A prospective survey of chiropractic student experiences with pediatric care and variability of case mix while on clinical placement in Rarotonga

Objective To compare chiropractic students' perceptions of preparedness for practice before and after a clinical placement in Rarotonga and to report demographics from these experiences. Methods The students completed deidentified pre- and postplacement surveys assessing pediatric practice preparedness. Students tallied the patient numbers, age, and chiropractic techniques used per visit for each day of clinic placement. On completion of the program, participating students (27/34, or 79% of the student cohort) did a postplacement survey on their perception of practice preparedness. Data were analyzed with the Spearman rho correlation, the Mann-Whitney U test, and regression analysis. Results There was an increase in perceived preparedness for pediatric practice, ranging from 24.1% of the student cohort at the start of the study to 82.1% following clinical placement in Rarotonga. The change in student preparedness to practice with children was positively correlated with the total number of children managed (rs = .05, p = .01) and the number of children managed who were under 10 years of age (rs = .60, p = .001). Multiple regression analysis demonstrated a medium positive effect for postprogram preparedness (F [4, 20] = 3.567, p = .024). Conclusion Clinical outreach to Rarotonga provided a broad case mix of patients and a change in student perceptions of preparedness to practice with children, which was positively affected by the total number of children managed and the number of children managed who were under 10 years of age.

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The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

Journal of Educational and Learning Studies ◽

10.32698/0642 ◽

2019 ◽

Vol 2 (2) ◽

pp. 120

Author(s):

Wiwi Delfita ◽

Neviyarni S. ◽

Riska Ahmad

Keyword(s):

Regression Analysis ◽

Linear Regression ◽

Sexual Identity ◽

Student Perceptions ◽

Undergraduate Students ◽

Linear Regression Analysis ◽

Sampling Technique ◽

Simple Linear Regression ◽

Simple Linear Regression Analysis ◽

Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

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Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

Journal for STEM Education Research ◽

10.1007/s41979-021-00054-2 ◽

2021 ◽

Author(s):

Kathleen R. Brazeal ◽

Tanya L. Brown ◽

Brian A. Couch

Keyword(s):

Student Engagement ◽

Student Perceptions ◽

Learning Preferences ◽

Formative Assessments ◽

Student Experiences ◽

Future Research ◽

Structured Interviews ◽

Undergraduate Biology ◽

Biology Courses ◽

The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

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Letter to the Editor

PEDIATRICS ◽

10.1542/peds.49.2.309 ◽

1972 ◽

Vol 49 (2) ◽

pp. 309-310

Author(s):

Herman B. Marks

Keyword(s):

School Children ◽

Pediatric Practice ◽

Hyperkinetic Syndrome ◽

Attention Span ◽

Large Group ◽

Number Of Children ◽

The Poor ◽

Short Attention Span ◽

Letter To The Editor ◽

Cerebral Dysfunction

I accept your invitation to comment on the letter of Dr. Ralph Olsen on "Pediatric Practice: "Whose Mood Are We Altering?" in Pediatrics1 and the responses of Dr. Turner2 and Dr. Arnold3 in Pediatrics. Certainly, in any large group of school children, one can find a significant number of children, mostly boys, who are extremely active and who have all the associated findings of the "hyperkinetic syndrome" or the "minimal cerebral dysfunction syndrome"-the short attention span, the poor capacity to concentrate, the poorly controlled impulsivity, and so forth.

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Perceived unfairness in teacher-student conflict situations: students’ point of view

Polish Journal of Applied Psychology ◽

10.1515/pjap-2015-0049 ◽

2016 ◽

Vol 14 (1) ◽

pp. 49-66 ◽

Cited By ~ 1

Author(s):

Gražina Čiuladienė ◽

Daiva Račelytė

Keyword(s):

Student Perceptions ◽

Teacher Behavior ◽

Point Of View ◽

Student Experiences ◽

Perceived Injustice ◽

Conflict Escalation ◽

Destructive Behavior ◽

Teacher Student ◽

Conflict Situations ◽

Perceived Unfairness

Abstract Student perceptions of injustice in the classroom can evoke destructive behavior, resistance, deception, aggression, and conflict escalation. Our study explores student experiences of unjust teacher behavior in educational settings. Students (N=99) were asked to remember a conflict they experienced during their studies. The conflict descriptions (N=78) were analysed and grouped according the type of perceived injustice (distributive, procedural, interactional) and 22 issues of unfair behaviour (Mikula et al., 1990). Our study revealed that perceived unfair grading, power demonstrations, and accusation were the most important predictors of teacher-student conflicts. Moreover students reported they experienced interactional injustice more frequently than they experienced distributive or procedural injustice.

