scholarly journals Los nuevos estudiantes en la carrera de Medicina. La visión de ocho generaciones: 2008 a 2015

2021 ◽  
Vol 2 (3) ◽  
pp. 4349-4357
Author(s):  
Bernabé Ríos Nava ◽  
J. Ramón Olivo Estrada
Keyword(s):  
Working Conditions ◽  
Social Life ◽  
Medical Training ◽  
High School Graduates ◽  
Training Institution ◽  
First Year ◽  
Academic Unit ◽  
First Year Students ◽  
School Year ◽  
De Medicina

RESUMEN La Unidad Académica de Medicina (UAM) de la Universidad Autónoma de Nayarit (UAN) es la principal institución formadora de médicos en la entidad. Cada ciclo escolar, de acuerdo al número de aspirantes, se muestra como la primera opción y la más solicitada para los egresados de la educación media superior. El pasado ciclo 2015-2016 el número de aspirantes superó los 1,400. Se ha observado que los estudiantes de primer ingreso, desde hace ocho años, han mostrado, a lo largo de su vida familiar y social, diversos cambios socioeconómicos y familiares, que han impactado de manera importante el curriculum y la organización interna de la institución. A partir de esta realidad, se hace un análisis de estos y se los relaciona con aspectos de infraestructura, situación y condiciones laborales del personal y cuerpos académicos.   ABSTRACT The Academic Unit of Medicine (UAM) of the Autonomous University of Nayarit (UAN) is the main medical training institution in the state. Each school year, according to the number of applicants, it is shown as the first and most requested option for high school graduates. Last 2015-2016 cycle, the number of applicants exceeded 1,400. It has been observed that first year students, since eight years ago, have shown, throughout their family and social life, several socioeconomic and family changes, which have significantly impacted the curriculum and the internal organization of the institution. Based on this reality, an analysis of these changes is made and they are related to aspects of infrastructure, situation and working conditions of the staff and academic bodies.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

INFLUENCE OF EXAMINATION STRESS ON PSYCHOLOGICAL STATE AND HEMODYNAMIC INDICATORS ON FIRST-YEAR STUDENTS

Vestnik ◽  
2021 ◽  
pp. 339-342
Author(s):  
А.М. Жукембаева ◽  
А. Есенханкызы ◽  
З.Т. Жумалиева ◽  
Д.Ж. Данабекова ◽  
К.А. Исаханова ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Pulse Rate ◽  
Personal Data ◽  
Well Being ◽  
Psychological State ◽  
First Year ◽  
Predisposing Factor ◽  
First Year Students ◽  
School Year ◽  
Examination Stress

Жалпы медициналық факультетінің 1 -курс 50 студентінің психологиялық жағдайы мен гемодинамикалық көрсеткіштерінің динамикасы зерттелді. Барлық қатысушылар жеке деректерді зерттеу және құпиялық бағдарламасына қатысуға ақпараттандырылған келісімге қол қойды. Талдау критерийлері САН тестінің нәтижелері ( көңіл - күй,белсенділік, сезімталдық). Импульсің жиілігі мен қан қысымы болды. Оқу жылының басында денсаулық, белсенділік және көңіл - күй шкаласы бойынша бағалар едәуір көп екендігі, ал жүрек соғу жиілігі мен қан қысымының көрсеткіштері емтихан қарсаңындағыдан аз екендігі анықталды. Алынған нәтижелер емтихан стрессінің әсерінен эмоциональды шиеленістің қарқындылығының артуы аясында психологиялық жағдайдың ғана емес, сонымен қатар соматикалық жағдайдың, атап айтқанда гемодинамикалық көрсеткіштердің теріс өзгерісі байқалғанын көрсетті. Бұл болашақта жүрек-қан тамыр ауруларының дамуына ықпал ететін фактор болуы мүмкін. The dynamics of the psychological state and hemodynamic indicators of 50 first-year students of the general medical faculty was studied. All participants signed informed consent to participate in the research and confidentiality of personal data. The criteria for the analysis were the results of the WAM test (well-being, activity, mood), pulse rate and blood pressure at the beginning of the school year and, directly, on the eve of the exam. It was found that at the beginning of the school year, the scores on the scales of health, activity and mood were significantly higher, and the indicators of pulse rate and blood pressure were significantly lower than on the eve of the exam. The results indicated that, amid increase in the intensity of emotional tension under the influence of examination stress, there was a negative change not only in the psychological state, but also in the somatic state, in particular, hemodynamic parameters, which may be a predisposing factor for the development of cardiovascular diseases in the future.

