Implementation of online assignment submission with instant feedback in a pharmacy course

Pharmacy Education ◽

10.46542/pe.2021.211.4550 ◽

2021 ◽

pp. 45-50

Author(s):

Alamdar Hussain

Keyword(s):

Student Understanding ◽

Pharmacy Students ◽

Continued Use ◽

Basic Concepts ◽

Second Year ◽

Almost All ◽

Online Assignments ◽

Activity Method

Objective: To implement online assignment submission with instant feedback in a biopharmaceutics course taught to professional pharmacy students, and to evaluate students’ reception of the activity. Method: Online assignments equipped for immediate grading and feedback were administered on Blackboard to second year pharmacy students. A survey assessing students’ reception of the effectiveness of this method was administered at the end of the semester. Results: Almost all the students (99.1%) agreed or strongly agreed that the online assignments and feedback improved their understanding of the basic concepts in the course. Students (98.8%) also felt that the use of computers in the course was worthwhile, and recommended their continued use. Conclusion: Online assignments with instant feedback offers a readily workable technique that students and this author perceive to have great value for enhancing student understanding in biopharmaceutics and related pharmacy courses.

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Student understanding of phase shifts, frequency and Bode plots

International Journal of Electrical Engineering Education ◽

10.1177/0020720916680373 ◽

2016 ◽

Vol 54 (3) ◽

pp. 247-261 ◽

Cited By ~ 3

Author(s):

Pieter Coppens ◽

Johan Van den Bossche ◽

Mieke De Cock

Keyword(s):

Phase Shift ◽

Time Domain ◽

Engineering Students ◽

Phase Shifts ◽

Student Understanding ◽

Bode Plots ◽

Second Year ◽

The Time Domain

In a series of interviews with second year electronics engineering students, several of them showed problems with signal properties. In a questionnaire administered to over 150 students in Belgium, these problems were further explored to verify how widespread they are. The questions asked about different aspects of signals. Students showed that they understand the concept of a phase shift, although they have problems with the direction. However, they generally have no idea what a signal with two frequencies looks like in the time domain. Bode plots also proved to be a problem for students, who are not able to construct one from a set of (dummy) measurements. Most of these issues persist after lab instruction.

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Be Careful, if You Learn Geography for 8th Grade with „Ucha.se“

Natural Science and Advanced Technology Education ◽

10.53656/nat2021-1.04 ◽

2021 ◽

Vol 30 (1) ◽

pp. 37-53

Author(s):

Ivan Drenovski ◽

Keyword(s):

Test Items ◽

Educational Site ◽

8Th Grade ◽

Basic Concepts ◽

Almost All ◽

The Given

The article analyses the content of the video lessons and corresponding to them test items in Geography and Economics for 8 th grade, available for a fee, on the educational site "Ucha.se". The studied curriculum is related to the introduction of basic concepts and explanations of key processes studied by geology, geophysics, astronomy, geochemistry, geomorphology, meteorology, climatology, hydrology, biology and other sciences. There are serious lapses in the scientific reliability and correctness of the given statements in almost all lessons. Examples of factual errors, incorrectly asked questions, inaccurate images and pseudo-scientific simplifications are pointed.

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EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

Studies in Self-Access Learning Journal ◽

10.37237/030406 ◽

2012 ◽

pp. 407-422 ◽

Cited By ~ 3

Author(s):

Mohammad Alnufaie ◽

Michael Grenfell

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Writing Strategies ◽

Writing Classes ◽

Student Writers ◽

Efl Students ◽

Second Year ◽

Process Oriented ◽

Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

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Perioperative use of intra-articular steroids during the COVID-19 pandemic

European Journal of Orthopaedic Surgery & Traumatology ◽

10.1007/s00590-021-03105-x ◽

2021 ◽

Author(s):

Eric Jou ◽

Andrew Kailin Zhou ◽

Jamie Sin Ying Ho ◽

Azeem Thahir

Keyword(s):

