scholarly journals Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States

2019 ◽  
Vol 16 ◽  
pp. 35
Author(s):  
Vincent Dennis ◽  
Melissa Craft ◽  
Dale Bratzler ◽  
Melody Yozzo ◽  
Denise Bender ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Student Attitudes ◽  
The United States ◽  
Assessment Tools ◽  
Score Distribution ◽  
Team Members ◽  
Roles And Responsibilities ◽  
Clinical Cohort ◽  
Before And After ◽  
Students Attitudes

Purpose: This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.Results: The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.Conclusion: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.

scholarly journals Measuring the Efficacy of Pathology Career Recruitment Strategies in US Medical Students

2021 ◽  
Author(s):  
Patricia V. Hernandez ◽  
Dana Razzano ◽  
Nicole D. Riddle ◽  
John T. Fallon ◽  
Humayun K. Islam ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Student Attitudes ◽  
The United States ◽  
Job Responsibilities ◽  
Pathology Laboratory ◽  
Significant Difference ◽  
Before And After ◽  
Second Year ◽  
Medical Student Attitudes

Context.— Multiple articles and surveys in the literature suggest that medical students find a career in pathology undesirable and believe it is disproportionately focused primarily on the autopsy. Objective.— To measure the effect of applied interventions on medical student attitudes about the field of pathology. Design.— This prospective study involving medical students from first through fourth year was conducted as a pilot study in 2 medical schools in the United States. A 2-part anonymous survey regarding interest in pathology as a career and familiarity with the specialty using a 10-point scale was given to first- and second-year medical students before and after they listened to a 10-minute pathology career presentation. The same survey was given to third- and fourth-year medical students before and after a 4-week pathology elective. Results.— A total of 121 and 83 students responded to the survey before and after the intervention, respectively. Of the 121 students who responded to the survey before the intervention, 106 (87.6%) had not spent significant time in a pathology laboratory before the intervention. The majority of responses in interest in career, job responsibilities, and features of pathologists before and after the intervention demonstrated a statistically significant difference (P < .001). We compared survey scores of presentation versus 4-week rotation groups before and after the intervention. Students who experienced the presentation did not differ from students who experienced the rotation in the majority of questions related to interest in career, job responsibilities, and features of pathologists. Conclusions.— Our study suggests that pathology exposure strategies can have a beneficial effect on student perceptions of the field and consideration of a career in pathology. Overall, the presentation intervention on the first- and second-year students seemed to have the greatest effect.

scholarly journals Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities

2017 ◽  
Vol 7 (2) ◽  
pp. 126
Author(s):  
Alicia Wyche Okpareke ◽  
Christine L. Salisbury
Keyword(s):  
General Education ◽  
Social Engagement ◽  
Student Attitudes ◽  
The United States ◽  
Actual Behavior ◽  
Education Students ◽  
General Education Students ◽  
Social Actions ◽  
Students Attitudes ◽  
General Education Classrooms

This study deepens the field’s understanding about factors that contribute to positive social engagement between students without disabilities and their peers with mild disabilities in general education classrooms. A sample of 68 seventh grade students with and without disabilities was drawn from general education classrooms in a suburban, Midwest district in the United States. Direct observation of students’ social behavior, as well as student surveys and context measures, were used to explore associations among student attitudes, their perceived norms, feelings of efficacy, stated intentions and their actions towards peers with disabilities. Results revealed that students without disabilities strong intentions to interact with peers with disabilities were unrelated to their actual behavior. However, students’ attitudes, norms, and feelings of efficacy were predictive of their intentions. Interpretations and implications for understanding the interplay of predisposing factors, intentions to socialize, and actual socializing behavior are discussed.

scholarly journals Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?1

2011 ◽  
Vol 10 (3) ◽  
pp. 309-317 ◽  
Author(s):  
Jay Hosler ◽  
K. B. Boomer
Keyword(s):  
Content Knowledge ◽  
Student Attitudes ◽  
Comic Books ◽  
Comic Book ◽  
Lower Content ◽  
Complex Interplay ◽  
Systematic Assessment ◽  
Societal Issues ◽  
Before And After ◽  
Students Attitudes

Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students’ attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors’ content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way.

scholarly journals Evaluating Service-Learning with Older Adults on Undergraduate College Students During the COVID-19 Pandemic

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 943-944
Author(s):  
Sharon Merkin
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Community Service ◽  
Student Attitudes ◽  
Well Being ◽  
Before And After ◽  
Students Attitudes ◽  
Mean Differences ◽  
Novel Coronavirus ◽  
The Impact

Abstract Introduction: Students in the Frontiers in Human Aging course at UCLA participate in service-learning (SL) with older adults. In 2020, completion of SL coincided with the outbreak of the novel coronavirus disease (COVID-19) pandemic. We evaluated the impact of SL on student attitudes on aging and community service in the context of the pandemic. Methods: Students were assigned to senior residential and daycare programs for 18-20 hours of SL. A retrospective pretest-posttest survey asked about attitudes and interests before and after SL and how the COVID-19 pandemic affected these perceptions; 73 (of 103) students responded. Mean differences before and after SL were tested and differences were assessed within groups reporting COVID-19 effects. Results: SL improved students’ attitudes and ability to engage with older adults, knowledge about aging concepts, interest in future work with older adults, attitudes on community service, social well-being and feelings of usefulness (p<0.001). There was no significant change in overall anxiety about aging (p=0.1), however, students showed increased anxiety about losing independence and finances when older (p<0.05). At least 50% of students reported that the COVID-19 pandemic increased their awareness of needs of older adults (81.9%) and decreased connection to their peers (50.7%); the impact of SL remained unchanged by these effects. Conclusion: Despite the overall benefits of SL, increased anxiety about aspects of aging suggests the need to address these concerns. While the COVID-19 pandemic did not seem to affect the impact of SL, this event did seem to influence perceptions about aging and social integration.

scholarly journals Retrospective analysis of a STEM outreach event reveals positive influences on student attitudes toward STEM careers but not scientific methodology

2021 ◽  
Vol 45 (3) ◽  
pp. 427-436
Author(s):  
A. J. Crawford ◽  
Cassandra L. Hays ◽  
Sarah L. Schlichte ◽  
Sydney E. Greer ◽  
Halle J. Mallard ◽  
...  
Keyword(s):  
Test Performance ◽  
Student Attitudes ◽  
The United States ◽  
Public Understanding ◽  
Stem Careers ◽  
Diversity And Inclusion ◽  
Stem Literacy ◽  
Students Attitudes ◽  
Understanding Of Science ◽  
And Mathematics

Substantial, involved, and expensive efforts to promote the dissemination of scientific knowledge and career interest in Science, Technology, Engineering, and Mathematics (STEM) are enthusiastically supported by many scientific, federal, and local organizations. The articulated underlying goals for these efforts include an enhanced public understanding of science and science-related policy, an increased diversity in STEM careers, and an increase in the future STEM workforce. This effort is primarily driven by an underperformance of the United States that includes poor test performance and limited number of students pursuing STEM degrees. Despite this investment, attitudes toward STEM have not notably changed. The goal of this project was to determine students’ attitudes toward STEM in response to a previously established scientific outreach event. This event was used to address three common goals in STEM outreach: STEM literacy, diversity and inclusion, and career preparedness. We found there was a notable difference in the attitudes toward scientific activities and interest in pursuing a “Science Career” after participation in this event. Strikingly, interest in hypothesis development, the keystone of all STEM disciplines, was the least liked of all the activities offered during the event. Our data suggest that events designed to enhance interest in pursuing a STEM career may benefit from different elements compared with events designed to increase understanding of STEM literacy concepts, such as hypothesis development.

scholarly journals Attitudes of Pre-clinical Medical Students towards Psychiatric Patients Before and After an Early Clinical Experience

