scholarly journals Aplicación de un calendario de pruebas de evaluación continua en la asignatura “Obstetricia” en sexto de Medicina

2020 ◽  
Vol 1 (2) ◽  
pp. 45-52
Author(s):  
Carlos Santiago Piñel Pérez ◽  
María José Gómez-Roso Jareño ◽  
Juan José López Galián
Keyword(s):  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Assessment Tests ◽  
Negative Score ◽  
Group A ◽  
The Subject ◽  
The Mean ◽  
Los Grupos ◽  
De Medicina

Introducción. Con el objetivo de promover y motivar al aprendizaje continuo durante el curso de la asignatura de Obstetricia (6º Medicina), se diseñó un calendario de “Pruebas de Evaluación Continua” (PEC). Este aprendizaje progresivo permite interiorizar conceptos, mejor seguimiento de las clases sucesivas y facilita el estudio, mejorando el rendimiento final. Métodos. Se diseñaron 4 PEC voluntarias, una por bloque del temario, con 10 preguntas tipo test sin puntuación negativa por error, para estimular al alumnado a pensar en cada una de las cuestiones y tomar decisiones. Las PEC se realizaron en los últimos 10 minutos de la última clase de cada bloque. Medicina tiene cinco grupos, uno por hospital docente. Esta iniciativa se realizó sólo en uno de los grupos (grupo A). Resultados. Se presentaron a las PEC el 90,9% de los alumnos matriculados. En la primera PEC la calificación media fue 68% (máximo 90%; mínimo 50%; moda 70%), en la segunda 88% (máximo 100%; mínimo 60%; moda 90%), en la tercera 95% (máximo 100%; mínimo 80%; moda 100%) y en la cuarta 99% (máximo 100%; mínimo 90%, moda 100%). La calificación media en el examen final de la asignatura (común a los 5 grupos) del grupo A fue de 7,300 (sobre 10), superior a la de los grupos B (6,886), C (6,592), D (6,572) y E (6,463). Conclusiones. Se objetivó un aumento del rendimiento progresivo grupal e individual. Los resultados de la primera PEC fueron más dispersos, y posteriormente se fueron homogeneizando. El grupo en el que se realizaron las PEC obtuvo mejor resultado en el examen final que los otros grupos. Abstract: Introduction. We designed a “Continuous Assessment Tests” (CAT) for promoting and motivating continuous learning during the course of the subject “Obstetrics” (6th year of Medicine). This progressive learning enables concepts to be internalized, better monitoring of successive classes and facilitates study, improving results. Methods. Four voluntary CAT were designed, one per block of the subject, with 10 multiple choice questions without negative score by mistake to stimulate students to think about each of the questions and make decisions. The CAT were performed in the last 10 minutes of the last class of each block. Medicine has five groups, one per teaching hospital. This initiative was carried out in only one of the groups (group A). Results. 90.9% of the enrolled students attended the CAT. In the first CAT the mean score was 68% (maximum 90%; minimum 50%; mode 70%), in the second 88% (maximum 100%; minimum 60%; mode 90%), in the third 95% (maximum 100%; minimum 80%; mode 100%) and in the fourth 99% (maximum 100%; minimum 90%, mode 100%). The mean score in the final exam of the subject (common to the 5 groups) of group A was 7,300 (out of 10), higher than that of groups B (6,886), C (6,592), D (6,572) and E (6,463). Conclusions. An increase in group and individual progressive yield was observed. The results of the first CAT were more dispersed, and later they were homogenized. The group in which the CAT were performed got better yield in the final exam than the other groups.