Risk Of Infection ◽

Healthcare Burden ◽

Risks And Benefits ◽

Financial Benefits ◽

Potential Risks ◽

Continued Use ◽

Almost All ◽

Medical Guidelines ◽

Targeted Approach

Abstract Purpose There are growing concerns with the widely used glucocorticoids during the Coronavirus disease-19 (COVID-19) pandemic due to the associated immunosuppressive effects, which may increase the risk of COVID-19 infection and worsen COVID-19 patient outcome. Heavily affecting orthopaedics, the pandemic led to delay and cancellation of almost all surgical cases, and procedures including perioperative intra-articular corticosteroid injections (ICIs) saw similar decreases. However, the benefits of ICI treatments during the pandemic may outweigh these potential risks, and their continued use may be warranted. Methods A literature search was conducted, and all relevant articles including original articles and reviews were identified and considered in full for inclusion, and analysed with expert opinion. Epidemiological statistics and medical guidelines were consulted from relevant authorities. Results ICIs allow a targeted approach on the affected joint and are effective in reducing pain while improving functional outcome and patient quality-of-life. ICIs delay the requirement for surgery, accommodating for the increased healthcare burden during the pandemic, while reducing postoperative hospital stay, bringing significant financial benefits. However, ICIs can exert systemic effects and suppress the immune system. ICIs may increase the risk of COVID-19 infection and reduce the efficacy of COVID-19 vaccinations, leading to important public health implications. Conclusion Perioperative ICI treatments may bring significant, multifaceted benefits during the pandemic. However, ICIs increase the risk of infection, and perioperative COVID-19 is associated with mortality. The use of ICIs during the COVID-19 pandemic should therefore be considered carefully on an individual patient basis, weighing the associated risks and benefits.

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Peningkatan Pemahaman Konsep Perubahan Materi Melalui Perbaikan Bahan Ajar

MADRASAH ◽

10.18860/jt.v6i2.3296 ◽

2016 ◽

Vol 6 (2) ◽

pp. 14

Author(s):

Agus Mukti Wibowo

Keyword(s):

Natural Sciences ◽

Student Understanding ◽

The Media ◽

Basic Concepts

Student understanding of the concept of Natural Sciences, especially “material and its changes” are inflenced by the students understanding of the previous material on the “various substances and nature”. The development of learning sources about “material and its changes” can improve students understanding of the concept, in this case is students of college, if (1) making the media of teaching based on the basic concepts about material that will be learned by students and that concepts arranged systematically or sequentially concepts, for example from simple to complex concept or from the lower to the higher concept, (2) the examples that given to the students close to the students experiences, beginning from a simple example. Keywords: “Material and Its changes”, Remedical of Learning Sources.

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"The Second New Near"

Pediatrics in Review ◽

10.1542/pir.14.1.3 ◽

1993 ◽

Vol 14 (1) ◽

pp. 3-3

Keyword(s):

The Self ◽

Self Assessment ◽

The Core ◽

Core Content ◽

Second Year ◽

Almost All

With this volume, Pediatrics In Review begins its second year of publication with the new format and with most of the material being based on the core content statements developed by the American Board of Pediatrics that are the basis of the examination for renewal of certification. Of the more than 3800 such statements so far developed, we covered more than 1000 in 1992 and, more important, more than 300 of the 900 from which the 1993 examination will be based. By mid-1993, Pediatrics in Review plus the self assessment part of PREP will have covered almost all of these core content statements, thereby enabling those who are preparing for the examination to be well-prepared.

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Analysis of student reasoning about Michaelis–Menten enzyme kinetics: mixed conceptions of enzyme inhibition

Chemistry Education Research and Practice ◽

10.1039/c8rp00276b ◽

2019 ◽

Vol 20 (2) ◽

pp. 428-442 ◽

Cited By ~ 7

Author(s):

Jon-Marc G. Rodriguez ◽

Marcy H. Towns

Keyword(s):

Qualitative Study ◽

Enzyme Kinetics ◽

Enzyme Inhibition ◽

Enzyme Inhibitors ◽

Student Understanding ◽

Student Reasoning ◽

Science Practice ◽

Semistructured Interviews ◽

Different Types ◽

Second Year

Student understanding regarding topics in upper-division courses, such as biochemistry, is not well represented in the literature. Herein we describe a study that investigated students’ reasoning about Michaelis–Menten enzyme kinetics and enzyme inhibition. Our qualitative study involved semistructured interviews with fourteen second-year students enrolled in an introductory biochemistry course. During the interviews students were provided an enzyme kinetics graph, which they were prompted to describe. Students were asked to look for patterns and trends in the data and interpret the graph to draw conclusions regarding the types of enzyme inhibition observed, providing the opportunity for the students to engage in the science practiceanalyzing and interpreting data. Findings indicate students were able to attend to the relevant parameters (VmaxandKm) in the graph and subsequently associate changes inVmaxandKmto different types of enzyme inhibitors. However, students expressed difficulty explaining why a specific type of inhibition caused the observed change in the kinetic parameters and there was confusion regarding the distinction between noncompetitive and uncompetitive inhibition. Based on our results, we suggest instruction on enzyme kinetics should emphasize qualitative descriptions of the particulate-level mechanisms related to competitive and noncompetitive inhibition, with less emphasis on discussions of uncompetitive and mixed inhibition in introductory biochemistry courses.