2011 ◽  
Vol 2 (1) ◽  
pp. e11-e15
Author(s):  
Abraham Rudnick
Keyword(s):  
Medical Students ◽  
Clinical Experience ◽  
Student Attitudes ◽  
Medical Condition ◽  
Psychiatric Patients ◽  
Male Student ◽  
Medical Practitioners ◽  
Early Clinical Experience ◽  
Before And After ◽  
Students Attitudes

Background:  Stigma or negative discriminatory attitudes towards psychiatric patients are common in the general public. These attitudes are also demonstrated by medical practitioners and by medical students, which can lead to medical harm to psychiatric patients. This study aimed to improve attitudes of medical students towards psychiatric patients before their clinical rotations.Methods:  Second year preclinical medical students participated in a brief structured early clinical experience which involved introduction to a psychiatric patient in a hospital/clinic setting or in a community vocational setting. Students were randomized to either setting. Data were collected one week before, one week after, and 3 months after the early clinical experience by administering the Medical Condition Regard Scale.Results:  The students’ attitudes towards psychiatric patients improved, particularly at follow up. Only male student attitudes improved significantly.Conclusion:  Further study is required to understand and improve medical students’ attitudes towards psychiatric patients, perhaps particularly in relation to female students’ attitudes.

scholarly journals Graduating BSW student attitudes towards vulnerable populations and their preferences towards interventions to serve them

10.18060/120 ◽  
2006 ◽  
Vol 7 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Tim G. Reutebuch
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Vulnerable Populations ◽  
Student Attitudes ◽  
Social Work Students ◽  
The Elderly ◽  
The United States ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Work Education

A one-time cross-sectional survey was administered to 78 fourth-year social work students at the University of Wisconsin-Whitewater campus during the2000 /2001 academic year to explore graduating seniors’ attitudes towards poverty, delinquency and the elderly as well as students’ preferred interventions towards these vulnerable populations in the United States. Additional survey items included student perceptions towards individually-oriented versus socially-oriented goals of the social work profession, preferences regarding place of employment, and types of services, interventions and practices preferred. After calculating mean scores, ANOVA tests revealed statistically significant findings in student ideologies and practice preferences. The potential impact of these findings on social work education and practice will be discussed.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Study Habits ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Linearity Test

<p>The general objective of this research is to discover and analyze empirically the <br />effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, <br />namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of <br />0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics. <br /><br /></p>

Changes in Perceptions of Filipino Immigrants about Themselves and of Americans Before and After Coming to the United States

2019 ◽  
Author(s):  
Gremil Alessandro Naz
Keyword(s):  
United States ◽  
Symbolic Interaction ◽  
The United States ◽  
The Philippines ◽  
Appraisal Theory ◽  
American Values ◽  
The Us ◽  
Before And After ◽  
Symbolic Interaction Theory ◽  
Filipino Immigrants

<p>This paper examines the changes in Filipino immigrants’ perceptions about themselves and of Americans before and after coming to the United States. Filipinos have a general perception of themselves as an ethnic group. They also have perceptions about Americans whose media products regularly reach the Philippines. Eleven Filipinos who have permanently migrated to the US were interviewed about their perceptions of Filipinos and Americans. Before coming to the US, they saw themselves as hardworking, family-oriented, poor, shy, corrupt, proud, adaptable, fatalistic, humble, adventurous, persevering, gossipmonger, and happy. They described Americans as rich, arrogant, educated, workaholic, proud, powerful, spoiled, helpful, boastful, materialistic, individualistic, talented, domineering, friendly, accommodating, helpful, clean, and kind. Most of the respondents changed their perceptions of Filipinos and of Americans after coming to the US. They now view Filipinos as having acquired American values or “Americanized.” On the other hand, they stopped perceiving Americans as a homogenous group possessing the same values after they got into direct contact with them. The findings validate social perception and appraisal theory, and symbolic interaction theory.</p>

Sign in / Sign up

Export Citation Format

Share Document