scholarly journals The influence of online video learning aids on preparing postgraduate chiropractic students for an objective structured clinical examination

2019 ◽  
Vol 34 (2) ◽  
pp. 125-131
Author(s):  
Kevin K. Fong ◽  
Susannah Gilder ◽  
Rebecca Jenkins ◽  
Petra L. Graham ◽  
Benjamin T. Brown
Keyword(s):  
Grade Point Average ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Online Video ◽  
Grade Point ◽  
Learning Aids ◽  
And Gender ◽  
Chiropractic Students ◽  
Positive Effect

Objective To investigate the influence of providing online procedural videos to postgraduate chiropractic students preparing for an objective structured clinical examination (OSCE). Methods Eighty-three postgraduate chiropractic students enrolled in a diagnostic unit during 2017 received supplemental video resources prior to their final OSCE. Ninety students enrolled in the 2016 offering of the unit acted as the control group. Two-sample t tests were used to compare OSCE results between groups and paired t tests were used for within-group comparisons. Regression analysis was used to examine the association of age, undergraduate grade point average, and gender with the final OSCE scores. Students were also surveyed regarding their perceptions of the video resources using a purpose-built questionnaire. Results A paired t test comparing initial and final OSCE scores found a small but significant increase in scores for the 2017 (mean change 3.6 points; p = .001) but not the 2016 (mean change −1.1 scores; p = .09) cohort. The 2017 cohort had significantly more change than the 2016 cohort (mean difference 4.7 points; p < .001). Analysis of responses to the questionnaire highlighted overall positive feedback for the procedural videos. Conclusion Online procedural videos as learning resources had a small but positive effect on OSCE performance for a group of postgraduate chiropractic students. Students perceived the resource as being helpful for OSCE preparation.

scholarly journals Korelasi Indeks Prestasi Kumulatif dengan Nilai UKMPPD CBT Periode November 2018 – Agustus 2019 Fakultas Kedokteran Universitas Riau

2021 ◽  
Vol 14 (1) ◽  
pp. 39
Author(s):  
Rahmat Rezki ◽  
Firdaus Firdaus ◽  
Enikarmila Asni
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Clinical Examination ◽  
Cross Sectional Study ◽  
Objective Structured Clinical Examination ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Computer Based ◽  
Spearman Test

Academic achievement is an indication level of learning effort by someone. One of them is grade point average (GPA). Some researches showed correlation between GPA and medical competency test. This medical competency test consists of two parts: multiple choice question computer-based test (CBT) and an objective structured clinical examination (OSCE). This cross sectional study aimed to determine the correlation of GPA with CBT scores for the period of November 2018 - August 2019 on students of Medical Faculty Riau University. The number of samples in this study were 149 students. GPA assessment were obtained from preclinical and clinical data of GPA. The majority GPA results are included in the value of 2.75-3.49 and have a percentage of 94% (preclinical), 96% (clinical) and 98.7% (combined). CBT score <66 were obtained from 12.8% student while 87,2% students get score ≥ 66. Spearman test showed significant correlation between GPA and CBT scores of students.

Ethnic and gender bias in objective structured clinical examination: A critical review

2021 ◽  
Vol 4 (2) ◽  
pp. 37
Author(s):  
IrisC. I. Chao ◽  
Efrem Violato ◽  
Brendan Concannon ◽  
Charlotte McCartan ◽  
Sharla King ◽  
...  
Keyword(s):  
Gender Bias ◽  
Clinical Examination ◽  
Critical Review ◽  
Objective Structured Clinical Examination ◽  
And Gender

Influence of Future Possible Selves on Outcome Expectancies, Intended Behavior, and Academic Performance

2018 ◽  
Vol 122 (6) ◽  
pp. 2320-2330 ◽  
Author(s):  
Michael D. Barnett ◽  
Joseph Hernandez ◽  
Patrick R. Melugin
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Learned Helplessness ◽  
Academic Engagement ◽  
Possible Selves ◽  
Outcome Expectancies ◽  
Control Group ◽  
Temporal Position ◽  
Grade Point ◽  
Good Grade

The purpose of this study was to investigate whether contact with future possible selves impacts individuals’ outcome expectancies, intended behaviors, and long-term outcomes with regard to academic performance. Specifically, we investigated whether having college students attempt to connect with an academically successful or unsuccessful future possible self through a message composition activity would impact their perceived likelihood of getting a good grade point average, intended academic engagement (i.e., intentions to attend class, study, etc.), and academic performance as measured by grade point average over two subsequent semesters. The study was novel in that we considered the role of temporal position—that is, the current self contacting a future possible self or a future possible self contacting the current self. Results found that students who composed a message from an academically unsuccessful future possible self to their current self had lower outcome expectancies—that is, they believed that they had less chance of obtaining a good grade point average—and lower intended academic engagement than a control group that composed a message to a friend; however, the groups did not vary in academic performance. It is possible that contact with a future possible self that was academically unsuccessful introduced a form of learned helplessness in those participants.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between &lt;80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average &lt;60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

scholarly journals Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Khadiga M. Said ◽  
Safaa F. Draz
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simple Random Sample ◽  
Control Group ◽  
Pediatric Nursing ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Nursing Skills

