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At least 271 records · Page 15Linked to original sources
PubMed1997

Is repression adaptive? Relationships to socioemotional adjustment, academic performance, and self-image.

Of 74 high school students rated on a repression-sensitization continuum, the 17 identified as "repressors" were found to have greater frustration tolerance, better social skills, higher educational performance, and less shy and withdrawn behavior when compared to the 40 identified as intermediates; they also had a greater sense of global self-worth and higher self-image in the scholastic and social content domains. The 17 students identified as "sensitizers" did not differ from intermediates on measures of classroom performance or self-image. Results are discussed in relation to earlier reports of repression as maladaptive.

Adaptation, Psychological↗
PubMed1998

Mental health and the academic performance of first nations and majority-culture children.

Prior classroom achievement and verbal IQ are identified as predictors of school performance for both Native and non-Native youngsters. Children's assessments of their competence, which appear to be, in part, a product of interactions with teachers, were found to be independent predictors of classroom performance. Results suggest that verbal IQ and compromised self-assessments contribute to the difficulties many Native children experience in majority-culture schools.

Acculturation↗
PubMed1999

The effect of problem-based learning on the academic performance of students studying podiatric medicine in Ontario.

OBJECTIVES: To investigate the effect of problem-based learning (PBL) on student achievement. DESIGN: Two cohorts of students studying podiatric medicine in Ontario were compared - one having undertaken the traditional lecture-based curriculum, and the other the problem-based learning programme. SETTING: The Michener Institute for Applied Health Sciences and The Toronto Hospital. SUBJECTS: Chiropody students. RESULTS: The performance of the students on the written Provincial Registration Examinations of Ontario was analysed utilizing independent t-tests and demonstrated that the PBL cohort of students achieved significantly higher overall examination scores (P < 0.005) than the traditional cohort. Further analysis revealed that no significant difference existed between student cohorts with respect to factual biomedical knowledge (P > 0.5), but that the PBL students performed significantly better in tests of deeper understanding and the cognitive skills related to patient management (P < 0.0005). Additionally, intragroup analysis using Spearman's rank order correlation indicated that there was no rank ordered association between performance on the multiple-choice and essay sections of the examination. CONCLUSIONS: The above results suggest that the PBL cohort of students was more knowledgeable than, and possessed superior cognitively related patient management skills, to their traditional counterparts.

Education, Medical, Undergraduate↗
PubMed2002

Empathy in medical students as related to academic performance, clinical competence and gender.

CONTEXT: Empathy is a major component of a satisfactory doctor-patient relationship and the cultivation of empathy is a learning objective proposed by the Association of American Medical Colleges (AAMC) for all American medical schools. Therefore, it is important to address the measurement of empathy, its development and its correlates in medical schools. OBJECTIVES: We designed this study to test two hypotheses: firstly, that medical students with higher empathy scores would obtain higher ratings of clinical competence in core clinical clerkships; and secondly, that women would obtain higher empathy scores than men. MATERIALS AND SUBJECTS: A 20-item empathy scale developed by the authors (Jefferson Scale of Physician Empathy) was completed by 371 third-year medical students (198 men, 173 women). METHODS: Associations between empathy scores and ratings of clinical competence in six core clerkships, gender, and performance on objective examinations were studied by using t-test, analysis of variance, chi-square and correlation coefficients. RESULTS: Both research hypotheses were confirmed. Empathy scores were associated with ratings of clinical competence and gender, but not with performance in objective examinations such as the Medical College Admission Test (MCAT), and Steps 1 and 2 of the US Medical Licensing Examinations (USMLE). CONCLUSIONS: Empathy scores are associated with ratings of clinical competence and gender. The operational measure of empathy used in this study provides opportunities to further examine educational and clinical correlates of empathy, as well as stability and changes in empathy at different stages of undergraduate and graduate medical education.

Analysis of Variance↗