Development and Application of a Concept Test on the Subject of Stars

2020 ◽  
Author(s):  
Ebru EZBERCI-CEVIK ◽  
Mehmet Altan KURNAZ
Keyword(s):  
Quantitative Research ◽  
Quantitative Methods ◽  
Model Analysis ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Schools Of Education ◽  
Test Items ◽  
Alpha Reliability ◽  
The Subject ◽  
The Mean

The aim of this study is to develop a concept test on the subject of stars that is suitable for model analysis and to evaluate the conformity of this model. The study was performed using a screening model, which is a type of quantitative research method. The study also tried to fill the gap in the existing literature regarding the use of quantitative methods. To develop the test, existing studies on stars were first examined; interviews with candidates who were teachers were conducted; and finally, necessary amendments to test items were made after referring to experts’ opinions. To assure its validity and reliability, the test was applied to a total of 175 candidates who were studying at schools of education in the departments of science teaching of three different universities to become teachers; all candidates took astronomy courses and were educated on the subject matter. The final form of the test comprised of 26 multiple-choice questions, each with 5 possible answers. The Cronbach’s alpha reliability coefficient of the test was calculated to be 0.735. In addition, the mean strength of the test was found to be 0.370 and the distinctiveness was found to be 0.390. Statistical analyses revealed that the concept test developed in this study is a valid and reliable test that conforms to the model analysis.

scholarly journals La formación de los futuros docentes a través de la gamificación, tic y evaluación continua

2019 ◽  
Vol 8 (2) ◽  
pp. 55-63
Author(s):  
C. Castañeda-Vázquez ◽  
T. Espejo-Garcés ◽  
F. Zurita-Ortega ◽  
AB. Fernández-Revelles
Keyword(s):  
Primary Education ◽  
Positive Feedback ◽  
Educational Practice ◽  
Continuous Assessment ◽  
Final Exam ◽  
High Participation ◽  
The Subject ◽  
Education Degree ◽  
Educación Primaria

El presente proyecto se ha llevado a cabo en el Grado de Educación Primaria, con el objetivo primordial de aumentar la motivación e implicación del alumnado a través del uso de estrategias de gamificación, TIC y evaluación continua en el aula. Para ello se desarrolló un proyecto de gamificación en el aula, a través de las TIC y la evaluación continua, el cual se desarrolla en este documento. Los resultados mostraron una alta participación del alumnado (más del 85% de los estudiantes participaron en el proyecto de gamificación). Casi el 95% de los estudiantes se presentaron a la evaluación en primera convocatoria, y el  87,9% del alumnado superó la asignatura en primera convocatoria. También se registraron altos niveles de motivación, tanto intrínseca como extrínseca, lo que supone una retroalimentación positiva para considerar esta innovación como una buena práctica educativa y seguir trabajando en cursos venideros con este tipo de metodologías. This project was carried out Primary Education Degree. The main aim was to increase the students´ levels of motivation and involvement in the subject using gamification strategies, ICT and continuous assessment in the classroom. To this end, a gamification project was developed in the classroom, through ICT and continuous assessment, which is developed in this document. The results showed a high participation of the students (more than 85% of the students participated in the gamification project). Almost 95% of the students attended at the first final exam and 87.9% of the students passed the subject in first call. It was also observed high levels of students´ participation and involvement in the subject, as well as high levels of motivation, both intrinsic and extrinsic, which supposes a positive feedback to consider this innovation as a good educational practice and to continue working in future courses with this type of methodologies.

scholarly journals PREVALÊNCIA DO TABAGISMO ENTRE ACADÊMICOS DE MEDICINA DE UMA UNIVERSIDADE DO INTERIOR DO ESTADO DE SÃO PAULO

2018 ◽  
Vol 10 (2) ◽  
pp. 54-58
Author(s):  
Jessyka Bertoldo Lopes ◽  
Tatiane Bordignon Uliana ◽  
Heloisa Stang Huning ◽  
Lilian Francisco Arantes de Souza ◽  
Emanuele Moraes Mello
Keyword(s):  
Health Professionals ◽  
Smoking Prevalence ◽  
Smoking Initiation ◽  
Male Predominance ◽  
National Statistics ◽  
Mild Degree ◽  
Quit Smoking ◽  
The Subject ◽  
The Mean ◽  
De Medicina

