scholarly journals Concept mapping: student perceptions of using a teaching tool in a Pharmacy course

2020 ◽  
Vol 9 (9) ◽  
pp. e467997696
Author(s):  
Marcelo Gomes de Gomes ◽  
Natalia Tonn ◽  
Roberto Pires Porto ◽  
Jonatas Cristian Rodrigues ◽  
Camila Oliveira Pacheco ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Concept Mapping ◽  
Undergraduate Students ◽  
Teaching Tool ◽  
General Manner ◽  
Before And After ◽  
Conceptual Maps

Concept mapping consist of diagrams that represent the relationships between concepts and words that describe them. The present study aimed to examination of student perceptions of using concept mapping in a pharmacy course. A group of undergraduate students from the sixth semester were the participants. Students received the concept mapping before and after the theoretical class, also could make their own map. In general manner, 97% of the students made use of concept mapping, 90% consider that their use may be useful for learning pharmacology. 50% of participants considered the help provided by concept mapping for their learning as satisfactory, 25% as very satisfactory and 25% as regular. Still, 63% of students intend to continue use of conceptual maps and 34% think about continuing to use concept mapping. Therefore, the study demonstrated that use of concept mapping as a teaching tool for pharmacology class, managed to arouse students interest in contents.

scholarly journals Short-Term Research Experience (SRE) in the Traditional Lab: Qualitative and Quantitative Data on Outcomes

2018 ◽  
Vol 17 (4) ◽  
pp. ar64 ◽  
Author(s):  
David I. Hanauer ◽  
Justin Nicholes ◽  
Fang-Yu Liao ◽  
Aaron Beasley ◽  
Heather Henter
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Repeated Measures ◽  
Research Experience ◽  
Short Term ◽  
Repeated Measures Design ◽  
Personal Investment ◽  
Matching Technique ◽  
Before And After ◽  
Survey Results

The San Diego Biodiversity Project introduces undergraduate students at four different 2- and 4-year schools to a short-term research experience (SRE) that was implemented as a module in the last third of a traditional laboratory course. The study assesses the qualities of this SRE for students using three different methods. Twenty-one participants were interviewed about their experiences in the traditional and research components of their course. In a repeated-measures design, 124 participants took the Persistence in the Sciences (PITS) survey immediately before and after their participation in the SRE. Finally, using a propensity score matching technique, PITS survey results for SRE students were compared with those for students in a course-based research experience (CRE). Student perceptions of the traditional lab and the SRE are different—students appreciate learning basic processes and procedures in the traditional lab, but they express having personal investment in and a sense of participating in science in the SRE. Significant increases were found for the variable of Project Ownership in the SRE condition over the traditional lab, but SRE outcomes were lower than CRE outcomes. Although the SRE may not provide the benefits of a CRE, it is a serious option for expanding access to authentic research.

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Teresa Michelle Pidduck ◽  
Nadia Bauer
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Peer Assessment ◽  
Accounting Education ◽  
Accounting Students ◽  
Self Assessment ◽  
Content Type ◽  
Before And After ◽  
Student Cohorts ◽  
Reflective Skills

PurposeSelf-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.Design/methodology/approachThe research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.FindingsThe findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.Originality/valueThe study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

College Student Commitment and Outdoor Orientation Programming

2020 ◽  
Vol 43 (3) ◽  
pp. 299-316
Author(s):  
Curt Davidson ◽  
Alan Ewert
Keyword(s):  
College Student ◽  
Undergraduate Students ◽  
Emotional Reactivity ◽  
Social Activity ◽  
The United States ◽  
College Life ◽  
Self Confidence ◽  
Before And After ◽  
Reactivity Study ◽  
Outdoor Orientation

