of alcohol, illicit substances (e.g. cannabis, lysergic acid diethylamide [LSD], magic mushroom, cocaine, crack, ecstasy, methamphetamine and heroin), prescription medication and smoking habits, correlating academic performance.Setting: Faculty of Health Sciences, University of the Free State.Methods: An observational, descriptive, cross-sectional study design was used. Information was obtained using a self-administered questionnaire, capturing demographics, self-reported academic performance, drinking and smoking habits, and substance use. Coded responses were analysed using the Remark Office OMR 8 Software System. Descriptive statistics were calculated for categorical variables.Results: Completed questionnaires comprised 171 students. A total of 78.4% of second year and 82.8% of third year students reported using alcohol. Twenty-two per cent of second year and 24.1% of third year students reported cannabis use. In the second year group, three (2.7%) students reported using magic mushroom, two (1.8%) reported cocaine, two (1.8%) reported ecstasy and one (0.9%) reported using methamphetamine. Only third year students reported using LSD or ‘crack’. Cigarette smoking was common – 31.5% and 35.1% in both groups, respectively. Smokeless tobacco devices were used by 8.5% of second year and 7.1% of third year students. Almost 40% of both groups reported that they had smoked a water pipe. Academic performance achieved was mostly 60% – 69% (38.9%) among second year students and 70% – 79% (46.6%) among third year students.Conclusion: Self-reported use of alcohol and drugs and smoking among medical students is alarming. Additional student support, early identification and referral for management and/or rehabilitation should be a priority at tertiary institutions responsible for training future healthcare professionals.

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