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Students performance vs. hospital performance in the labor market for medical interns and residents. Do hospitals perform better due to asymmetry in information available to them relative to students?

This paper concerns the labor market for medical interns and residents in the U.S., and in particular, the question of whether the current matching mechanism between graduating medical students and hospitals is 'informationally inefficient'. It was found that overall students performed better than hospital programs in contrast to the common claim that hospitals are more likely to perform better due to seeming superiority in analyzing publicly available information or through access to non-publicly available information. We also conducted a similar analysis for the different specialty programs. In six specialty programs the students' performance was better than hospitals, in two specialty programs the hospitals performance was better than the students and in 14 specialty programs the difference in performance was not statistically different from zero. Thus, only in two cases the hypothesis that the specialty market is informationally inefficient cannot be rejected using the data available. It should be noted that this market is atypical (compared with other labor markets) in that we can test whether it is informationally inefficient by using a practical definition adopted from the field of finance.

Algorithms↗

Peer teaching among nursing students in the clinical area: effects on student learning.

Substantial use of clinical peer teaching among students has been reported, but there is limited description of outcomes and no reports of the use of a theoretical framework. The purpose of this study was to investigate the effects of peer teaching on baccalaureate nursing students' clinical performance. It was hypothesized that students who were taught by peers will: (a) achieve significantly higher improvement scores than students taught by teachers alone; and (b) rate their preference for peer teaching equal to or higher than instructor teaching. Bandura's (1971) social learning theory provided the framework for the study. The experimental design involved 50 volunteer subjects on two surgical units, one for peer teaching and one for instructor teaching. Data were collected from pre- and post-psychomotor and cognitive tests of a surgical dressing procedure and from a Clinical Teaching Preference Questionnaire (CTPQ). Experimental subjects achieved significantly higher cognitive improvement scores (t = 1.67; P < 0.05) and moderately higher psychomotor improvement scores in support of hypothesis 1. Responses on the CTPQ showed support for hypothesis 2.

Adult↗

Intellectual development and research: student nurses' and student midwives' accounts.

The way in which student nurses and midwives experience research in practice is described here through accounts from in-depth interviews with 10 student midwives and nine student nurses while they were in the rostered service component of their pre-registration diploma courses. Also reported here is an impressionistic model of their intellectual development in relation to research which has been created inductively from the same data and which offer a new line of inquiry on the research to practice problem. Although this research is primarily concerned with these particular students it is of general interest since there may be a level of intellectual development which is a necessary condition to being able to initiate and use research in practice.

Adult↗

'Seeing old people with real problems like leaving the gas on': students' and tutors' reflections after piloting the second phase of a new, community based course for second-year medical students.

This short communication presents the results of an evaluation carried out with tutors and students at the end of the pilot phase of a new, community-based teaching course for second year students at St Bartholomew's and the Royal London School of Medicine and Dentistry. Students were placed with different community-based healthcare teams in East London. The aims of the course were to enable students to observe, and be part of, the work of the multidisciplinary team, and to experience the continuing care of patients with chronic illnesses within the community.

Aged↗

Effect of an integrated nutrition curriculum on medical education, student clinical performance, and student perception of medical-nutrition training.

BACKGROUND: Ninety-eight percent of medical schools report nutrition as a component of medical education. However, most schools do not have an identifiable nutrition curriculum. Medical schools that do include nutrition have not evaluated its effect on clinical skills. OBJECTIVE: The objective was to determine the efficacy of an integrated undergraduate medical curriculum to increase the quantity of nutrition instruction and to advance nutrition clinical skills demonstrated by medical students. DESIGN: A quasiexperimental design was constructed to determine whether an integrated nutrition curriculum increased the performance on nutrition-oriented clinical examinations of medical school classes that received 1, 2, or 3 y of the curriculum. The evaluation of the curriculum focused on 3 areas: 1) hours of nutrition instruction, 2) the application of nutrition within a clinical setting, and 3) perceptions about the nutrition curriculum. The Objective Structured Clinical Examination (OSCE) nutrition score was compared between graduating classes by use of analysis of variance. Data from the American Association of Medical Colleges were analyzed to determine the change in the proportion of students who reported that the amount of time devoted to nutrition was adequate. RESULTS: The implementation of the integrated nutrition curriculum resulted in a doubling of the total hours of required instruction in the medical curriculum (35 compared with 75 h). The mean (+/-1 SEM) OSCE nutrition score significantly improved after the implementation of the curriculum (41.7 +/- 0.9% compared with 50.6 +/- 1.1%) and the percentage of students who reported that the amount of nutrition taught during medical school was inadequate decreased (68.4% compared with 11.5%). CONCLUSION: Medical students improved their clinical nutrition practice skills through participation in an integrated nutrition curriculum.

