scholarly journals Translanguaging as an act of emancipation: Rethinking assessment tools in multilingual pedagogy in South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Vimbai Mbirimi-Hungwe
Keyword(s):  
South Africa ◽  
Content Knowledge ◽  
English Language ◽  
Intervention Group ◽  
Assessment Tools ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
Main Ideas ◽  
First Year Medical Students

A plethora of research concerned with translanguaging pedagogy exists. The available research shows a considerable effort by researchers at the tertiary level in South Africa. However, the question about which language should be used for assessment, especially at university, has been a matter of concern among many lecturers. Using a group of first-year medical students, a study was conducted to find out if proficiency in the English language is required as a measure of success in content-related material. Statistical analysis of a control group and an intervention group showed a significant difference in the performance of the students after the assessment of a task. The intervention group, that had been given the opportunity to discuss the main ideas of a text and write a summary based on the text, performed better than their counterparts in the control group. However, it should be noted that during the assessment, the English language grammatical rules were not the priority; instead, emphasis was placed on students’ ability to identify and use the main ideas in the summary. The results prompts this researcher to conclude that students are emancipated from the bounds of proficiency in the English language through the use of a translanguaging pedagogy when assessed on their display of content knowledge instead. For this reason, the researcher urges all academics to compile assessments that focus on content knowledge and allow students to use translanguaging to understand and make meaning of content material.

Translanguaging to enhance reading comprehension among first-year medical students

2022 ◽  
Author(s):  
Vimbai Mbirimi-Hungwe
Keyword(s):  
Reading Comprehension ◽  
Turn Of The Century ◽  
Control Group ◽  
First Year ◽  
Test Analysis ◽  
Multilingual Students ◽  
Significant Difference ◽  
Multilingual Learning ◽  
First Year Medical Students ◽  
Experimental Group

Abstract Since the turn of the century there has been an increase in the use of translanguaging in multilingual learning contexts. Many researchers have shown how translanguaging enhances multilingual students’ ability to understand academic content. This experimental study provides empirical evidence that translanguaging can enhance reading comprehension. An experimental group and a control group were used to establish whether there was a significant difference between the performances of the two groups after reading an academic text. Using the t-test analysis, the results show a significant difference in the performance of the control group and the experimental group. These findings prompt us to conclude that translanguaging is an effective strategy that enhances reading comprehension.

scholarly journals Teaching Blood Morphology: Audiovisual Method Compared to Microscope Slides With Written Text and Instructor

Blood ◽  
1974 ◽  
Vol 44 (3) ◽  
pp. 445-448 ◽  
Author(s):  
John Stanley ◽  
Paul Reich
Keyword(s):  
Control Group ◽  
First Year ◽  
Learning Session ◽  
Written Text ◽  
Color Slide ◽  
Significant Difference ◽  
Blood Morphology ◽  
The Mean ◽  
First Year Medical Students ◽  
Microscope Slides

Abstract Two methods of teaching first-year medical students peripheral blood morphology were compared. A group of 27 students learned using a self-teaching audiovisual method of 35-mm color slides accompanied by an audio tape explanation. A group of 20 students were taught using the classic method of microscope slides explained by a written text, with an instructor to point out morphology. Both methods presented the same information to the students. Both groups were evaluated by a quiz consisting of actual blood smears. Although the mean learning time per student for the color slide group was significantly shorter than that for the microscope group, there was no significant difference between the mean quiz scores of the two groups, and both were significantly greater than the mean score of a control group which had no learning session.

scholarly journals The Effect of a Problem-focused Coping Stress Management Program on Self-efficacy, Psychological Distress, and Salivary Cortisol among First-year Medical Students of Udayana University

2021 ◽  
Vol 55 (6) ◽  
Author(s):  
Susy Purnawati ◽  
Putu Gede Adiatmika ◽  
Cokorda Bagus Jaya Lesmana
Keyword(s):  
Psychological Distress ◽  
Stress Management ◽  
Salivary Cortisol ◽  
Self Efficacy ◽  
Management Program ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
Stress Management Program ◽  
First Year Medical Students