scholarly journals LEARNING MOTIVATION AS A BASIS FOR EFFECTIVE EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTES

2017 ◽  
Vol 2017 (2) ◽  
pp. 4-11 ◽  
Author(s):  
Л. Гнездилова ◽  
L. Gnezdilova ◽  
М. Гнездилов ◽  
M. Gnezdilov
Keyword(s):  
Social Life ◽  
Educational Process ◽  
Learning Motivation ◽  
Process Efficiency ◽  
Learning Activity ◽  
First Year ◽  
Student Survey ◽  
First Year Students ◽  
Higher Educational ◽  
The One

<p>The article features the role of motivation for higher education. The authors state that learning motivation is one of the decisive factors of educational process efficiency at higher educational institutes, presenting a set of motives that cause students’ activity in the educational process. The knowledge available in the psycho-pedagogical science about the issues of learning motivation is synthesized. The article presents the results of the survey conducted among the first-year students of Kuzbass State Technical University named after T. F. Gorbachev to explore meaningful aspects of their learning motivation. It is noted that a group of material motives, in which students perceive learning as the basis for their future decent material life, and a group of civil motives, in which students perceive learning as preparation for future social life, are their main leaning motives. Cognitive motive, such as a desire for new knowledge, are also revealed in the student survey. A group of prestige motives, such as a desire for a high social status, is also revealed. Most of the students' learning motives are attributed to the group of external motives. The results obtained, according to the authors, are a signal for teachers to search for approaches that are aimed at developing their students' internal motivation. Internal motives of learning can be considered as semantic motives for learning activity. Identified motives are also referred by the authors to a group of conscious motives. The importance of conducting such surveys is emphasized; on the one hand, for students themselves and the process of comprehension of their desires and needs; on the other hand, for planning and development of learning motivation and searching for effective motivationally-oriented approaches to teaching.</p>

scholarly journals Epidemiología de las lesiones en los estudiantes de Ciencias del Movimiento Humano de la Universidad de Costa Rica (Epidemiology of injuries in students of Human Movement Sciences at the University of Costa Rica)

Retos ◽  
2016 ◽  
pp. 171-175
Author(s):  
Willy Gálvez Aguilar ◽  
Cinthya Campos Salazar ◽  
Yamileth Chacón Araya
Keyword(s):  
Costa Rica ◽  
Incidence Rate ◽  
Injury Risk ◽  
Human Movement ◽  
Student Population ◽  
Self Report ◽  
First Year ◽  
First Year Students ◽  
School Year ◽  
The University