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Student perceptions of the care of children: impacts of pre-clerkship pediatric and primary care clinical teaching

Canadian Medical Education Journal ◽

10.36834/cmej.36624 ◽

2014 ◽

Vol 5 (1) ◽

pp. e38-e49 ◽

Cited By ~ 1

Author(s):

Beverley Karras ◽

Saumya Selvaraj ◽

Athena McConnell ◽

Deirdre Andres ◽

Krista Trinder ◽

...

Keyword(s):

Medical Care ◽

Student Perceptions ◽

Clinical Teaching ◽

Clinical Skills ◽

Multidisciplinary Care ◽

Medical Specialty ◽

Pediatric Care ◽

Clinical Exposure ◽

Positive Attitudes ◽

Before And After

Background: Pediatric clinical skills teaching sessions provide an early opportunity for students to be exposed to the medical care of children. This report describes second and third year medical students’ perceptions of and attitudes towards working with children before and after the pediatric clinical skills teaching sessions, and the experiences of those students precepted by pediatricians only compared to those students working with a combination of pediatricians and family physicians.Method: A 13 question survey was voluntarily completed before and after teaching sessions. Written reflective assignments were qualitatively analyzed for key themes. Response rate averaged 68% with class sizes of 84 and 85 students.Results: Students’ perceptions of the care of children were generally very positive. Some differences were found based on gender, phase of study and prior clinical exposure to pediatric care. Pre and post responses were similar, regardless of preceptor specialty. Students with family physician preceptors identified the themes of prevention, health promotion and multidisciplinary care in their reflections. Conclusions: Students had already formed positive attitudes toward the medical care of children and intended to care for children in their future practice. Further research is needed into the effects of pre-clerkship experiences in the care of children on choice of medical specialty.

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STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

Towards Excellence ◽

10.37867/te120520 ◽

2020 ◽

pp. 196-213

Author(s):

Bharat Kumar Lakra

Keyword(s):

Regression Analysis ◽

Online Education ◽

Student Perceptions ◽

Online Teaching ◽

Teaching And Learning ◽

Student Perception ◽

Perceived Usefulness ◽

Educational Institutions ◽

Online Class ◽

Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

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Clinical Educator and Student Perceptions of iPad™ Technology to Enhance Clinical Supervision: The Electronically-Facilitated Feedback Initiative (EFFI)

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2016.1577 ◽

2016 ◽

Author(s):

Suzanne Snodgrass ◽

Darren Rivett ◽

Scott Farrell ◽

Kyle Ball ◽

Samantha Ashby ◽

...

Keyword(s):

Health Professional ◽

Student Perceptions ◽

Clinical Supervision ◽

Professional Training ◽

Clinical Placement ◽

Personal Digital Assistants ◽

Advantages And Disadvantages ◽

Electronic Feedback ◽

Clinical Educators ◽

The Impact

Purpose: Growing demands placed upon healthcare systems require more health professionals to be trained. Clinical placement education is an integral component of health professional training, however accommodating increasing numbers of student placements is a challenge for health services. Personal digital assistants such as iPads™ may assist in delivery of clinical education, by facilitating transfer of knowledge and skills from clinical educators to health professional students, however such an initiative has not been formally investigated. The present study sought to explore perceptions of clinical educators and allied health students regarding the impact of an iPad™-based feedback delivery system on student reflection and learning. Methods: A pilot study was performed using iPads™ with specialised software to deliver electronic formative feedback to physiotherapy, occupational therapy and speech pathology students during clinical placements. Students and clinical educators completed a questionnaire exploring advantages and disadvantages of the technology. Results: Nine clinical educators and 14 students participated and completed the survey. Clinical educators largely (n=7, 78%) reported the electronic feedback system was easy to use and 67% (n=6) reported it improved the quality of feedback provided to students. Five (56%) clinical educators thought electronic feedback improved student performance. Most students (n=10, 71%) reported electronic feedback facilitated reflection upon performance, and 64% (n=9) reported improved performance as a result. Disadvantages included poor wireless internet access and software inefficiencies (n=7 [78%] clinical educators, n=7 [50%] students), and difficulties using iPads™ in settings requiring infection control (n=2 [22%] clinical educators). Conclusions: Clinical educators and students perceived electronic feedback as a positive adjunct to student learning on clinical placement, however technological and software interface factors need to be considered for implementation in some settings.

