scholarly journals Instructional language dilemma and challenges in Ghana's education system: any prospects?

2008 ◽  
Vol 5 ◽  
pp. 153-172
Author(s):  
Y.A. Ankomah
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
College Of Education ◽  
First Year ◽  
Medium Of Instruction ◽  
Language Usage ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
English Usage ◽  
Main Medium

language plays a pivotal role in educational provision and its quality as it is the main medium that facilitates communication between the learner and the teacher. Since the introduction of the first official school language policy in 1925, there has been the dilemma of what nature the policy is to take, spanning from first language as medium of instruction for the first three years of primary school, through first language usage for the first year only to an all-English usage for the first year only to an all –English usage throughout school. The study was a baseline cross-sectional survey on the perceptions of stakeholders on the language of instructions in Ghanaian basic schools. Eighty seven respondents comprising 36 pupils, 36 parents, nine teachers and three heads from three basic schools and six tutors from a college of education were interviewed on their views and perception on the used of the local language as medium of instruction in basic schools. The literature and the present study reveal that currently stakeholders will not support one exclusive language, English or Ghanaian first language, as medium of instruction at the early stages of school due to entrenched perceptions, not withstanding whatever possible advantages there may be. The obvious choice is a mother tongue-based bilingual arrangement that effectively combines the advantages of Ghanaian first language and English. But its success calls for commitment by policymakers and other stakeholders.

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

Breast-feeding promotion in hospitals and prospective breast-feeding rates during the first year of life in two national surveys 1997–1998 and 2017–2019 in Germany

2021 ◽  
pp. 1-13
Author(s):  
Nele Hockamp ◽  
Constanze Burak ◽  
Erika Sievers ◽  
Silvia Rudloff ◽  
Anja Burmann ◽  
...  
Keyword(s):  
Breast Feeding ◽  
Infant Nutrition ◽  
Feeding Habits ◽  
First Year ◽  
Feeding Rates ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Web Based ◽  
Phone Calls ◽  
First Year Of Life

Abstract Objectives: The present study aimed to assess the current state of breast-feeding promotion in hospitals and the prevalence of breast-feeding during the first year of life in Germany and to compare the results with a study 20 years earlier. Design: In the studies on ‘breast-feeding and infant nutrition in Germany’ named ‘SuSe’, a cross-sectional survey in hospitals was combined with a subsequent prospective survey of breast-feeding and infant nutrition during the first year of life (0·5, 2, 4, 6 and 12 months after birth) in mother–infant pairs who were recruited in the hospitals. Written questionnaires and phone calls were used in SuSe I and web-based questionnaires in SuSe II. Breast-feeding promotion and prevalence were evaluated using recommendations from the WHO and the UNICEF. Setting: Two nationwide surveys SuSe I (1997–1998) and SuSe II (2017–2019). Participants: In SuSe I, 177 hospitals and 1717 mother–infant pairs and in SuSe II 109 hospitals and 962 mother–infant pairs were included. Results: In SuSe II, hospitals implemented seven of the WHO ‘Ten Steps to Successful Breastfeeding’ to a greater extent than the hospitals in SuSe I. More mothers exclusively breastfed for 4 months (57 % v. 33 %) and continued breast-feeding until 6 (78 % v. 48 %) and 12 months (41 % v. 13 %). In both studies, exclusive breast-feeding decreased between 4 and 6 months of age due to the introduction of complementary feeding. Conclusions: In Germany, breast-feeding habits have come closer to the recommendations over the last 20 years.

scholarly journals Assessment of Intravitreal Injection Training among U.S.-Based Ophthalmology Residents

2019 ◽  
Vol 11 (01) ◽  
pp. e43-e49
Author(s):  
Jacob J. Liechty ◽  
Michael J. Wilkinson ◽  
Esther M. Bowie
Keyword(s):  
United States ◽  
Intravitreal Injection ◽  
Povidone Iodine ◽  
The United States ◽  
Intravitreal Injections ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Residency Program Directors ◽  
Procedure Room

Purpose To describe the intravitreal injection training of ophthalmology residents in the United States in 2018. Design Cross-sectional survey. Methods An anonymous, 29-question, internet-based survey was emailed to 119 ophthalmology residency program directors with the instructions to forward the survey to their ophthalmology residents. Results A total of 117 ophthalmology residents (7.89%) responded to the survey. The majority of residents stated that their intravitreal injection training began during their first year of ophthalmology training, PGY 2 year, (92.3%). The majority of residents performed at least 25 injections per year (78.6%). All residents use antiseptic on the conjunctiva prior to the injection, 94% use a lid speculum, and 84.6% avoided talking in the procedure room. Most injections are performed with gloves (83.8%). A minority of residents stated that they are trained to use povidone-iodine on the eyelids prior to performing an injection (45.3%). Only 6.0% of residents claimed to use postinjection antibiotic drops. Performance of bilateral, simultaneous intravitreal injections was split with nearly half of residents not being trained in this method (47.9%). Conclusion Ophthalmology residents from across the country experience a variety of different injection protocols when being trained on how to perform intravitreal injections. Conjunctival antisepsis has reached a clear consensus while topics such as simultaneous, bilateral injections and eyelid antisepsis are still uncertain among the resident community.

