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PubMed2004

Practice management performance indicators in academic radiology departments.

PURPOSE: To determine the management performance indicators most frequently utilized in academic radiology departments in the United States. MATERIALS AND METHODS: This investigation met the criteria for an exemption from institutional review board approval. A cross-sectional study in which a validated national survey was sent to members of the Society of Chairmen of Academic Radiology Departments (SCARD) was conducted. The survey was designed to examine the following six categories of 28 performance indicators: (a) general organization, (b) volume and productivity, (c) radiology reporting, (d) access to examinations, (e) customer satisfaction, and (f) finance. A total of 158 variables were included in the analysis. Summary statistics, the chi(2) test, rank correlation, multiple regression analysis, and analysis of variance were used. RESULTS: A response rate of 42% (55 of 132 SCARD members) was achieved. The mean number of performance indicators used by radiology departments was 16 +/- 6.35 (standard deviation). The most frequently utilized performance indicators were as follows: (a) productivity, in terms of examination volume (78% [43 departments]) and examination volume per modality (78% [43 departments]); (b) reporting, in terms of report turnaround (82% [45 departments]) and transcription time (71% [39 departments]); (c) access, in terms of appointment access to magnetic resonance imaging (80% [44 departments]); (d) satisfaction, in terms of number of patient complaints (84% [46 departments]); and (e) finance, in terms of expenses (67% [37 departments]). Regression analysis revealed that the numbers of performance indicators in each category were statistically significant in predicting the total number of performance indicators used (P < .001 for all). Numbers of productivity and financial indicators were moderately correlated (r = 0.51). However, there were no statistically significant correlations between the numbers of performance indicators used and hospital location, hospital size, or department size (P > .4 for all). CONCLUSION: Assessing departmental performance with a wide range of management indicators is not yet an established and standardized practice in academic radiology departments in the United States. Among all indicators, productivity indicators are the most frequently used.

Academic Medical Centers↗
PubMed2006

Increased prevalence of ADHD in Turner syndrome with no evidence of imprinting effects.

BACKGROUND: Turner syndrome (TS) results from the loss of part or all of one X chromosome in females. It can result in short stature, various dysmorphic findings, and difficulties with psychosocial adjustment. Girls with TS have previously been found to exhibit increased levels of hyperactivity and inattention. However, no studies have assessed whether individuals with TS meet strict (DSM-IV) criteria for attention-deficit/hyperactivity disorder (ADHD). OBJECTIVE: We looked at the prevalence of ADHD in girls with TS and evaluated the contribution of imprinting on cognitive performance (IQ) and ADHD. METHODS: We tested 50 girls with TS for ADHD, IQ, academic performance, and parental origin of the X chromosome. RESULTS: We report an 18-fold increase in the prevalence of ADHD in girls with TS (24%) compared with girls in the general population (1.3%) (p < .01) and a 4.8 fold increase when compared with boys and girls in the general population (5%) (p < .05). In contrast to previous reports, our molecular studies in females with 45,X also showed no association between IQ scores and the parental origin of the intact X chromosome. CONCLUSIONS: We find an increased prevalence of ADHD in girls with TS but no evidence for imprinting effects for cognitive performance.

Adolescent↗
PubMed1994

Performances of underrepresented-minority students at the University of Arizona College of Medicine, 1987-1991.

PURPOSE: To compare the academic performances of underrepresented-minority (African American, Native American, and Hispanic) students and all other students at the University of Arizona College of Medicine. METHOD: The performances of 42 underrepresented-minority and 368 other students who graduated between 1987 and 1991 were compared using the following variables: undergraduate science, non-science, and overall grade-point average (GPA); scores on the Medical College Admission Test (MCAT); subtest and total scores on the National Board of Medical Examiners (NBME) Part I and Part II examinations; and three types of evaluations from a required family practice clerkship. In addition, a comparison was made of scores on an objective structured clinical examination (OSCE) taken in the fourth year by 25 underrepresented-minority and 165 other students. Data were analyzed using a three-way analysis of variance and Pearson correlation analysis. RESULTS: The underrepresented-minority students earned significantly lower GPAs and scored significantly lower on all standardized paper-and-pencil tests and the family practice clerkship final examination. There was no significant group difference in the family practice clerkship clinical evaluations or the majority of the OSCE scores. For both groups, overall GPAs and MCAT scores correlated equally well with NBME total scores but were not significantly corrected with OSCE scores or family practice clerkship clinical evaluations. CONCLUSION: While the underrepresented-minority students entered medical school with significant educational disadvantages and continued to score lower than the other students on paper-and-pencil tests, their clinical performances on the OSCE and family practice clerkship were nearly equivalent to those of the other students.