El propósito del estudio fue determinar la tasa de incidencia de lesiones y el de riesgo de lesión en el estudiantado de primer año de la Carrera Ciencias del Movimiento Humano de la Universidad de Costa Rica durante el año lectivo 2014. Es un estudio prospectivo en el que participaron 47 estudiantes, quienes voluntariamente completaron el consentimiento informado y un cuestionario de autoreporte para conocer la presencia de lesiones y hábitos de actividad física. A los participantes se les indicó que cada lunes del semestre debían reportar la presencia de alguna lesión ocurrida durante la semana anterior y que debían sacar una cita médica para un diagnóstico preciso. Se encontró que el 31.8% de los estudiantes (80% mujeres y 20% hombres) ingresaron lesionados a la carrera (p < 0.001). Durante el año de seguimiento, 59.5% de la población estudiantil presentó una lesión nueva. Hubo 37 lesiones nuevas, 24 (64.9%) en mujeres y 13 (35.1%) en hombres, siendo las de rodilla y muslo las más frecuentes. Estas lesiones ocurren principalmente en el contexto extracurricular. El riesgo de lesión para la población fue de 0.79 y la tasa de incidencia 2.00 lesiones/1000 h de exposición. Se concluye que la población estudiantil masculina y femenina de primer año de la carrera de Ciencias del Movimiento Humano de la Universidad de Costa Rica es vulnerable a la presencia de lesiones en el tren inferior, mostrando una mayor cantidad de lesiones en el segundo semestre del año. Se necesitan estudios longitudinales para conocer la evolución y atención de las lesiones a lo largo de la carrera.Abstract. The purpose of the study was to determine the incidence rate of injuries and the risk of injury on first-year students of the Human Movement Sciences Program from the University of Costa Rica during the school year 2014. In this prospective study, 47 students voluntarily completed an informed consent and a self-report questionnaire to determine injuries and physical activity habits. Participants were instructed that every Monday of the semester should report any injury that occurred during the previous week, and to make a doctor’s appointment for an accurate diagnostic. Results indicated that 31.8% of the first-year students (80% women, 30% men) entered the program already injured (p < 0.001). During the follow-up year, 59.5% of the student population reported a new injury. There were 37 new lesions, 24 (64.9%) in women and 13 (35.1%) in men, being the knee and thigh the most frequent injuries. These lesions occurred mainly in the extracurricular context. The injury risk for the population was 0.79 and the incidence rate of 2.00 injuries/1000-h of exposure. In conclusion, the first-year male and female student population of the Human Movement Sciences Program at the University Costa Rica is vulnerable to injuries in the lower body, with a greater number of injuries in the second semester of the year. Longitudinal studies are needed to determine the evolution and care of injuries throughout the program.

scholarly journals Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

Healthcare ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 1621
Author(s):  
Pablo A. Cantero-Garlito ◽  
Marta Rodríguez-Hernández ◽  
Esther Moraleda-Sepúlveda ◽  
Begoña Polonio-López ◽  
Félix Marcos-Tejedor
Keyword(s):  
Ad Hoc ◽  
University Teaching ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
School Year ◽  
Social Restriction ◽  
University Population ◽  
Face To Face Learning ◽  
Spanish Universities

Background: After the onset of the COVID-19 pandemic, social restriction measures were implemented, among them, the adaptation of university teaching to online modality until the end of the 2019–2020 school year in order to stop the spread of the SARS-CoV-2 virus. At the beginning of the 2020–2021 school year, the Spanish universities opted for face-to-face teaching. To that end, different special measures and adaptations were implemented in higher education facilities, aimed at minimizing the risk of infection and ensuring safe face-to-face learning. The objective was to explore and describe the level of fear of first-year students after the start of in-person classes in the context of the COVID-19 pandemic. Methods: The sample was 185 first-year students who were evaluated on the first day of class. For that purpose, an ad-hoc questionnaire was administered to collect demographic information and to find the level of fear and concern. The Fear of COVID-19 Scale was used to assess the severity of the participants’ fear of the pandemic situation. Results: The results indicate that participating university population does not report fear of the virus, but they describe various psychosomatic characteristics, such as increased pulse rate and heart palpitations (p = 0.008) and insomnia (p = 0.05) when they think about infection with coronavirus. Nevertheless, when data are disaggregated by gender, we observe differences specifically in women (83.2%), such as fear (p = 0.006) and sweaty hands when they think of the virus (p = 0.023). Conclusions: Incoming university freshmen do not express concern or fear of potential infection with COVID-19, but they are concerned about family transmission after beginning face-to-face classes.

scholarly journals Actividad física y consejería en estudiantes universitarios de primero y quinto año de medicina de Bogotá, Colombia

2016 ◽  
Vol 18 (1) ◽  
pp. 16
Author(s):  
Gustavo Tovar ◽  
Ángela Rodríguez ◽  
Gabriela García ◽  
José Rafael Tovar
Keyword(s):  
Physical Activity ◽  
Private University ◽  
Cross Sectional Study ◽  
First Year ◽  
Healthy Patient ◽  
Cross Sectional ◽  
First Year Students ◽  
Allocation Of Time ◽  
Main Barrier ◽  
De Medicina