The objective of this study was to verify the prevalence of smokers among medical students. Among the 455 students who answered the questionnaire, the prevalence of smokers was 8.1%, the mean age being 24.9 years and male predominance (64.8%, p=0.0004). The main reasons for smoking initiation were: friends (45.9%), anxiety (32.4%) and stress (18.9%). Predominantly they lived alone (45.9%) and keep social relationwith smokers 83.7% (p<0.0001). Health professionals were considered as "behaviourmodels" for 70% of smokers and non-smokers, however, non-smokers consider it more important to conduct campaigns on the subject (p=0.0183). The mild degree of dependence characterized 89.1% of smokers, according to the Fagerstöm Test. Although 72.9% reported their desire to quit smoking, only 48.6% tried, and unsuccessfully. As a conclusion, smoking prevalence was relatively low compared to national statistics.

Effects of Variations in a Self-Instructional Program on Instructional Outcomes

1966 ◽  
Vol 18 (2) ◽  
pp. 539-546 ◽  
Author(s):  
Milton H. Maier ◽  
Paul I. Jacobs
Keyword(s):  
Subject Matter ◽  
Sixth Grade ◽  
Instructional Program ◽  
Programmed Instruction ◽  
Alternate Version ◽  
Directed Instruction ◽  
Instructional Outcomes ◽  
Group A ◽  
The Subject ◽  
The Mean

39 sixth-grade Spanish classes were randomly assigned to either a linear program developed according to the usual procedures or an alternate version of the program produced by reordering the frames in accordance with the advice of experts. The students worked on the program for 30 min. each week without any teacher-directed instruction. For none of the instructional outcomes of achievement, interest in the subject matter, and attitudes toward programmed instruction did the mean levels differ significantly after one semester of instruction. In each group a high relationship was found between aptitude and achievement, and between initial and final interest in the subject matter. Attitudes toward programmed instruction were not consistently related to any other variables.

scholarly journals Avaliação de um curso para a capacitação dos profissionais da enfermagem na urgência e emergência

2019 ◽  
Vol 29 (3) ◽  
pp. 34203
Author(s):  
Thaisa Vieira Sonnberger ◽  
Gustavo Lenci Marques ◽  
Flavia Klas Blanski Pinheiro
Keyword(s):  
Test Results ◽  
Multiple Choice Questions ◽  
Initial Management ◽  
Average Accuracy ◽  
Post Test ◽  
Group A ◽  
Storage Rate ◽  
The Mean ◽  
Nursing Professionals ◽  
Regressive Analysis

AIMS: This work aims to evaluate a course model for the training of the nursing team in emergency care, as well as establishing the period which the knowledge acquired in the course is still memorized and when the course should be reministered to guarantee the professional’s proficiency.METHODS: We selected 45 nursing professionals who worked at the Cardiology Units of the Hospital de Clínicas of the Federal University of Paraná. In this group, a pre-test of 20 multiple choice questions was applied, mentioning the previous knowledge of the team. After the pre-test, a two-hour theoretical-practical course was given on the recognition of severe patients and initial management of a cardiorespiratory arrest, practicing ventilation maneuvers and chest compression on a manikin. After the course, the same test was reapplied to identify if there was improvement in the number of correct answers. Within three and six months the test was again applied in order to establish the knowledge storage rate over that period.RESULTS: We observed that the average accuracy in the pre-test was 9.4±3.3 questions. In the immediate post-test, there was an increase in the mean of correct answers to 15.3±2 questions. After three months, the average number of correct answers fell to 12±3.1 questions and after six months was 10±3.3 questions. It was also possible to identify that the professionals who worked in the Intensive Care Unit and Hemodynamics presented a greater number of correct answers (12.6±3.4) when compared to the professionals who worked in the Infirmary (9.4±4.4). Performing a regressive analysis, we observed a statistically significant improvement in the test results shortly after the training and in three months (p < 0.05) – which did not occur in the time of six months.CONCLUSION: We can infer from the improvement in the number of correct answers to the questionnaire that the theoretical-practical course model was effective in promoting the training of nursing professionals. However, the fixation of knowledge decays over the months, returning to values close to the initial within six months.