Black or African American↗
PubMed1990

Influence of urban-rural upbringing on Nigerian students' test anxiety.

To examine the effects of urban and rural upbringing on test anxiety 221 Nigerian high school students completed measures of test anxiety and environment/academic performance. Analysis showed that younger urban groups scored better than older rural groups in academic performance, rural students having high scores in environment/academic performance scales. The findings corroborate earlier work on urban and rural upbringing and text anxiety. Suggestions for cross-cultural research which incorporates test anxiety and the construct of concentration are detailed.

Adolescent↗
PubMed2005

Outcome assessment of the Dental Early Acceptance Program.

The University of Texas Health Science Center at San Antonio (UTHSCSA) Dental School recruits a student body from a wide number of undergraduate institutions, primarily in Texas. One method supporting this effort is the Dental Early Acceptance Program (DEAP). This program is unique in that it grants conditional acceptance to dental school during a student's first year of undergraduate education and admission upon completion of three years of college coursework as directed by the student's undergraduate academic advisor. The purpose of this study was to assess and compare the academic performance of DEAP students to students accepted through the standard competitive admissions process. The academic records of all students matriculating into our dental school between 1993 and 1996 were examined. National Board Dental Examination Parts I and II scores, the cumulative dental school and college GPAs, DAT scores, and demographic data were recorded. The data were analyzed descriptively and statistically. Graduation rates were 92 percent for DEAP students and 94 percent for standard admissions students. Comparison of college cumulative GPA between the two groups showed no statistically significant difference. A significant difference was found between the groups in their dental school cumulative GPA. In a comparison of National Board Examination scores, DEAP students had a significantly lower NBDE Part I mean score (82.9) than standard admissions students (85.8). DEAP students also showed significantly lower NBDE Part II scores (80.4) than standard admissions students (82.4).

Education, Dental↗
PubMedDate not supplied

[School achievement and neurologic examination: a 7-years' correlation study].

Neurological examination and school performance were analyzed in 146 children from a longitudinal follow up on growth and development at northern metropolitan Santiago, Chile. Their reading and writing abilities and their performance on neuro-maturational tests at the third elementary grade, were compared with academic achievements seven years later and highly significant correspondence was found among these terms. Reading comprehension and simple arithmetic problem solving abilities were the most affected aspects in children that exhibited multiple subtle neurological abnormal signs. Writing and design abilities were also involved up to a certain degree. Intellectual endowment was a determinant factor in this relationship since children above average. I.Q. showed less neurological involvement and better academic qualifications and vice versa. Subjects with many subnormal neuro-maturational signs had relative under-ratings at school examinations, whichsoever their mental level was. Thirty percent of the initial 208 study case were missed in the 7 year time span: Most of them were unable to read and write properly at third elementary school grade, showed evidence of several minor neurological failures and abandoned school in the mean time. By contrast, 96% of the index group could be reexamined. This bias implies that between early learning plus neurological status, at age 9 years and the later academic performance should have been an extremely positive interrelationship for the whole series.

Achievement↗
PubMed1988

Selection of medical students--effect on class composition of using non-academic criteria.

The attributes of 2,304 applicants for admission to the University of the Witwatersrand Medical School were analysed. Those measured by previous academic performance, biographical history and assessment at interview were significantly different. Inclusion of non-academic criteria in admission decisions broadens the personal attributes of the class, and alters the ethnic and gender composition, without affecting subsequent failure rate.

Educational Measurement↗
PubMed2000

Effect of Students' After-School Activities on Teachers' Academic Expectancies.

Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press.

Journal Article↗
PubMed2001

Positive illusions about the self: short-term benefits and long-term costs.

Two studies addressed parallel questions about the correlates and consequences of self-enhancement bias. Study 1 was conducted in a laboratory context and examined self-enhancing evaluations of performance in a group-interaction task. Study 2 assessed students' illusory beliefs about their academic ability when they first entered college and then followed them longitudinally to test claims about the long-term benefits of positive illusions. Both studies showed that self-enhancement bias was related to narcissism, ego involvement, self-serving attributions, and positive affect. Study 2 found that self-enhancement was associated with decreasing levels of self-esteem and well-being as well as with increasing disengagement from the academic context. Self-enhancement did not predict higher academic performance or higher graduate rates. Thus, the findings suggest that self-enhancing beliefs may be adaptive in the short term but not in the long term.