Adult↗

A self-advocacy plan for high school students with learning disabilities: a comparative case study analysis of students', teachers', and parents' perceptions of program effects.

This qualitative study examined immediate perceived effects of a self-advocacy plan for students with learning disabilities (LD) in a 4-year comprehensive high school. The study's design was based on information-processing theory and qualitative research techniques, such as participant/observation and interviews. Subjects were 15 ninth- and tenth-grade students with LD, their parents, and their resource teachers. Participants responded to standardized open-ended interview questions upon completing the first step of the Self-Advocacy Plan. The study suggests that the Self-Advocacy Plan is an effective program increasing students' awareness of the vocational and academic services they qualify for, clarifying their perceptions of their roles as learners and individuals with LD, increasing their understanding of LD as a condition that has certain general characteristics, and developing their awareness of career and educational opportunities. The study provides suggestions for future self-advocacy research and for special educators who wish to design programs for students with LD incorporating the concepts of psychosocial development of the individual, information-processing theory, and self-advocacy.

Adolescent↗

Students with learning disabilities in the university environment: a study of faculty and student perceptions.

This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities; however, group differences suggest several areas warranting further attention.

Adolescent↗

Teaching multiplication facts to students with learning disabilities: teacher-selected versus student-selected material prompts within the delay procedure.

This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities ranging in age from 9 years 6 months to 13 years 10 months. The two prompting strategies were compared in the context of a multiple-probe design across groups of multiplication facts, in which the sequence of strategies was counterbalanced across students. Results indicated that although the constant time delay procedure used with material prompts was effective, instruction was more efficient when students were allowed to select the material prompt.

Adolescent↗

What's so funny? A comparison of students who are deaf or hard of hearing and hearing students' appreciation of cartoons.

The purpose of this study was to compare a group of students who are deaf or hard of hearing and a matched sample of hearing students with regard to their degree of appreciation of cartoons. The participants were 73 students who are deaf or hard of hearing and a matched sample of hearing students. During the study, participants were presented with a packet of 14 discreet comics and asked to rank each comic on a 5-point Likert scale ranging from "extremely funny" to "not funny." Results indicated no significant difference by group in their overall ratings of the comics. A significant difference was found, though, between age groups and for gender. Younger participants and males found the comics more amusing. Possible reasons for the results are discussed and suggestions for intervention and future research are presented.

Adolescent↗

The impact of the "I'm Special" Program on student substance abuse and other related student problem behavior.

There has been a proliferation of school-based substance abuse prevention programs geared toward reducing or delaying the onset of student use of illegal drugs. But the field has shown a general absence of evaluation dealing with the behavior consequences of these practices. This article fills this gap by using the case of the "I'm Special" Program (ISP) targeted for fourth grade students. Using a quasi-experimental design, a comparison is made between the substance using and other problem behavior of students who have been exposed to the ISP and those who have not during their later school years in grades 5 through 12. At the aggregate level, the proportions of current substance users and the incidence of their related problem behavior were significantly lower among the ISP graduates than those who have not been exposed to the program. In particular, there were consistently lower proportions of current substance users among the ISP recipients than the non-recipients in grades 5-7. However, the impact of the ISP seems to diminish significantly in and around ninth grade. During the senior high level, the pattern revealed is almost random. And, in some drug categories, it has been speculated that the ISP students were trying to "catch up" with what they may have missed out on during earlier grade levels.

Adolescent↗

Comparison of self-concepts of students identified as gifted and regular students.

The purpose of the present study was to compare the self-concepts of 40 eighth grade students identified as gifted and 40 regular eighth grade students using the Piers-Harris Children's Self-concept Scale. A t test indicated a significant group difference on the behavior component only and no significant differences by gender. More similarities than differences were noted in self-concepts of these students identified as gifted and regular students.

Adolescent↗

Attitudes of parents of nondisabled students regarding inclusion of disabled students in Nevada's public schools.

Opinions of 370 parents of students without disabilities about inclusive programming were compared with those obtained from a previous study of 65 parents of students with disabilities. Both groups of parents positively rated opinion statements favoring inclusion; however, parents of students with disabilities consistently rated inclusion-focused statements more positively than parents of nondisabled students.

Adult↗

Zinc, copper, iron and lead in scalp hair of students and non-student adults in Oxford.