Perceptions of Role Transition into Practice among Advanced Practice Providers and Physicians

2020 ◽  
pp. 019394592093543
Author(s):  
Colleen J. Klein ◽  
Lisa Pierce ◽  
Melinda Cooling ◽  
Wen Che ◽  
Shannon Lizer
Keyword(s):  
Time Management ◽  
Survey Design ◽  
First Year ◽  
Advanced Practice ◽  
Care Needs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Transition Into Practice ◽  
Physician Support ◽  
Workforce Composition

This study sought to examine the experiences of advanced practice providers (APPs) as an approach to inform the development of formalized programs for transition into practice and to compare APP ( N = 122) and physician ( N = 84) perceptions of the novice practitioners’ acclimation into a provider role within the first year of practice. Using a cross-sectional survey design, two separate web-based questionnaires were distributed to APPs and physicians. The APPs’ perspectives echoed findings of earlier studies with regard to perceived confidence, feelings of anxiety/fear, and inadequacy. In 16 of 23 paired items, physicians and APPs had similar perspectives about confidence/competence after orientation. Significant differences in their perceptions included amount of physician support, time management, length of time to become a fully functional APP, and independence. Better understanding of the perceptions of APPs and physicians can augment APP preparation for a shifting workforce composition and team-based, interprofessional practice designed to meet the population’s health care needs.

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

2018 ◽  
Vol 120 (9) ◽  
pp. 1065-1077 ◽  
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.

Athletic Training Program Commitment: Four-Year Longitudinal Analysis of Behavioral Outcomes

2016 ◽  
Vol 11 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Windee M. Weiss ◽  
Peter J. Neibert
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Repeated Measures ◽  
Behavioral Outcomes ◽  
Athletic Training Education ◽  
Social Constraints ◽  
First Year ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Board Of Certification

Context: Changes in commitment and the predictors of commitment to an athletic training program (ATP) across the academic 4-year program is important for facilitating students' continued success in ATPs and on the Board of Certification (BOC) exam. Objective: The purpose of this study was 2-fold: (1) examine changes in 1 cohort's perceptions of commitment across 4 academic years, and (2) to determine if commitment constructs could predict BOC scores. Design: Longitudinal and cross-sectional survey. Setting: Commission on Accrediting Athletic Training Education accredited ATP at a midsize Division I University. Patients or Other Participants: For purpose (1), 24 ATP students (male = 12, female = 12) participated, and ranged in age from 21–23 years (mean = 21.50 ± 0.59). For purpose (2), a total of 75 male and female senior ATP students participated. Main Outcome Measure(s): Repeated measures analyses of variance were conducted on each predictor of commitment and ATP commitment to determine significant changes in scores from 1 year to the next. A multiple regression analysis was conducted to determine if commitment constructs could predict BOC scores. Lastly, a multivariate analysis of variance compared successful and unsuccessful first attempt BOC candidates on the commitment constructs. Results: Commitment, enjoyment, and benefits decreased significantly from the first year in the ATP to the second year in the program. Attractive alternatives and investments significantly increased during this same timeframe. No significant changes occurred in students' perceptions of perceived social constraints or support from professors, parents, peers, or best friends. Lastly, commitment constructs failed to predict who would pass the BOC exam, and no differences emerged for commitment constructs between students who passed the BOC exam on the first attempt and those who did not. Conclusions: Athletic Training Program students' commitment, enjoyment, investments, attractive alternatives, and perceived benefits fluctuate throughout their time enrolled in an ATP.

scholarly journals 962. Essential Consultants’ Skills and Attitudes (Willing CONSULT): A Cross-Sectional Survey

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S573-S574
Author(s):  
Takahiro Matsuo ◽  
Kuniyoshi Hayashi ◽  
Yuki Uehara ◽  
Nobuyoshi Mori
Keyword(s):  
Postgraduate Education ◽  
Principal Component ◽  
Learning Opportunities ◽  
Easy Access ◽  
First Year ◽  
Preliminary Survey ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Two Phases

Abstract Background There is an increasing number of studies that infectious diseases consultations improve patients’ outcomes, but few studies have investigated the quality of consultations. The aim of this study was to identify important skills and attitudes for consultants to improve the quality of consultations. Methods We conducted our research in two phases: a preliminary survey (May 1 to 14, 2020) and the main survey (June 1 to 14, 2020). As a preliminary survey, first-year postgraduate residents at St. Luke’s International Hospital in Tokyo, Japan, were first asked an open-ended question about the types of skills and attitudes that are important for consultants. After eliminating duplicate answers, there were 19 skills and attitudes in total. In the main survey with residents who completed their residency training at our institute, from 2014 to 2018, and current residents (2019–2020), we first asked them about their demographic characteristics (gender, years of postgraduate education, and type of specialty). Then, they answered how important each skill and attitude are for consultants. All 19 items were scored on a seven-point Likert scale that ranged from 0 (completely disagree) to 6 (totally agree) (Figure 1). Cronbach’s alpha confirmed the internal consistency of the questionnaire items. Principal component analysis and exploratory factor analysis were performed. Figure 1. Skills and attitudes required in consultants according to residents Results The survey included 107 individuals (61.1%, 175 potential participants). The median postgraduate years of education were four (interquartile range: 2-5), and 64.5% were men (n = 69). Seven key elements for consultants were identified and termed Willing CONSULT. These included (1) willingness (willingness to accept consultation requests), (2) contact (easy access to consultants), (3) needs (consideration of consulters’ needs), (4) suggestions and support (providing clear recommendations and suggestions, following up on the patients, and supporting the consulters continuously), (5) urgency (considering the situation’s urgency and responding appropriately), (6) learning opportunities (providing teaching points), and (7) text (writing medical records appropriately and quickly) (Figure 2). Conclusion We propose Willing CONSULT, which are important skills and attitudes for consultants. Disclosures All Authors: No reported disclosures

