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PubMed2004

Students, stress and coping strategies: a case of Pakistani medical school.

OBJECTIVE: Assess the perception of stress amongst medical students and their coping strategies. METHODOLOGY/STUDY DESIGN: A cross sectional study using a semi-structured self administered questionnaire was carried out over four weeks, using a small sample of students of all categories and classes of a medical college. RESULTS: A total of 264 students out of 300 (88%) filled in the questionnaire. Inability to cope, helplessness, increased psychological pressure, mental tension and too much workload are 'stress factors' for students. A considerable majority (> 90%) think that they have been stressed at one time or another. Ninety-four per cent of males have experienced stress. The senior students of the fourth and final year feel more stressed (95% and 98% respectively). Low moods, inability to concentrate, loss of temper are most common symptoms. Females report more symptoms. Academics and exams are the most powerful stressors. Sports, music, hanging out with friends, sleeping or going into isolation are various coping mechanisms. Stress can affect the academic performance. If needed, students prefer to talk to a peer. They demand more recreational activities on campus, revised schedule of academics and exams, better counselling facilities and improvement in student-teacher relationship. CONCLUSION: The prevalence of perceived stress seems to be high among medical students, which tends to affect not only their academic performances but also all aspects of health. Review of academics and exam schedules, more leisure time activities, better interaction with the faculty and proper guidance, advisory services and peer counselling at the campus could do a lot to reduce the stress.

Adaptation, Psychological↗
PubMed1989

Motor skills in extremely low birthweight children at the age of 6 years.

Fifty three children aged 6 years old who had weighed less than 1251 g at birth without cerebral palsy and receiving mainstream education, were entered into a controlled study of motor skills. The index and control children were matched by age, sex, and school. The index group were considered by their teachers to have similar academic performances to their index group were considered by their teachers to have similar academic performances to their controls, although two index cases were receiving remedial teaching. On the test of motor impairment extremely low birthweight children had significantly more motor difficulties than controls. In addition, the index group had more minor neurological signs, lower intelligence quotients, and more adverse behavioural traits. The higher motor impairment scores among index children were independent of differences in intelligence quotient between the two groups. There was no association between impairment score and the presence or degree of periventricular haemorrhage or periventricular leucomalacia on neonatal cerebral ultrasound. Children with Apgar scores at five minutes of less than 7 had significantly higher impairment scores compared with those whose scores were 7 or more. Three perinatal factors (Apgar score at five minutes, neonatal septicaemia, and abnormal movements) explained 32% of the variance in impairment score at the age of 6 years. In children who do not have cerebral palsy perinatal factors may still be important in the development of motor skills. The presence of subtle neuromotor impairments at 6 years of age has implications for schooling that need further evaluation.

Child↗
PubMed2005

Use of productivity and financial indicators for monitoring performance in academic radiology departments: U.S. nationwide survey.

PURPOSE: To determine how productivity- and finance-related indicators are used by radiology departments to evaluate departmental performance. MATERIALS AND METHODS: The study met the criteria to be exempt from institutional review board approval. All subjects were informed of the purpose of the study and that their questionnaire responses would be kept confidential. For the study, a survey was sent to 132 members of the Society of Chairmen of Academic Radiology Departments (SCARD) nationwide. The survey was designed to (a) assess organizational information about hospital and radiology departments, (b) determine the types and mean numbers of productivity and financial indicators used by radiology departments, (c) determine how these indicators are used to influence departmental productivity, and (d) assess the reference-standard goals with which each indicator value was compared. A total of 77 variables were studied. Summary statistics, Spearman rank correlation coefficient, and chi2 analyses were performed. RESULTS: The response rate was 42% (55 of 132 surveyed SCARD members). The mean number of productivity indicators used by radiology departments was 4.55 +/- 2.56 (standard deviation), while the mean number of financial indicators used was 2.89 +/- 1.99. Twenty-two (40%) of the 55 responding departments used productivity indicators to monitor and provide feedback to radiologists, hospital leaders, and technical staff members for improved productivity, but only 11 (20%) departments used these indicators to compare personnel performances against specific productivity standards. The most frequent goal (of seven [13%] responding departments) of using the indicators was to increase the examination volume from the previous year by 5%-10%. CONCLUSION: Academic radiology departments across the United States do not use a standardized set of productivity and financial indicators to measure departmental performance. Examination volume is the most frequently used productivity indicator, whereas general expenses are commonly used as indicators of financial status.