Background: Increasingly colleges and universities are utilizing Outdoor Orientation Programs (OOPs) to help incoming students assimilate into college life. These programs have shown promise in recent analyses for enhancing desired outcomes with particular consideration shown to pro-social behavior and retention outcomes. Purpose: To examine how effective OOPs are in preparing students for a successful college student experience, particularly with variables known to influence student success and commitment to college. Methodology/Approach: Data were collected from four universities across the United States. Participants in this study were 205 undergraduate students from 17 to 25 years old who self-enrolled in their respective institutions OOP. This study used the College Student Readiness Inventory to generate a hypothesis concerning the possible effects of an OOP experience concerning predictive and outcomes variables relative to college student commitment. Findings/Conclusions: Using SmartPLS, the main effects of the OOP indicated predictive relationships between Commitment to College and Goal Striving, Communication Skills, Social Activity, Emotional Reactivity, Study Skills, and Social Connection. Academic Self-Discipline, Academic Self-Confidence, and Self-Determination on Commitment to College. Implications: Study findings suggest specific connections between predicting college student commitment before and after an OOP.

scholarly journals Eficácia da simulação na autoconfiança de estudantes de enfermagem para ressuscitação cardiopulmonar extra-hospitalar: um estudo quase experimental

2019 ◽  
Vol 29 (1) ◽  
pp. 32694 ◽  
Author(s):  
Genesis Souza Barbosa ◽  
Caio Guilherme Silva Bias ◽  
Lorene Soares Agostinho ◽  
Luciana Maria Capurro de Queiroz Oberg ◽  
Rafael Oliveira Pitta Lopes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cardiopulmonary Resuscitation ◽  
Undergraduate Students ◽  
The Self ◽  
Significance Level ◽  
Self Confidence ◽  
Intervention Protocol ◽  
Before And After ◽  
Quasi Experimental ◽  
Confidence Scale

AIMS: To verify the effectiveness of the simulation in the self-confidence of nursing students for extra-hospital cardiopulmonary resuscitation. METHODS: A quasi-experimental, before and after, single-group study, was performed with nursing undergraduate students. The sample was recruited among university students who were in the second or third year of graduation and accepted to participate in the research. The intervention protocol consisted of individual participation in a emergency simulated clinical scenario. The simulated scenario adopted consisted of cardiopulmonary resuscitation in extra-hospital cardiorespiratory arrest, using the Mini Anne Plus® low fidelity manikin. In addition to the sociodemographic variables, students' self-confidence for emergency action was analyzed, evaluated by the Self-Confidence Scale, before and after each simulation. Marginal and homogeneous Wilcoxon homogeneity tests were applied, and the accepted significance level was 5%.RESULTS: Thirteen two undergraduate students in nursing between the ages of 18 and 38 participated in the study. Statistically significant differences (p < 0.001) were observed in the answers of all the questions of the Self-confidence Scale when compared before and after the simulation. There was also a statistically significant increase (p < 0.001) in cardiological, respiratory and neurological scores after simulation.CONCLUSIONS: The simulation proved to be an effective educational strategy in increasing the self-confidence of nursing students to perform extra-hospital cardiopulmonary resuscitation.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Crossword Puzzles: Active Learning in Undergraduate Pathology and Medical Education

2009 ◽  
Vol 133 (9) ◽  
pp. 1457-1462
Author(s):  
Anurag Saxena ◽  
Raenelle Nesbitt ◽  
Punam Pahwa ◽  
Sheryl Mills
Keyword(s):  
Student Perceptions ◽  
Small Groups ◽  
Time Frame ◽  
Teaching Tool ◽  
Internet Resource ◽  
Cooperative Groups ◽  
Key Concepts ◽  
Second Year ◽  
Peer Teachers ◽  
Short Time

Abstract Context.—Second-year medical students are introduced to many new terms and concepts in a short time frame in the hematology system and the neoplasia section of the undergraduate pathology course. It is a challenge to provide adequate practice and necessary repetition to reinforce key concepts. Objective.—To determine student perceptions of the usefulness of crosswords as a quick and effective way to reinforce essential concepts and vocabulary. Design.—Crosswords with ensured content validity built on a free Internet resource were completed by the students in collaborative and cooperative groups of 6 to 7 with a reward for the first group to successfully complete the puzzle. Student perceptions of the value of crosswords for their learning were examined in 2003 (39 students) with a survey of yes or no responses and in 2004 (41 students) with a survey using questions with a 5-point Likert scale. Results.—Many students (37 of 39 in 2003 and 24 of 41 in 2004) indicated that crosswords were useful and contributed to their learning. Specifically, crosswords were found to be useful for identifying key concepts and vocabulary and for their collaborative and competitive aspects. Written and informal comments indicated student enthusiasm for and a desire to participate in more of these exercises. Students have transferred this review strategy to other classes and the peer teachers have expressed an interest in it as an adjunct teaching tool. Conclusions.—The judicious use of crosswords was useful for near transfer content and provided an opportunity to discuss and recall essential concepts, think critically, and collaborate in small groups.