ResumenIntroducción: La inactividad física es el cuarto factor de riesgo para desarrollar una enfermedad no transmisible. La asesoría brindada por el médico depende de sus propios hábitos de vida. Objetivo: Describir los niveles de actividad física y los factores relacionados con la consejería en estudiantes de primero y quinto año de la facultad de medicina de una Universidad privada en Bogotá, Colombia. Materiales y métodos: Estudio descriptivo con 61 estudiantes de primer año y 62 de quinto año de medicina con edades comprendidas entre 18 y 29 años. Se analizaron los datos de un subconjunto de registros, que hacen parte de un archivo mayor de datos obtenido en un estudio de corte transversal, en el que se aplicó la versión en español del cuestionario Healthy Doctor = Healthy Patient. Resultados: Se evaluaron 123 estudiantes de primero y quinto año de medicina. En primer año el 39,3% y en quinto año el 48,8% cumplieron con las recomendaciones de actividad física. Ser inactivo lo reportaron el 21,3% y el 8,1% respectivamente. La falta de tiempo fue la principal barrera para realizar actividad física. La actitud positiva hacia la consejería fue del 100% en el último año. Se observó más sobrepeso en el grupo de quinto año (23,8% hombres y 9.8% mujeres). Conclusión: La proporción de estudiantes de medicina que realizan actividad física es inferior a la observada en la población general y en poblaciones similares de estudiantes de medicina. El análisis de las barreras sugiere que en futuras intervenciones se debe pensar en la adjudicación de un tiempo para su práctica dentro del currículo. Se debe repensar la forma en que las facultades de medicina están abordando el tema de la actividad física, como pilar fundamental de la promoción de la salud.AbstractIntroduction: Physical inactivity is the fourth risk factor for developing a Non transmissible Chronic Disease (NCD). The advice given by the physician depends on people’s own lifestyle. Objective: To describe the levels of physical activity (PA) and factors associated with counseling in students from the first and fifth year of the faculty of medicine at a private university in Bogotá, Colombia. Materials and methods: A descriptive study was made with 61 first-year students and 62 from fifth year of medicine between 18 and 29 years old. The data from a subset of records was analyzed, which are part of a database obtained in a cross-sectional study, in which the Spanish version of the questionnaire Healthy Doctor = Healthy patient was applied. Results: 123 first and fifth year of medicine students were evaluated. In first year 39.3% and in fifth year 48.8% met the recommendations of PA. 21.3% and 8.1 % respectively reported to be inactive. Lack of time was the main barrier to physical activity. Positive attitude toward counseling was 100% in the last year. More overweight was observed in the group of fifth year (23.8% men and 9.8% women). Conclusion: The proportion of medical students who perform PA is lower than those observed in the general population and in similar populations of medicine students. The analysis of the barriers suggests that future interventions should consider the allocation of time to practice it within the curriculum. The way how medical schools are addressing the issue of physical activity must be reviewed as a fundamental pillar of health promotion.

scholarly journals DIFFERENCES IN LANGUAGE SKILLS FIRST GRADE STUDENTS IN RELATION TO THE LENGTH OF ATTENDING KINDERGARTEN

2016 ◽  
Vol 6 (2) ◽  
pp. 8-14
Author(s):  
Leila Begić ◽  
◽  
Mirela Duranovića ◽  
Karagić Samrab ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Bosnia And Herzegovina ◽  
Language Skills ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Linguistic Development ◽  
School Year ◽  
Development Period ◽  
Significant Difference

Aim of this research was to examine differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten. In research, sample of surveyed students consisted of 190 first year students in elementary schools, both genders and ages between 72 and 89 months. The research was conducted in elementary schools on the territory of municipality Maglaj in Bosnia and Herzegovina. Results of this research have shown that during the evaluation of differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten, there is statistically significant difference in grammatical variable that describes morphological completion. Children that attended kindergarten more than three school years, showed statistically better results with recognition abilities, understanding and usage of common morphological forms of Bosnian language, compared to children who attended kindergarten only for legally obliging preschool time (minimal 150 hours during one school year). We have to point out that respondents who attended kindergarten more than three school years showed better results in almost every variable that describes linguistic abilities but obtained difference did not appear as statistically significant. Professionals who deal with education and rehabilitation of children in development period should educate and stimulate parents to enroll their children in kindergarten in order to stimulate their speaking - linguistic development and other areas that children are developing in.