Chi-Square Distribution↗
PubMed2001

Effect of Saral meditation on intelligence, performance and cardiopulmonary functions.

Meditation is a mental exercise to improve mental faculty. Present attempt was to evaluate effect of Saral Meditation on development of intelligence, academic performance & cardiopulmonary functions. Results show significant improvement in development of intelligence and academic performance. There was apparent improvement in confidence and they were free from anxiety. There were also considerable changes in psychomotor ability and cardiopulmonary functions however, result was not significant.

Hemodynamics↗
PubMed2003

Learning styles and academic outcome: the validity and utility of Vermunt's Inventory of Learning Styles in a British higher education setting.

BACKGROUND: Vermunt's (1994) Inventory of Learning Styles (ILS) integrates four components of learning: processing strategies, regulation strategies, mental models of learning and learning orientations. Using explanatory factor analysis, Vermunt (1998) identified four different learning styles, meaning-directed, reproduction-directed, application-directed and undirected, which displayed characteristic patterns of factor loadings across the four components of learning. AIMS: The aims of the current study were to test the generalisability of Vermunt's integrated model of learning with a sample of students from a British university and to establish whether different learning styles were associated with different academic outcomes. SAMPLE: A total of 273 students from a British university took part. METHODS: Confirmatory factor analysis was used to test Vermunt's four-factor model of learning styles and compare it with alternative models. Interrelationships between components of the ILS were examined in more detail using regression analyses. The relationship between learning style and academic outcome was also examined. RESULTS: Fit indices indicated that Vermunt's four-factor model of learning styles provided the best fit for the current sample. Path estimates associated with meaning-directed and reproduction-directed learning styles loaded across components as described by Vermunt but application-directed and undirected learning styles loaded mainly on conceptions and orientations components. Undirected learning style had a low negative association with academic performance, while the meaning-directed learning style had a low positive association with academic performance. CONCLUSIONS: Although the ILS did identify Vermunt's four learning styles, different learning environments influence the precise characteristics of each learning style.

Adult↗
PubMed1985

A model for the evaluation of respiratory therapy program admissions criteria.

UNLABELLED: Attrition in respiratory therapy programs is a waste of both human and economic resources and may be one cause of the current shortage of qualified personnel. Poor academic performance has been shown to be the leading cause of program attrition. The purposes of this study were to establish the predictive abilities of aptitude and performance measures for classroom and laboratory performance in a respiratory therapy program and to describe a methodology for the development of academic admissions criteria. METHODS: The preprogram college cumulative grade point average (pPGPA), the preprogram science-mathematics grade point average (S-M GPA), the American College Test (ACT) composite, and four ACT subtest scores of 39 graduates of The Ohio State University Respiratory Therapy Division were compared to their program grade point average (PGPA). We applied a multiple regression analysis and derived regression equations. RESULTS: Multiple regression analysis demonstrated that the S-M GPA is the most significant predictor of program academic performance (P less than or equal to 0.05). The derived regression equation was applied to calculate the minimum S-M GPA for admission by using the standard error of the estimate (SEE) of the regression equation and the mean minimum acceptable PGPA at a 95% confidence interval. For those students who have met the minimum S-M GPA, we have experienced no academic attrition. CONCLUSION: Multiple regression analysis of student data and the derived regression equations may be used to determine program-specific admissions criteria.

Educational Measurement↗
PubMedDate not supplied

Paramedic student performance: comparison of online with on-campus lecture delivery methods.

INTRODUCTION: Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students. HYPOTHESIS: Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment. METHODS: Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video. RESULTS: A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures. CONCLUSION: Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

Adult↗
PubMed1998

Board certification: associations with physicians' demographics and performances during medical school and residency.

PURPOSE: To examine the associations between board certification and both physicians' demographics and their performances during medical school and residency. METHOD: Data were prospectively collected for 1,186 medical students in three major specialty areas for the Jefferson Medical College's graduating classes of 1976 through 1985. RESULTS: Older students and underrepresented minorities were less likely to achieve certification. Overall, physicians who achieved board certification had performed better during medical school and residency than had those without certification. The prediction of board certification using academic performance indicators is limited, particularly for older and minority groups. CONCLUSIONS: This study demonstrated an overall positive relationship between physicians' board certification status and their past academic performances. The potential impact of the increases of both older students and minority physicians on rates of board certification needs to be considered by specialty boards and other policymakers.

Adult↗
PubMed2002

Clerkship timing and disparity in performance of racial-ethnic minorities in the medicine clerkship.

