scholarly journals A Useful Chart for Providing Self-Assessment Opportunities to Students

2017 ◽  
Vol 4 (2) ◽  
pp. 11
Author(s):  
Julio César Núñez García ◽  
Marisela Alfaro Tamayo
Keyword(s):  
English Language ◽  
Self Assessment ◽  
And Performance ◽  
And Control ◽  
Assessment Environment ◽  
Learning And Performance

When learning something, it is of paramount importance to evaluate our progress during the several steps involved inthe process. Providing an assessment environment helps our students to reflect constantly about their performanceand the things they should avoid or do as to attain better results. It is also a necessary activity for helping them tolearn effectively the English language. As they become aware of the possibilities that offers using a tool allowingthem to assess their learning and performance, their proficiency, monitored in this type of environment, shapes theexpected results.This article presents an experience based on the use of an assessment chart provided to students to help themassessing themselves when learning the English language. Professors involved in the application of the chart referredto the changes occurred in the students´ performance and their awareness about certain elements that they were notable to identify and control previously to the implementation of the chart. After that, they considered them as of greatimportance for evaluating their performance when learning the English language both as learners and as professors tobe.

scholarly journals Effect of End-of-Life Nursing Education on the Knowledge and Performance of Nurses in the Intensive Care Unit: A Quasi-Experimental Study

2021 ◽  
Author(s):  
Sima Sadat Ghaemizade Shushtari ◽  
Shahram Molavynejad ◽  
Mohammad Adineh ◽  
Mohsen Savaie ◽  
Asaad Sharhani
Keyword(s):  
Palliative Care ◽  
Nursing Education ◽  
End Of Life ◽  
Nursing Care ◽  
Self Assessment ◽  
Care Education ◽  
Quasi Experimental ◽  
And Performance ◽  
And Control

Abstract Background: End-of-life care education is required for nurses to acquire the clinical competence necessary for the improvement of the quality of end-of-life nursing care. The aim of this study was to determine the effect of nursing care education based on End-of-Life Nursing Education Consortium (ELNEC) on the knowledge and performance of nurses working in the intensive care unit (ICU).Materials and Methods: This quasi-experimental study was conducted with a pretest-posttest design. From among nurses working in the ICU of Golestan and Imam Khomeini hospitals in Ahvaz, Iran, 80 nurses were selected based on the inclusion criteria. They were randomly assigned to the intervention and control groups (40 people in each group) using a table of random numbers. Data were collected using a demographic characteristics form, the ELNEC Knowledge Assessment Test (ELNEC-KAT), ‎and the Program in Palliative Care Education and Practice Questionnaire (German Revised Version; PCEP-GR‎).Results: A significant difference was observed between the study groups in terms of the average knowledge score in all 9 modules including nursing care, pain management and control, disease symptom management, ethical/legal issues, culture, communication with the patient and his/her family, loss and grief, death, and quality of life (QOL) (P < 0.001). Moreover, the average performance score of nurses in the fields of preparation for providing palliative care, self-assessment of ability to communicate with dying patients and their relatives, self-assessment of knowledge and skills in palliative care increased significantly in the intervention group compared to the control group (P < 0.001).Conclusions: End-of-life nursing education is recommended as an effective method for promoting knowledge, attitude, performance, and clinical competence among all nurses involved in end-of-life care.

scholarly journals ORGANIZATION OF STUDENTS REFLECTIVE ACTIVITY AT THE MICROBIOLOGY, VIRUSOLOGY AND IMMUNOLOGY DEPARTMENT

2021 ◽  
Vol 21 (3) ◽  
pp. 234-238
Author(s):  
O.V. Hancho ◽  
N.P. Kovalenko ◽  
I.M. Zvyagolska ◽  
A.D. Hancho ◽  
N.O. Bobrova
Keyword(s):  
Medical Education ◽  
Professional Training ◽  
Test Group ◽  
Dental Students ◽  
Educational Process ◽  
Control Group ◽  
Self Assessment ◽  
Reflective Activity ◽  
And Performance ◽  
Learning And Performance

At present the development of critical thinking is crucial for individuals who are eager to get involved into productive interaction with the outside world, who are able to assess their own achievements objectively throughout the learning process, to analyze ways resulting in successes or fails, set purposes for self-improvement and self-development. There is a growing literature in medical education suggesting that reflection improves learning and performance in essential competencies to a growing literature in medical education suggesting that reflection improves learning and performance in essential competencies. Therefore fostering students’ reflective thinking is an important component of the educational process. The purpose of this study is to provide the grounds for organizing reflective activities for the future healthcare professionals in the context of their professional training. The experiment included 90 second-year students of Dentistry Faculty divided into two groups: test group involved 50 respondents and control group comprised 40 students. The method of studying reflexive abilities was based on applying teachers’ assessment and students’ self-assessment of students’ educational and cognitive activities including the following structural components: awareness of the learning outcomes and whether the outcomes are consisted with intended goals, self-analysis and self-assessment of individual activities and activities during team working. Each component was evaluated by five-score scale. Teachers also used the method of reflexive polylogue. The probability of the difference between the groups was determined by Student's t test. Designing of effective reflection requires time, effort and willingness; such activity should not feel like busy work or an add-on activity. The article elucidates the ways and principles of organization of reflective activity for future doctors. We offered some types of exercises aimed at developing the reflective skills for further professional work. We also detailed methodological recommendations and technoques on the organization of reflective activity for the dental students. The study has demonstrated that the highest level of reflexive skills in students corresponded to 3.4±0.7 scores that are quit sufficient for productive learning. It is through reflection the methods and results of own learning outomes are analyzed and assessed. Reflection is a skill, which requires development and can be applied broadly in medical education.

Effects of Three Kinds of Stressors on Human Learning and Performance

1964 ◽  
Vol 14 (1) ◽  
pp. 161-162 ◽  
Author(s):  
Ronald B. Kurz
Keyword(s):  
Human Learning ◽  
The Other ◽  
Performance Time ◽  
Mental Multiplication ◽  
And Performance ◽  
And Control ◽  
Learning And Performance

In order to compare the effects of three stress producing operations on learning and performance, Ss were required to perform on a series of mental multiplication problems in four trials while they were either paced, shocked, distracted, or not subjected to any stressor conditions. It was found that pacing resulted in significantly fewer multiplication errors and significantly more rapid responding than the other conditions. There were no differences between the shock, distraction and control conditions in multiplication errors or performance time. The data suggest that some stressors have unique characteristics which may affect learning and performance, but that the particular effects of stressors probably vary with the task and the manner in which the stressor is presented.

Drama in Project-Based Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 16-23
Author(s):  
James Carpenter
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Project Based Learning ◽  
Learning Approach ◽  
Self Assessment ◽  
Student Centered ◽  
Language Support ◽  
Language Courses ◽  
And Performance

This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

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