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The university campus and a sense of belonging: what do students think?

New Directions in the Teaching of Physical Sciences ◽

10.29311/ndtps.v0i15.3590 ◽

2020 ◽

Author(s):

Hilda Mary Mulrooney ◽

Alison Faith Kelly

Keyword(s):

Student Perceptions ◽

Ethnic Diversity ◽

Therapeutic Potential ◽

Emotional Experience ◽

Academic Staff ◽

Physical Space ◽

Student Experiences ◽

University Campus ◽

The University ◽

The Impact

The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.

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ARE FATALISM AND OPTIMISM AN OBSTACLE TO DEVELOPING SELF-PROTECTING BEHAVIORS? STUDY WITH A TURKISH SAMPLE

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2006.34.1.51 ◽

2006 ◽

Vol 34 (1) ◽

pp. 51-58 ◽

Cited By ~ 3

Author(s):

Ayse Sibel Türküm

Keyword(s):

Regression Analysis ◽

Marital Status ◽

Traffic Accident ◽

Traffic Accidents ◽

Demographic Characteristics ◽

Number Of Children ◽

Personal Experiences ◽

Turkish People ◽

Status Number

This study investigates the differences in self-protecting behaviors (SPB) related to earthquakes and traffic accidents in terms of demographic characteristics, having experiences of these events, fatalistic view, and optimistic expectations among a cohort of Turkish people (N = 398). Results show that SPB of the participants vary according to the interaction among gender, marital status, number of children, and to the interaction among personal experiences of traffic accident and/or earthquake, and relatives/friends' experiences of traffic accidents. The results of regression analysis showed that marital status, gender and optimism predict SPB.

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Undergraduate paramedic student experiences working in snow resort medical clinics: a non-traditional interprofessional clinical placement model

Irish Journal of Paramedicine ◽

10.32378/ijp.v4i1.101 ◽

2019 ◽

Vol 4 (1) ◽

Author(s):

Anthony Scott Devenish ◽

Glenn Mckay ◽

Davd Nicholas Long ◽

Peter David Horrocks ◽

Michael Smith

Keyword(s):

Clinical Skills ◽

Clinical Placement ◽

Student Experiences ◽

Healthcare Team ◽

Professional Networks ◽

Clinical Placements ◽

Face To Face ◽

Medical Clinics ◽

Ethical Approval ◽

Snow Sports

AbstractThis study investigates the experiences of undergraduate paramedic students completing interprofessional clinical placements in snow sport injury clinics. Qualitative methods were used to investigate the experiences of participants (n=6) undertaking a non-traditional ambulance clinical placements as part of a multidisciplinary healthcare team. Ethical approval was obtained through X University. Data were collected via one-on-one face-to-face interviews and analysed using holistic and focused coding. Results were divided into three main categories, namely pre-placement, intra-placement and post placement phases. As it was a new placement, student capabilities were not initially known by clinic staff. Nevertheless the workplace culture was inclusive and supportive, and paramedic skills were applicable in the clinic environment. Despite the placement costs being excessive, participants viewed it as an investment in their future careers. Benefits of the placement included improved maturity levels, acquisition of professional networks, an understanding of interprofessional practice and an exposure to clinical skills not normally practiced on traditional ambulance placements. The interprofessional clinical placement appears to be a valid alternative to traditional ambulance placements. However, using this model to replace mainstream placements is problematic due to the costs involved, the limited number of spots available and the seasonal occurrence of snow sports.

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