PURPOSE: To determine the effect of the timing of the medicine clerkship on academic performance in different racial-ethnic student groups. METHOD: Performance was measured by the average assessment of clinical preceptors, an OSCE (objective structured clinical examination), and the NBME (National Board of Medical Examiners) medicine subject examination. Outcomes were analyzed by student racial-ethnicity and clerkship sequence. RESULTS: Of the 650 students who took the clerkship over four years, 6.9% were African American, 34.6% were Asian-Pacific Islander, 9.1% were Hispanic and 49.4% were white. African American and Hispanic students were in the earliest clerkship sequence 46.7% and 30.5% of the time, respectively, compared to 20% of Asian-Pacific Islanders and 27.4% of white students. Academic performance improved with time and varied among the racial-ethnic groups. All groups achieved higher scores in the NBME medicine examination later in the year but scores of African American and Hispanic students increased to a greater degree than other students. CONCLUSION: Sometimes, a "few points" on the NBME medicine examination can affect students' final grades and alter their attractiveness to competitive residency training programs. All students, but African American and Hispanic students, in particular, can significantly improve their scores in the NBME medicine examination by taking the clerkship later in the year. Students should be counseled regarding the timing effect and methods to neutralize the disparity should be considered.

Clinical Clerkship↗
PubMed2005

A comparative study of academic achievement of children with sickle cell anemia and their healthy siblings.

BACKGROUND: Sickle cell anemia (SCA) could impact negatively on academic performance of affected children. Reports so far have been inconsistent. OBJECTIVE: To do a comparative analysis of academic performance of Nigerian children with SCA and their siblings. METHODS: We studied sessional aggregate scores, pass rates and percentage scores in four core subjects (mathematics, English language, integrated science and social studies), as well as the total number of days of school absence of 52 school-age children (6-17 years) with sickle cell anemia and 42 siblings of similar sociodemographic characteristics, over one academic session. FINDINGS: School absence among the SCA patients was significantly higher than that of siblings (9.3+/-5.5 days/school year and 4.3+/-2.6 days/school year, respectively, mean+/-SD, p<0.05). Although the mean sessional aggregate score for patients was comparable with that of the siblings, there was a significantly larger proportion of below-average pupils among the patients. The mean percentage scores of the patients on mathematics, English language, integrated science and social studies compared well with those of the siblings. There was no significant correlation between school absence and academic achievement of the study population. CONCLUSION: More children with SCA are underachievers in this study, and their school underachievement is not associated with the observed higher school absence.

Absenteeism↗
PubMed1996

Brief experimental analysis of stimulus prompts for accurate responding on academic tasks in an outpatient clinic.

Brief multielement designs were used to examine the effects of specific instructional strategies on accuracy of academic performance during outpatient evaluations of 4 children with learning disorders. Instructional strategies that improved accuracy on academic tasks were identified for all participants. These results suggest that the application of experimental analysis methodologies to instructional variables may facilitate the identification of stimulus prompts that are associated with enhanced academic performance.

Ambulatory Care Facilities↗
PubMed2002

School characteristics among children of alcoholic parents.

Studies show that children of alcoholics constitute a population at-risk commonly for poor performance, skipping school days, and school drop out. The focus of the present study was to examine a variety of direct outcome variables measuring academic performance among a sample of 226 children, 108 of them from parents who misused alcohol in Cadiz. Parents were outpatients of a Health Service and received treatment for the drinking problem; 118 students were children of nonalcoholic parents attending the same schools as the children of alcoholic parents. Both groups were compared on age, sex, school grade, and social environment. The study identified five variables on which performance by children of alcoholic parents was poorer: intelligence, repeating a grade, low academic performance, skipping school days, and dropping out of school.

Absenteeism↗
PubMedDate not supplied

Evaluating applicants to emergency medicine residency programs.

This article reviews the pertinent literature related to the selection process of medical students to emergency medicine residency programs. The impact that academic performance in medical school, the interview, letters of recommendation, and other achievements have on the performance of the future resident are reviewed. All articles identified by an English language MEDLINE search were reviewed by the authors as to significance to the subject. Review of relevant literature indicates that no precise correlation can be made between performance in medical school and achievements during the residency, although there seems to be a correlation between academic performance in medical school and similar performance on board certification examinations.

Clinical Clerkship↗
PubMed2005

Nonlinear personality-performance relationships and the spurious moderating effects of traitedness.