scholarly journals Trends in alcohol consumption among older adults in Denmark in the 21st century

2020 ◽  
Vol 37 (5) ◽  
pp. 481-490
Author(s):  
Heidi Amalie Rosendahl Jensen ◽  
Kim Bloomfield ◽  
Cathrine Juel Lau ◽  
Ola Ekholm
Keyword(s):  
Alcohol Consumption ◽  
National Health Survey ◽  
Heavy Episodic Drinking ◽  
Drinking Patterns ◽  
The Past ◽  
Danish Health ◽  
Random Samples ◽  
Group A ◽  
The Subject ◽  
The Mean

Background: Previous studies have indicated that the alcohol consumption among older Danish individuals has increased during the last three decades of the 20th century. However, the research is limited and, hence, the aim of the present article is to describe the trends and peculiarities in the development of the present situation in older people’s drinking patterns in Denmark. Methods: Data were obtained from the Danish Health and Morbidity Survey (2005) and the Danish National Health Survey (2010, 2013, and 2017). Data used in this study were collected via self-administered questionnaires from random samples of the adult (≥ 16 years) Danish population. Response rates varied between 50.8% (2005) and 59.5% (2010). Drinking patterns are described using the following indicators: alcohol consumption during the past 12 months; alcohol consumption at least two days a week; mean number of standard drinks consumed in a typical week and heavy episodic drinking (at least monthly). Results are presented as percentages or means. Results: The prevalence of overall 12-month alcohol use in all individuals aged 60 years or older has slightly increased between 2010 (83.9%) and 2017 (85.2%). On the other hand, the prevalence of consuming alcohol at least twice a week has overall decreased slightly between 2010 (54.0%) and 2017 (52.0%) in the same age group. A decrease was also observed in the mean number of standard drinks consumed in a typical week, from 8.3 in 2010 to 7.0 in 2017. Additionally, the prevalence of consuming at least five standard drinks on one occasion at least monthly decreased markedly from 24.8% in 2005 to 14.8% in 2013 (the prevalence remained stable between 2013 and 2017). The trends in prevalence of various alcohol indicators varied by sex and age. Conclusions: The findings of this study suggest an overall decline in alcohol consumption among older Danes in the study period. The continuation of this trend will be the subject of future studies.

scholarly journals Effect Of Continuous Assessment Tests On Overall Student Performance In The Case Of The Spanish National Distance Education University (UNED)

2014 ◽  
Vol 10 (1.5) ◽  
pp. 61-68
Author(s):  
Maria Dolorez Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Scoring Systems ◽  
First Year ◽  
Continuous Assessment ◽  
Final Exam ◽  
Assessment Tests ◽  
Different Types ◽  
Overall Performance ◽  
Second Year

This study aims to analyze the effect of the use of different types of continuous assessment tests on students participation, performance and final grades. To this end, it examines the case of a second-year course from the degree program in Business Administration and Management offered by the Faculty of Economics at the Universidad Nacional de Educaci a Distancia (National Distance Education University, UNED) in Spain during the first two academic years it was available (2011/12 and 2012/13). This period offered two distinct scenarios, with a total of 1,450 students participating the first year and 1,809 in the second, due to the use of two online continuous assessment tests with different scoring systems. The goal was to analyze the influence of each of the continuous assessment systems used on student participation in both the continuous assessment test itself and the final exam, as well as on the grades earned on these tests, and students overall performance in the course. As a result of this research, conclusions were reached regarding the educational nature of these tests and their suitability as a true tool for monitoring and assessment at a distance university.