Parents' Roles in Decision Making for Children With Cancer in the First Year of Cancer Treatment

2011 ◽  
Vol 29 (15) ◽  
pp. 2085-2090 ◽  
Author(s):  
Jennifer W. Mack ◽  
Joanne Wolfe ◽  
E. Francis Cook ◽  
Holcombe E. Grier ◽  
Paul D. Cleary ◽  
...  
Keyword(s):  
Decision Making ◽  
Cancer Treatment ◽  
First Year ◽  
Physician Communication ◽  
Cross Sectional Survey ◽  
High Quality ◽  
Children With Cancer ◽  
Cross Sectional ◽  
Physician Perceptions ◽  
Dana Farber Cancer Institute

Purpose To evaluate the extent to which parents of children with cancer are involved in decision making in the ways they prefer during the first year of treatment. Methods We conducted a cross-sectional survey of 194 parents of children with cancer (response rate, 70%) in their first year of cancer treatment at the Dana-Farber Cancer Institute and Children's Hospital (Boston, MA) and the children's physicians. We measured parents' preferred and actual roles in decision making and physician perceptions of parents' preferred roles. Results Most parents (127 of 192; 66%) wanted to share responsibility for decision making with their children's physician. Although most parents (122 of 192; 64%) reported that they had their preferred role in decision making, those who did not tended to have more passive roles than they wished (47 of 70; 67%; P < .001). Parents were no more likely to hold their ideal roles in decision making when the physician accurately identified the parents' preferred role (odds ratio [OR], 1.04; P = .92). Parents were less likely to hold more passive roles than they wished in decision making when they felt that physician communication (OR, 0.39; P = .04) and information received (OR, 0.45; P = .04) had been of high quality. Parents who held more passive roles than they wished in decision making were less likely to trust their physicians' judgments (OR, 0.46; P = .03). Conclusion Most parents of children in their first year of cancer treatment participate in decision making to the extent that they wish; although, nearly one fourth hold more passive roles than desired. High-quality physician communication is associated with attainment of one's preferred role.

scholarly journals Impact of mother tongue on construction of notes and first-year academic performance

2016 ◽  
Vol Volume 112 (Number 11/12) ◽  
Author(s):  
Shalini Dukhan ◽  
Ann Cameron ◽  
Elisabeth Brenner ◽  
◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Critical Thinking ◽  
Academic Success ◽  
Mother Tongue ◽  
First Language ◽  
First Year ◽  
Language Students ◽  
The University

Abstract The purpose of this study was to identify whether there are any differences in the quality of the notes constructed in English between students for whom English is a first language and those for whom it is a second language. Subsequently we assessed whether this difference, if any, affected their grades. Unsurprisingly, the first-language students produced better structured and more detailed notes; they also performed better academically than their second-language peers. However, when students were provided with training that focused on using writing as a means to promote critical thinking, there was an improvement in the personalisation of their notes. The improvement in grades was significant for second-language students. Thus the university has a pivotal role to play in preparing students for academic success by providing them with supportive measures to aid their transition into first year.

It's kuloo tu: recent developments in Kenya's Englishes

English Today ◽  
2009 ◽  
Vol 25 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christiane Meierkord
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
The Internet ◽  
Medium Of Instruction ◽  
Post Colonial ◽  
The Past ◽  
Educational Domain ◽  
Speech Communities ◽  
Recent Developments

ABSTRACTIn most areas where English is spoken today, it is part of a multilingual context. English is one component of the sociolinguistic profile of many nations. In nations where English is a mother tongue or first language for the majority of the population, other speech communities contribute further languages to the linguistic environment. And in contexts where the majority speak a language other than English, it may serve as a language of administration or as a medium of instruction in the educational domain. Over the past few decades, speech communities have also increasingly been influenced by languages usually spoken outside the community. A particular case is the spread of English via music and films through the radio, television, and the internet. As a result, English is part of the linguistic repertoire of many nations and the individuals living in them. These multilingual contexts have in common the fact that individuals can draw on the various languages to meet their diverse communicative needs and to construct their identities. This article describes how this may result in changes to the English language and even in the emergence of new linguistic forms, with particular reference to the post-colonial nation of Kenya.

Sign in / Sign up

Export Citation Format

Share Document