scholarly journals Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

2018 ◽  
Vol 8 (5) ◽  
pp. 121
Author(s):  
Pamela A. Maher ◽  
Janelle M. Bailey ◽  
Allan M. Tucka
Keyword(s):  
Undergraduate Students ◽  
Situated Learning ◽  
Public Speaking ◽  
Oral Communication ◽  
Physics Students ◽  
The Public ◽  
Two Year College ◽  
Before And After ◽  
K 12

In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

Comparison of a computer simulation program and a traditional laboratory practical class for teaching the principles of intestinal absorption.

1994 ◽  
Vol 267 (6) ◽  
pp. S95 ◽  
Author(s):  
D G Dewhurst ◽  
J Hardcastle ◽  
P T Hardcastle ◽  
E Stuart
Keyword(s):  
Undergraduate Students ◽  
Epithelial Transport ◽  
Undergraduate Curriculum ◽  
Computer Assisted ◽  
Knowledge Gain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Before And After ◽  
Resource Requirements ◽  
Approach Working

Here we describe an evaluation of the effectiveness, compared with a traditional laboratory, of an interactive computer-assisted learning (CAL) program, which simulates a series of experiments performed using isolated, everted sacs of rat small intestine. The program is aimed at undergraduate students of physiology and is designed to offer an alternative student-centered learning approach to the traditional laboratory-based practical class. The evaluative study compared two groups of second-year undergraduate students studying a module on epithelial transport: one group worked independently using the CAL program and associated learning materials, and the other group followed a conventional practical class approach, working in the laboratory under supervision. Knowledge gain of each group was measured by means of a test consisting of a range of question types (e.g., short-answer factual, calculation, interpretation) given to students before and after the module. Student attitude to both approaches was assessed by questionnaire, and the resource requirements were also compared. It was found that the knowledge gain of both groups of students was the same, that students had a positive attitude toward using CAL programs of this type, and that the cost of the conventional laboratory-based approach was five times greater. The potential for integrating CAL programs into the undergraduate curriculum is discussed.

scholarly journals Student perceptions of the care of children: impacts of pre-clerkship pediatric and primary care clinical teaching

2014 ◽  
Vol 5 (1) ◽  
pp. e38-e49 ◽  
Author(s):  
Beverley Karras ◽  
Saumya Selvaraj ◽  
Athena McConnell ◽  
Deirdre Andres ◽  
Krista Trinder ◽  
...  
Keyword(s):  
Medical Care ◽  
Student Perceptions ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Multidisciplinary Care ◽  
Medical Specialty ◽  
Pediatric Care ◽  
Clinical Exposure ◽  
Positive Attitudes ◽  
Before And After

Background: Pediatric clinical skills teaching sessions provide an early opportunity for students to be exposed to the medical care of children. This report describes second and third year medical students’ perceptions of and attitudes towards working with children before and after the pediatric clinical skills teaching sessions, and the experiences of those students precepted by pediatricians only compared to those students working with a combination of pediatricians and family physicians.Method: A 13 question survey was voluntarily completed before and after teaching sessions.  Written reflective assignments were qualitatively analyzed for key themes. Response rate averaged 68% with class sizes of 84 and 85 students.Results: Students’ perceptions of the care of children were generally very positive.  Some differences were found based on gender, phase of study and prior clinical exposure to pediatric care.  Pre and post responses were similar, regardless of preceptor specialty. Students with family physician preceptors identified the themes of prevention, health promotion and multidisciplinary care in their reflections. Conclusions: Students had already formed positive attitudes toward the medical care of children and intended to care for children in their future practice. Further research is needed into the effects of pre-clerkship experiences in the care of children on choice of medical specialty.

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