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams. Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores. Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

scholarly journals Major Re-selection Advising and Academic Performance

2017 ◽  
Vol 37 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Deborah McKenzie ◽  
Tony Xing Tan ◽  
Edward C. Fletcher ◽  
Andrea Jackson-Williams
Keyword(s):  
Regression Analysis ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Control Group ◽  
Control Group Design ◽  
Grade Point ◽  
Group Design ◽  
Quasi Experimental ◽  
Positive Effect

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p &lt; .001) and program GPAs (β = .28, p &lt; .001). Implications for student advising are discussed.

scholarly journals The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sadaf Mojarrab ◽  
Leila Bazrafkan ◽  
Azita Jaberi
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Relaxation Training ◽  
Substantial Reduction ◽  
Intervention Group ◽  
Demographic Characteristics ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Significant Difference ◽  
Exam Anxiety

Abstract Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

scholarly journals GMAT And Other Determinants Of GPA In An MBA Program

2010 ◽  
Vol 3 (12) ◽  
pp. 77-86
Author(s):  
Bharat Kolluri ◽  
Rao Singamsetti ◽  
Mahmoud Wahab
Keyword(s):  
Regression Model ◽  
Grade Point Average ◽  
Potential Influence ◽  
Chi Square ◽  
Grade Point ◽  
Independent Variables ◽  
Mba Students ◽  
Mba Program ◽  
Significant Difference ◽  
And Gender

This paper reports on the influence of waiving the GMAT requirement on academic performance as measured by grade-point-average at graduation for 833 University of Hartford MBA students who graduated between 2003 and 2009. In seeking to better understand what factors might be influencing graduation GPA, we examined a variety of traditional attributes. In addition, we examined the potential influence of GMAT Waivers on graduation GPA because there was some thought that students who waived this test might have lower graduation GPAs than those who took the examination. The results of this study indicated that the most important factor for determining MBA graduation GPA was an individual’s undergraduate GPA, with higher undergraduate GPAs being associated with higher MBA graduation GPAs. Marginally significant differences in graduation GPA were also found based on the number of credits waived at entry into the MBA program, with more credits being waived contributing to a higher graduation GPA. We also found that women graduated with higher GPAs than men. Of particular interest to us in this study, however, was whether or not our GMAT Waiver policy was influencing graduation GPAs. In this case, we found no significant difference in graduation GPA, regardless of whether or not the GMAT requirement was waived. These results were confirmed using chi-square tests and two-sample t-tests. To gain additional insights into these issues, we estimated a regression model to explain graduation GPA using several attributes as independent variables. The regression results indicate that undergraduate GPA and gender seemed to most reliably predict differences in graduation GPA.

Relationship Between Personality Traits and Academic Achievement Among College Students

2015 ◽  
Vol 5 (2) ◽  
pp. 123-133
Author(s):  
Štefan Vendel
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Personality Traits ◽  
Grade Point Average ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Grade Point ◽  
Negative Effect ◽  
The Relationship ◽  
Positive Effect

The study aims to investigate the relationship between personality traits and academic achievement of university students. The sample consisted of 100 students, aged from 22 to 25 years. The shortened version of NEO-FFI was used to measure personality traits. Academic achievement was measured by the grade point average gained during the first three years of university study. The data were evaluated by the Multiple linear regression analysis. The research has shown the negative effect of extraversion, and a positive effect of conscientiousness on academic achievement. As expected, the relationship between academic achievement and neuroticism, agreeableness and openess to experience was not confirmed.

scholarly journals Effects of test stress during an objective structured clinical examination

2015 ◽  
Vol 29 (2) ◽  
pp. 139-144 ◽  
Author(s):  
Niu Zhang ◽  
Ali Rabatsky
Keyword(s):  
Blood Pressure ◽  
Heart Rate ◽  
Systolic Blood Pressure ◽  
Clinical Examination ◽  
Statistical Tests ◽  
Objective Structured Clinical Examination ◽  
Physiological Symptoms ◽  
Chiropractic Students ◽  
Symptoms And Signs ◽  
Test Stress

Objective The existence of test stress has been widely reported among professional students. To our knowledge, no studies exist that explore student stress response to objective structured clinical examinations. The aim of this study was to evaluate possible correlations between stress and objective structured clinical examination performance in a sample of chiropractic students. Methods A total of 116 students completed a 2-part questionnaire to assess test stress and the physiological symptoms and signs of stress. Heart rate, systolic blood pressure, and diastolic were measured during the physical examination laboratory class within the first 3 weeks and then again just prior to their objective structured clinical examination in week 5. Statistical tests were then performed for questionnaire data, heart rate and blood pressure differences, and correlation between the objective structured clinical examination grade and symptoms and signs. Results Questionnaire results showed that 5.1%–22.4% of students sometimes or often felt a certain degree of stress. More than 50% had 1 or more physiological symptoms and signs of stress. The objective structured clinical examination heart rate (75.23 ± 11.20 vs 68.16 ± 8.82, p &lt; .001), systolic blood pressure (120.43 ± 9.59 vs 114.97 ± 11.83, p &lt; .001), and diastolic blood pressure (73.00 ± 7.93 vs 69.32 ± 7.76, p &lt; .001) were significantly higher than baseline. There were also negative linear correlations between objective structured clinical examination grades and physiological symptoms and signs and between objective structured clinical examination grades and feeling statement score. Conclusion The results support our hypothesis that chiropractic students experience stress when performing the objective structured clinical examination and that high levels of stress had a negative impact on performance.

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