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Assessing Pharmacy Students’ and Preceptors’ Understanding of and Exposure to Antimicrobial Stewardship Practices on Introductory Pharmacy Practice Experiences

Pharmacy ◽

10.3390/pharmacy8030149 ◽

2020 ◽

Vol 8 (3) ◽

pp. 149 ◽

Cited By ~ 1

Author(s):

Sara Revolinski ◽

Jacqueline Pawlak ◽

Ciara Beckers

Keyword(s):

Antimicrobial Stewardship ◽

Policy Development ◽

Pharmacy Practice ◽

Response Rates ◽

Student Understanding ◽

Pharmacy Students ◽

Medical College ◽

Healthcare Settings ◽

Integral Role ◽

School Curricula

Antimicrobial stewardship (AMS) is commonly employed, and may be required, in multiple healthcare settings, with pharmacists playing an integral role in developing and conducting AMS techniques. Despite its prevalence, AMS is minimally taught in pharmacy school curricula. In order to increase student and preceptor understanding and application of AMS techniques, the Medical College of Wisconsin School of Pharmacy required introductory pharmacy practice students to complete three checklists and reflections of AMS techniques observed at three different practice settings: inpatient, ambulatory, and community (retail) pharmacy. Student and preceptor understanding and application of AMS techniques were then assessed via voluntary survey. Survey response rates were 43% for pharmacy students, while preceptor response rates were 27%. Student understanding and application of AMS techniques increased after completion of the AMS checklist, with the largest magnitude of change seen with antibiotic selection recommendations and guideline and policy development. Preceptor understanding was minimally impacted by the activity; however, an increase in understanding was seen for allergy assessments, antibiotic time-outs, and vaccine assessments and recommendations. AMS is an important component of pharmacy practice today. Implementation of a checklist and reflection activity within experiential education increases perceived student understanding and application of relevant AMS techniques.

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Patterns and predictors of food texture introduction in French children aged 4–36 months

British Journal Of Nutrition ◽

10.1017/s0007114518002386 ◽

2018 ◽

Vol 120 (9) ◽

pp. 1065-1077 ◽

Cited By ~ 9

Author(s):

Lauriane Demonteil ◽

Eléa Ksiazek ◽

Agnès Marduel ◽

Marion Dusoulier ◽

Hugo Weenen ◽

...

Keyword(s):

Complementary Feeding ◽

Eating Habits ◽

First Year ◽

Age Classes ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Food Texture ◽

Second Year ◽

Almost All ◽

Linear Regressions

AbstractThe aims of this study were to describe which and when food textures are offered to children between 4 and 36 months in France and to identify the associated factors. An online cross-sectional survey was designed, including questions about 188 food texture combinations representing three texture levels: purées (T1), soft small pieces (T2) and hard/large pieces and double textures (T3). Mothers indicated which combinations they already offered to their child. A food texture exposure score (TextExp) was calculated for all of the texture levels combined and for each texture level separately. Associations between TextExp and maternal and child characteristics and feeding practices were explored by multiple linear regressions, per age class. Answers from 2999 mothers living in France, mostly educated and primiparous, were analysed. Over the first year, children were mainly exposed to purées. Soft and small pieces were slowly introduced between 6 and 22 months, whereas hard/large pieces were mainly introduced from 13 months onwards. TextExp was positively associated with children’s number of teeth and ability to eat alone with their finger or a fork. For almost all age classes, TextExp was higher in children introduced to complementary feeding earlier, lower for children who were offered only commercial baby foods and higher for those who were offered only home-made/non-specific foods during the second year. Our study shows that until 12 months of age the majority of French children were exposed to pieces to a small extent. It provides new insights to further understand the development of texture acceptance during a key period for the development of eating habits.

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