Objective. Current evidence has shown academic stress to be associated with student maladaptive behavior. This study aimed to investigate the effect of a problem-focused coping stress management program on first-year medical students’ self-efficacy, psychological distress and find its effect on salivary cortisol. Method. Forty students who scored high on academic stress and external locus of control were randomly selected as the intervention (n = 26) and control group (n = 14). An intervention in the form of a problem-focused coping stress management program was organized. The intervention was a 1½-hour training class conducted once a week for four weeks. Results. There was a significant difference in self-efficacy between the intervention and control groups (p-value = 0.029). The self-efficacy score was significantly higher after the intervention (19.31 ± 2.396 vs 21.27 ± 2.677, p = 0.005). Likewise, a significant difference in the psychological distress between the two groups was found after the intervention (control group = 40.14 ± 3.860; intervention group = 37.12 ± 4.537, p < 0.05). We also found a significant decrease in salivary cortisol after the intervention among this group (0.68262 μg/dl ± 0.367 to 0.43304 μg/dl ± 0.231, p < 0.05), but there was no significant difference in cortisol between intervention and control group after the intervention (0.49479 μg/dl ± 0.264 and 0.43304 μg/dl ± 0.231, p = 0.448). Conclusion. The problem-focused coping stress management program improved self-efficacy and decreased the psychological distress and salivary cortisol of first-year medical students in this research.

scholarly journals ANATOMY VISUAL LEARNING: A NEW MODALITY TO ENHANCE NEUROANATOMY LEARNING IN FIRST-YEAR MEDICAL STUDENTS

2021 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Sasanthy Kusumaningtyas ◽  
Mochamad Iskandarsyah Agung Ramadhan ◽  
Ria Margiana ◽  
Elvan Wiyarta ◽  
Reynardi Sutanto ◽  
...  
Keyword(s):  
Medical Students ◽  
Visual Learning ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Positive Perception ◽  
Open Questions ◽  
Post Test ◽  
First Year Medical Students ◽  
Interventional Group

Background: In gaining knowledge and comprehension of neuroanatomy, medical students require not only memorizing the anatomical structures but also understanding the spatial relationships. Along with the cadaver prosection usage, we proposed an anatomy visualization learning (AVL) as possible modality to fulfill this need, yet this has to be proven. This study aimed to know whether AVL can improve student knowledge in neuroanatomy and give a positive perception to the student. Methods: A quantitative and qualitative studies were performed to the first-year medical students (n=46) of Faculty of Medicine Universitas Indonesia who were randomly divided into two groups, an interventional (n=23) and a control (n=23) group. Both groups enrolled in the neuroanatomy learning module, with additional two sessions (two hours/session) of AVL using 3D anatomy visualization table for the intervention group. Quantitative study to know the knowledge improvement was done by comparing the pre-test, post-test and gain scores between groups. Student’s perception of the learning method was done using a questionnaire on a Likert scale. Qualitative study was done using open questions. Results: The median value of the pre-test score (8 [0-30] vs. 4 [0-42]; p=0.869) and the post-test scores (44 [30-82] vs. 40 [8-84]; p=0.068) between the interventional vs control group were not different. Nevertheless, the interventional group gained higher scores than the control group (41.6±18.06 vs. 29.8±20.47; CI 95%; p<0.05). Participants (the interventional group) had a positive perception about the AVL usage for neuroanatomy learning. Conclusion: AVL can be considered as a new approach modality for neuroanatomy learning.

scholarly journals First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?

2017 ◽  
Vol 12 (4) ◽  
pp. 158 ◽  
Author(s):  
Savannah L. Kelly
Keyword(s):  
Learning Community ◽  
Self Efficacy ◽  
Null Hypothesis ◽  
Intervention Group ◽  
Control Group ◽  
First Year ◽  
Control Group Design ◽  
First Year Students ◽  
Significant Difference ◽  
The Impact

Abstract Objective – The purpose of this quantitative study was to measure the impact of providing research struggle videos on first-year students’ research self-efficacy. The three-part video series explicated and briefly addressed common first-year roadblocks related to searching, evaluating, and caring about sources. The null hypothesis tested was that students would have similar research self-efficacy scores, regardless of exposure to the video series. Methods – The study was a quasi-experimental, nonequivalent control group design. The population included all 22 sections (N = 359) of First-Year Writing affiliated with the FASTrack Learning Community at the University of Mississippi. Of 22 sections, 12 (N = 212) served as the intervention group exposed to the videos, while the other 10 (N = 147) served as the control group. A research self-efficacy pretest – posttest measure was administered to all students. In addition, all 22 sections, regardless of control or intervention status, received a face-to-face one-shot library instruction session. Results – As a whole, this study failed to reject the null hypothesis. Students exposed to the research struggle videos reported similar research self-efficacy scores as students who were not exposed to the videos. A significant difference, however, did exist between all students’ pretest and posttest scores, suggesting that something else, possibly the in-person library session, did have an impact on students’ research self-efficacy. Conclusion – Although students’ research self-efficacy may have increased due to the presence of an in-person library session, this current research was most interested in evaluating the effect of providing supplemental instruction via struggle videos for first-year students. As this was not substantiated, it is recommended that researchers review the findings and limitations of this current study in order to identify more effective approaches in providing instructional support for first-year students’ research struggles.