Scalp hair samples contributed by 215 students and non-student adults in Oxford were washed, ashed and analysed by atomic absorption spectrophotometry for zinc, iron, copper and lead. The overall results were within the ranges reported from similar investigations carried out elsewhere and are what might be expected with normal, healthy subjects. However, examination of the results for different groups showed some significant differences between levels of the nutrient metals in student and non-student hair. Results for lead indicate a low level of environmental contamination for all subjects.

Adolescent↗

Use of adaptive behavior measures and overrepresentation of black students in programs for students with mild mental retardation.

The use of adaptive behavior information for classification and placement of black and white students with mild mental retardation was compared and overrepresentation of black students in special classes was analyzed. Adaptive behavior measures were not used to the same extent as general intelligence tests for either group, despite court decisions and recommendations by authoritative sources. Direct comparisons on general intellectual functioning and several indices of adaptive behavior yielded few differences, suggesting that an equal treatment conception of fairness was achieved despite substantial overrepresentation of black students in programs for students with mild mental retardation. Use of adaptive behavior needs to improve significantly to comply with legal requirements.

Adolescent↗

A survey and analysis of student academic support programs in medical schools focus: underrepresented minority students.

This article describes an investigation that compiled information regarding academic support for medical students at 120 US medical schools. Specifically, the purpose of the study was to identify programs for underrepresented minority medical students and to review prospective applicant materials for photographic evidence that underrepresented minorities are involved in medical education. Eighty-three responses were returned and analyzed. Academic support services described most frequently were prematriculation, tutoring, and counseling and advising. Forty-one of the 83 schools indicated they offer prematriculation programs, 28 of which were required of under-represented minority freshmen entrants. Fifteen described offerings for undergraduate students and six for both undergraduate and secondary school students. Materials from the University of Iowa, the University of Medicine and Dentistry of New Jersey, and Stanford University revealed a variety of services and the largest numbers of photographs of under-represented minorities. These institutions are also among the leaders in underrepresented minority enrollment. Effective communication of academic support and minority presence appear to be contributory factors in enhancing diversity in medical education. Further investigation of academic support, evaluation of support services by participants, and dialogue about effective components of quality academic support are logical next steps to achieve the Association of American Medical College's goal of 3000 by 2000.

Education, Medical↗

Selection of dental hygiene as a career: associate degree students compared with baccalaureate students.

One of the most significant issues in the dental hygiene profession is the recruitment of qualified applicants. Throughout the decade of the 80s, a dramatic decline in enrollment has occurred in dental hygiene programs across the nation. According to recent demographic reports, there are fewer individuals in the age group where dental hygiene students are traditionally recruited and no significant change is expected. Therefore, in order to maintain and improve the pool of students preparing for a career in dental hygiene, it is critical that an attempt be made to understand the forces which lead students to choose the health care profession. A study was conducted using baccalaureate alumni and three classes in the baccalaureate degree dental hygiene program at The Ohio State University in order to determine why they had chosen the career of dental hygiene. This study was subsequently expanded to include students enrolled in eight associate degree dental hygiene programs in Ohio. The results from the survey indicate that career decisions are made at varying points in the educational process. Dentists and dental hygienists account for half of the influence in the decision process with high school guidance counselors having negligible influence. Nearly all respondents chose working with people as the top career benefit. Those findings point to the importance of involving dental and dental hygiene professionals in the recruitment process and the necessity to provide appropriate information to others who may provide career counseling.

Career Choice↗

Perceptions of nursing: a study involving nurses, nursing students, patients and non-nursing students.

This paper describes a study of perceptions of nursing by nursing students, qualified nurses (United Kingdom and Spain), patients and non-nursing students. A survey method was used with a longitudinal panel element incorporating a 35-item version of the Nursing Dimensions Inventory translated into Spanish. Data were analysed using principal component analysis, congruence analysis, Mokken scaling, correlation, ANOVA, t-test and Cronbach's alpha. Patients may perceive nursing differently from nursing students, nurses (in the UK and Spain) and non-nurses. These findings are discussed in the context of nurse education and patient care.

Adolescent↗

Attitudes towards mental illness: a comparison of post-basic nursing students with science students.

Two groups of Nigerian university students were compared in terms of their attitudes towards mental illness. Responses on the OMI scale questionnaire items on attitudes towards mental illness were examined. Subjects were 37 registered general nurses from the Faculty of Medicine and 15 science students from the Faculty of Science. Differences between the nurses and science students not attributable to age were observed in Factors A : Authoritarianism, B: Benevolence and D: Social restrictiveness. The nurses scored lower on the above mentioned factors while they scored higher on Interpersonal etiology and Mental hygiene ideology. Also intercorrelation between the five factors was done. Positive correlation was found between Authoritarianism and Social restrictiveness and also between these two factors and Benevolence.

Adult↗