Trauma and Coping among University Students

2014 ◽  
Vol 5 (2) ◽  
pp. 29-35
Author(s):  
Asanka Bulathwatta
Keyword(s):  
University Students ◽  
Social Life ◽  
Traumatic Events ◽  
University Education ◽  
Academic Life ◽  
First Year ◽  
First Year Students ◽  
Students First ◽  
And Coping ◽  
The University

University education is an important stage of students’ academic life. Therefore, all students need to develop their competencies to attain the goal of passing examinations and also to developing their wisdom related to scientific knowledge they gathered through their academic life. Life in universities is a critical period for individuals as it is a foot step to acquiring the emotional and social qualities in their social life. There are many adolescents who have been affected by traumatic events during their life span but have not been identified or treated. More specifically, there are numerous burning issues within first year university students, namely, ragging done by seniors to juniors, bullying, invalidation and issues related to attitudes changes and orientation. Those factors can be traumatic for both their academic and day to day life style. Identifying the students who are with emotional damages and their resiliency afterwards the traumas and effective rehabilitation from the traumatic events is immensely needed in order to facilitate university students for their academic achievements and social life within the University education. This study tries to figure out the role of Emotional Intelligence for developing coping strategies among adolescents who face traumatic events. Late adolescence students recently enrolled at University (Bachelor students/ first year students) will be selected as sample. The study is to be conducted in a cross cultural manner comparing 100 students each from Germany and Sri Lanka.

A Study of Math Anxiety/Math Avoidance in Preservice Elementary Teachers

1985 ◽  
Vol 32 (5) ◽  
pp. 51-53 ◽  
Author(s):  
William P. Kelly ◽  
William K. Tomhave
Keyword(s):  
Elementary Teachers ◽  
Math Anxiety ◽  
Female Students ◽  
Preservice Elementary Teachers ◽  
First Year ◽  
University Of Minnesota ◽  
First Year Students ◽  
School Year ◽  
Mathematics Preparation ◽  
The University

In her 1972 study, Lucy Sells (1978) indicated that 92 percent of the female first-year students in the University of California had such inadequate mathematics preparation that they had effectively closed the door on 70 percent of the career choice available to them. Sell's conclusions and subsequent research on math avoidance were the bases for the resarch we conducted during the 1980-1981 school year at the University of Minnesota, Morris a liberal art college with an enrollment of 1700. This study was directed at documenting math avoidance among female students on the campus.

scholarly journals The role of ESP courses in general English proficiency

Linguistica ◽  
2013 ◽  
Vol 53 (2) ◽  
pp. 153-172
Author(s):  
Vesna Cigan ◽  
Ljubica Kordić
Keyword(s):  
Test Performance ◽  
English Proficiency ◽  
Substantial Improvement ◽  
Placement Test ◽  
First Year ◽  
First Year Students ◽  
School Year ◽  
Lexical Competence ◽  
Research Period

The purpose of the present paper is the study of the interaction between learning English for Specific Purposes (ESP), in particular, English for the Financial Sector, and general English proficiency. The research examines the effects of an ESP course being taught for a year on the students' general English proficiency.Two sets of tests were prepared for that purpose and administered to 30 first-year students of finance and law. The students took the placement test twice, at the beginning and at the end of the school year. To monitor test performance over a research period, a parallel form measuring the same competences was administered at the beginning of the second semester. In the test development process a special consideration has been paid to the level of difficulty and its relation to the students' prior educational context. Drawing on the National State Matura exams the test is set at Common European Framework of Reference for Languages (CEFR) Level B2. As regards its content the test is comprised of reading comprehension tasks (multiple matching, multiple-choice cloze, gapped text) and grammar tasks aiming to examine lexical and grammatical competence.There were two major assumptions in this study: 1) Learning ESP can improve students' general English proficiency, and 2) There is a more substantial improvement in lexical competence as compared to the improvement in grammatical competence.There is strong evidence in support of the first hypothesis, whereas for the second one the results were ambiguous. After major findings are presented and discussed, implications for ESP teaching are given in closing.

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