Effects of a resiliency program on burnout and resiliency in family medicine residents

2019 ◽  
Vol 54 (4-5) ◽  
pp. 327-335 ◽  
Author(s):  
Julie Brennan ◽  
Angele McGrady ◽  
Jennifer Tripi ◽  
Archit Sahai ◽  
Megan Frame ◽  
...  
Keyword(s):  
Family Medicine ◽  
Intervention Group ◽  
Maslach Burnout Inventory ◽  
Assessment Tools ◽  
Controlled Study ◽  
Control Group ◽  
Post Intervention ◽  
Significant Difference ◽  
Family Medicine Residents

Research has highlighted the prevalence of burnout in medical residents and the relative rarity of evidence-based structured programs to build resiliency. This was a controlled study of an 8-h program designed to increase resiliency and decrease burnout that focused on personal awareness, improving coping skills, building social connection, and maintaining balance. The project was approved by the institutional review board. Thirty-two family medicine residents signed the consent form. Structured assessment tools were administered to the intervention group at pre-program, immediately post-program and at one- and two-year follow-up. The control group completed the same pre- and post-assessments. Post-intervention comparison of the two groups demonstrated that the intervention group showed significantly lower scores in depersonalization and emotional exhaustion on the Maslach Burnout Inventory immediately after the program. There was no significant difference in the outcomes in year1 and year 2 follow-up. Residents evaluated the program positively. Resiliency programs can be incorporated into a family medicine residency and participants benefit by lowering indicators of burnout.

Breastfeeding Training through Role-Play and Effects on Mother-infant Attachment Behaviours: A Randomised Controlled Trial

2020 ◽  
Vol 22 (1) ◽  
Author(s):  
Farokh Saljughi ◽  
Mitra Savabi-Esfahani ◽  
Shahnaz Kohan ◽  
Soheila Ehsanpour
Keyword(s):  
Pregnant Women ◽  
Maternal Employment ◽  
Controlled Trial ◽  
Role Play ◽  
Intervention Group ◽  
Control Group ◽  
Maternal Behaviour ◽  
Infant Attachment ◽  
Significant Difference ◽  
History Of

Mother-infant attachment is an intimate, lasting and satisfying relationship that leads to better cognitive, emotional and social growth of the infant. The aim of this study was to determine the effects of breastfeeding training by role-play on mother-infant attachment behaviours. This research was a randomised clinical trial (parallel design). Inclusion criteria were: no history of mental disorders; ability to read and write the Persian language to complete the questionnaire; no history of drug and tobacco intake in primigravida women. The sample comprised 100 pregnant women (in 2 groups), selected through simple random sampling at healthcare centres. The researcher reviewed prenatal care registries of selected healthcare centres and extracted the names of pregnant women in their early third trimester. The data were imported into randomisation software. The control group received routine breastfeeding training, while the intervention group received routine training together with training through role-play. The data collection tool was the Maternal Behaviour Inventory Questionnaire. Consequently 75 samples were analysed in SPSS16. Independent t-tests and chi-square tests were used to examine the difference between the two groups. Results showed that the mean score of mother-infant attachment one week after delivery was significantly higher in the intervention group in comparison to that in the control group (p<0.001). No significant difference was observed between the two groups in maternal age, age of marriage, neonatal gender, maternal employment and education, number of parity, and number of abortions (P>0.05). Since breastfeeding training through role-play could affect mother-infant attachment, it is suggested that this type of training should be provided for pregnant women to promote mother-infant attachment and exclusive breastfeeding.