scholarly journals COMPARISON OF DURATION OF LABOUR BETWEEN PRIMIGRAVIDAS WITH AND WITHOUT AMNIOTOMY

1969 ◽  
Vol 3 (2) ◽  
pp. 379-382
Author(s):  
NAZIA LIAQAT ◽  
SAADIAYASMEEN ◽  
FARHAT NASIR ◽  
REHANA RAHIM.
Keyword(s):  
P Value ◽  
Stage Duration ◽  
Second Stage ◽  
Second Stage Of Labour ◽  
Number Of Patients ◽  
Group A ◽  
The Subject ◽  
The Mean ◽  
Group B ◽  
Duration Of Gestation

BACKGROUND: Amniotomy is a common and routine obstetrical procedure in many labour wards. It ismostly performed with the intention of accelerating the process of labour. The procedure is not risk free andthe results of various studies performed on the subject are diverse. The rationale of this study was to obtainconclusive evidence on the effect of amniotomy on the duration of labour and to establish protocols forlabour wards in the light of thatevidence.OBJECTIVES: To compare the duration of labour between primigravidas with and without amniotomy.METHODOLOGY: The total number of patients was 50 in each group; A and B who were subjected toamniotomy and no amniotomy respectively. Duration of First and Second stage of labour were noted andStudent T- test was applied to find the significance of difference in the duration of First and Second stages oflabour of the two groups. Data was analyzed using SPSS version 17.0.Results:: The mean ages of patients in Group A and B were 22.6+ 2.66 and 23± 2.03 years respectively (pvalue 0.647). The mean duration of gestation of Group A was 38.8+0.50 weeks and of Group B was 39.16 ±0.52 weeks (p value 0.0634). The duration of First Stage was 169+77 min in Group Aand 205+105 minutesin Group B (p value 0.2877). The Second stage duration was 78.6+45 in Group A and 72 ±32 minutes inGroup B (p value 0.6434).CONCLUSION: Amniotomy has no significant effect in shortening the duration of labour inprimigravidas.KEYWORDS: Amniotomy, Primigravidas, Labour

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

18F-Deoxyglucose PET for the staging of oesophageal cancer

2003 ◽  
Vol 42 (03) ◽  
pp. 90-93 ◽  
Author(s):  
N. Döbert ◽  
O. Rieker ◽  
W. Kneist ◽  
St. Mose ◽  
A. Teising ◽  
...  
Keyword(s):  
Oesophageal Cancer ◽  
Squamous Cell ◽  
Distal Part ◽  
Standard Uptake Value ◽  
Squamous Cell Carcinomas ◽  
Tumour Grading ◽  
Positron Emission ◽  
Group A ◽  
The Mean ◽  
Drop Outs

SummaryAim: Evaluation of the influence of histopathologic sub-types and grading of primaries of oesophageal cancer, relative to their size and location, on the uptake of 18F-deoxyglucose (FDG) as measured by positron emission tomography (PET). Methods: 50 consecutive patients were evaluated. There were four drop-outs due to previous surgical and/or chemotherapeutical treatments and thus in 46 patients (28 squamous cell carcinomas and 18 adenocarcinomas) a pretherapeutic PET evalution of the primary including a standard uptake value (SUV) was obtained. In 42 cases data on tumour grading were available also. Results: Squamous cell carcinomas (SCC) were in 7/13/8 cases located in the proximal, medial and distal part of the oesophagus, respectively the grading was Gx in 3, G 2 in 12, G2-3 in 7, and G3 in 6 cases. The SUVmax showed a mean of 6.5 ± 2.8 (range 1.7-13.5). Adenocarcinomas (ACA) were located in the medial oesophagus in two cases and otherwise in its distal parts. Grading was Gx in one, G2 in 4, G2-3 in 3, G3 in 3, G3-4 in 3, and G4 in one case. The mean SUVmax was 5.2 ± 3.2 (range 1-13.6) and this was not significantly different from the SCC. Concerning the tumour grading there was a slight, statistically not relevant trend towards higher SUVmax in more dedifferentiated cancer. Discussion: SCC and ACA of the oesophagus show no relevant differences in the FDG-uptake. While there was a significant variability of tumour uptake in the overall study group, a correlation of SUV and tumour grading was not found.

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