This article evaluated the validity of two traditional traitedness measures (i.e., standard deviation traitedness measures and global, single-item traitedness measures) and three new traitedness measures (i.e., multi-item, ranking, and facet traitedness measures). Overall, there was poor construct validity for both the traditional and new measures of traitedness. Furthermore, traitedness was a spurious moderator of the relationship between openness to experience and academic performance. Finally, evidence of nonlinear personality-academic performance relationships was discovered.

Achievement↗
PubMedDate not supplied

Prediction of school performance using the Miller Assessment for Preschoolers (MAP): a validity study.

OBJECTIVE: The purpose of this study was to examine the ability of the Miller Assessment for Preschoolers (MAP) to predict academic performance of Israeli preschoolers after a period of 5 to 7 years. METHOD: Thirty children who were classified according to the MAP as preschoolers at risk (n= 15) and not at risk (n= 15) for pre-academic problems were tracked after 5 to 7 years. Follow-up evaluations were done on motor, visual-motor integrative, and cognitive performance components; reading and handwriting academic performance areas; and a variety of measures taken to establish overall school functional status. RESULTS: Results indicate that children classified by the MAP as preschoolers at risk performed significantly worse 5 to 7 years later on visual-motor, cognitive, and reading and handwriting tests than those preschoolers classified not at risk and demonstrated reduced overall school functional status. CONCLUSION: The findings indicate that the MAP can predict academic performance even over a 5-year to 7-year interval. Furthermore, by linking academic performance data to performance components of children in different cultures, our investigation contributes to the overall understanding of children's functioning.

Child↗
PubMed1992

[Constraint and inclination for reducing complexity--social cognitive aspects of moral judgment in children].

When processing information about their reality human beings systematically reduce objective complexity. This is not only true in cognitive problem solving, but also in other every-day situations, e.g., when decisions in situations of moral relevance are required. From a developmental psychological point of view the adequate handling of such situations requires, on the one hand, an age-related differentiation of social cognitions, and, on the other hand, an increasingly effective structuring and integration of information. The latter developmental process, however, bears the danger that an adequate psychosocial development is substituted by a tendency toward complexity reduction in the sense of oversimplification due to the fact that such a tendency may suggest situation-specific alternative actions which are seemingly "easier to handle". In an empirical study with 176 students from Polytechnical High Schools in (East-)Berlin the hypothesis is tested if a tendency toward oversimplification in (fictitious) situations of moral relevance is systematically related to deviant behavior at school. Results show that indeed deviant students have a stronger tendency toward oversimplifying social cognitions than non-deviant students. Furthermore, it can be shown that this result is not moderated by possible sex, age or academic performance effects. As results with regard to moral judgement in the Kohlbergian sense differ substantially in their relation to academic performance and to behavioral deviance, it is assumed that the two judgement processes differ conceptually.

Adolescent↗
PubMed1965

SOME FACTORS AFFECTING UNDERGRADUATE ACADEMIC ACHIEVEMENT.

A related series of studies, most of which have been published previously, is described. These studies form a coherent whole and demonstrate the development of a theme, namely, the identification of factors in the student and the medical school which, in their interaction, influenced undergraduate academic performance at one medical school. In the population concerned no reliable positive or negative correlation could be demonstrated between cognitive ability and academic performance, when the former was measured by the Wechsler Adult Intelligence Scale and the Medical College Admission Test, and the latter by the current assessment methods of the medical school. Other factors, including socioeconomic and individual personality variables, are at present under investigation as to their effect on academic achievement. It is emphasized that the results of these studies cannot be regarded as valid for all medical schools, but the methods employed can be generalized.

Achievement↗
PubMed2002

Academic self-disclosure in adolescence.

Adolescents' dialogues with friends and classmates about their academic performance constitute a central arena of self-disclosure for developing teenagers. Yet researchers have generally limited the range of their study of academic self-disclosure to gifted students. This study brings together the literature on self-disclosure, academic achievement, and adolescent development to elucidate the overlapping elements at play in adolescents' everyday decisions to talk about their academic performance. With an ethnically diverse sample of San Francisco Bay Area ("Silicon Valley") 10th and 12th graders, the authors developed a 12-scenario instrument specifying both interpersonal context (attraction/friendship) and relative-intelligence relationship (more, less, or equally smart), querying degrees of academic self-disclosure associated with these contexts. The results indicated that self-disclosure was highly (positively) influenced by the achievement level of both the discloser and listener, modestly influenced by friendship versus romantic interest, and influenced in anticipated directions by gender and age.

Adolescent↗