TERAPI MUSIK DAN TINGKAT KECEMASAN PASIEN PREOPERASI

2016 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Wenny Savitri ◽  
Nani Fidayanti ◽  
Paulus Subiyanto
Keyword(s):  
Music Therapy ◽  
Intervention Group ◽  
Complementary Therapy ◽  
T Test ◽  
Anxiety Level ◽  
Preoperative Anxiety ◽  
Control Group ◽  
Music Intervention ◽  
Significant Difference ◽  
Anxiety Levels

Background: Surgery is one of medical interventions which can cause fear, anxiety, and stressed because of its effects toward the integrity of body and soul. Nurses have significant roles in any preoperative care which is helping patients to decrease preoperative anxiety by using complementary therapy. The use of music therapy as one of the complementary therapies is not common in Indonesia. Therefore, scientific studies to prove the role of this therapy to decrease the level of anxiety of pre-operative patients is needed. Objective: To investigate the effects of music therapy in reducing anxiety levels of preoperative patients. Methods: A quasy experimental study with pre-test and post-test design with control group was applied to 50 respondents from medical ward in Panembahan Senopati Hospital of Yogyakarta who met the inclusion criteria.Dara were then analyzed by using t-test statistical analysis. Results: The control group showed the increased value of anxiety level of0.8 without music intervention (t= - 1503, df = 24, p<.05), whereas the intervention group showed the decreased value of anxiety level of -5.52 (t=5.081, df=24, p<.05). Meanwhile the independent t-test results for both groups showed a significant difference between group (t= 3,373, df=48, p<.05). Conclusion: Music therapy has significant effect in reducing preoperative anxiety levels of patients. Keywords: anxiety, preoperative, music therapy

The Effect of Reflexology on Labor Pain and Length Among Primiparous Women: A Randomized Controlled Trial

2018 ◽  
Vol 7 ◽  
Author(s):  
Azita Kamjoo
Keyword(s):  
Controlled Trial ◽  
Intervention Group ◽  
Active Phase ◽  
Labor Pain ◽  
Control Group ◽  
Singleton Pregnancy ◽  
Group Data ◽  
Significant Difference ◽  
Labor Length ◽  
Primiparous Women

Background: Pain control is considered as the key issue in modern midwifery. Along with medical painkillers, reflexology is viewed as a non-medical and noninvasive method. Hence, we aimed to investigate the effect of reflexology on the intensity of pain and length of labor. Materials and Methods: In this clinical trial, participants included 240 Iranian primiparous women with term and singleton pregnancy. Having a 3-4 cm cervical dilatation once they visited the hospital. Through a convenient sampling method, they were selected and then randomly divided into two groups. In the intervention group, reflexology was performed, and the intensity of pain during the active phase of labor along with the length of labor in the active phase was measured by visual analog scale (VAS) and compared with the control group. Data were analyzed using descriptive statistics, t-test, and Mann-Whitney U-test. Result: Data analysis showed a statistically significant difference between the intensity of pain in the 5-7 and 8-10 cm dilatation in the two groups (P=0.01). Moreover, the labor length in the active phase was found to be significantly shorter in the intervention group (P<0.001). Conclusion: It appears that reflexology can lead to a reduction in the pain and length of labor. Therefore, through instructing this technique, a goal of midwifery, which is reducing labor pain and its length can be achieved. Keywords: Reflexology, Labor Pain, Labor Length, Primiparous Women

The Effectiveness of Using a Mobile Messenger as an Educational Supporting Tool among Nursing Students

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Rohimah Ismail ◽  
Chong Mei Chan ◽  
Wan Muhammad Azly W. Zulkafli ◽  
Hasnah Zani ◽  
Zainab Mohd Shafie
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Decision Making ◽  
Intervention Group ◽  
Great Influence ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
Supporting Tool ◽  
Nursing College

                The evolution of information technology has exerted great influence on nursing education via new pedagogy of knowledge delivery without time and place restriction. Mobile technology revolutionises nursing education and clinical practice via empowering skills of critical thinking and clinical decision-making through learning. The aim of this study is to evaluate the effectiveness of using mobile messenger (Whatsapp) as an educational supporting tool among nursing students. The study design used is a Cluster Randomized Control Trail. Two nursing colleges were selected. Sample size was 93 participants, 48 from the Kuala Terengganu Nursing College Kuala Terengganu as the intervention group while the control group were recruited among 45 participants from UniSZA Nursing College. There is a significant difference in the level of knowledge between pre and posttest among intervention group (mean difference was -8.70 with a standard deviation 8.42, p-value< 0.001) and 93.8 percent of the respondents perceived the usefulness of using WhatsApp mobile messenger to enhance learning. This demonstrates that learning through mobile messenger (WhatsApp) enhances learning and is well received as a new method of learning by almost all students.   Keywords: Mobile learning, WhatsApp messenger, Social Interaction

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