Adaptation, Psychological↗
PubMed2002

Addressing students' social and emotional needs: the role of mental health teams in schools.

Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy makers, these school-based approaches can more fully realize their potential to enhance the quality of life and to positively impact the future of many poor and ethnic minority students.

Adolescent↗
PubMed2002

Migraine and cognitive function: a life-course study.

OBJECTIVE: To investigate the association between migraine and cognitive ability among members of a longitudinal birth cohort study. METHODS: Headache status was determined at age 26 (migraine, tension-type headache [TTH], headache-free control subjects) according to International Headache Society criteria, and data relating to cognitive and academic performance from ages 3 to 26 years were analyzed. RESULTS: Study members diagnosed with migraine were subtly but significantly impaired, compared with those with TTH and headache-free control subjects, on tests of verbal ability (especially language reception) from ages 3 to 13, independent of headache history. Performance on other tasks, including reading, arithmetic, motor, and spatial ability, was normal. The association between migraine and verbal functioning also appeared to impact on later academic success. CONCLUSION: Findings suggest that the poorer verbal performance was unlikely to have resulted from cumulative attacks and may be due to developmental factors beginning in utero.

Adult↗
PubMed1999

Predictors of success in undergraduate human physiology.

This study tested the hypothesis that measurable attributes in students' backgrounds are related to their successful completion of an undergraduate human physiology course. Demographic, general academic performance, and science achievement data were obtained from student records for students enrolled during the 1995-1996 academic year, and additional demographic data were obtained from students enrolled during the 1996-1998 academic years. A hierarchical logistic regression analysis explored the relationship fo these variables to the percentage of students passing the human physiology course. Predicted passing versus failing showed a sensitivity of 85.5% and specificity of 69.7%. Two independent validations of the logistical regression equation correctly predicted the performance of subsequent groups of students 75.9% and 77.6% of the time.

Adult↗
PubMed1986

The effect of stimulus type and directed attention on dichotic listening with children.

This research investigated the effect of stimulus type and directed attention on dichotic listening performance with children. A sample of 12 (5 male, 7 female; mean age 10.5 years) high academically performing children were administered four types of dichotic stimuli (words, digits, CV syllables, and melodies) in three experimental conditions (free recall, directed left, and directed right) to examine perceptual asymmetry as reflected by the right-ear advantage (REA). While the expected REA for words and CV syllables and the expected LEA for melodies were found under free recall, the directed conditions produced varied results depending on the nature of the stimuli. Directed condition had no effect on recall of CV syllables but had a dramatic effect on recall of digits. Word stimuli and directed condition interacted to produce inconsistent perceptual asymmetry while directed condition reduced overall recall for melodies. The findings lend support to the hypothesis that perceptual asymmetries can be strongly influenced by the type of stimulus material used and the effect of attentional strategy employed.

Attention↗
PubMed2002

[Development of grade level norms for reading speed and writing errors of Turkish elementary school children].

INTRODUCTION: Despite being in the normal intelligence range, children with learning disorders fail to reach expected academic performance levels. Clinical diagnosis and decisions for therapeutic management for these children require the use of academic achievement tests. The lack of reliable achievement tests and age appropriate reading speed and writing norms hinder clinical studies with Turkish children. OBJECTIVE: To develop and establish Turkish norms of an assessment tool which will aid in the objective evaluation and diagnosis of learning disorders. METHOD: A total of 2572 children attending the 1st-5th grades of randomly selected elementary schools belonging to different socioeconomic levels constituted the sample of the study. The number of words read from grade-level appropriate scripts in 1 minute indicated reading speed. A three-sentence script containing repeating consonants p-b-t-d-m-n-v-f was dictated to determine writing errors. RESULTS AND DISCUSSION: Grade levels of reading speed increase and writing errors decrease as the child grows. Mean, standard deviation and standard error scores indicate that objective academic achievement criteria were reached. Achievement differences according to gender and sociocultural status, which were not the subject of this study, also seem to be important variables.

English Abstract↗
PubMed2006

Educational performance of pediatric cochlear implant recipients in mainstream classes.

OBJECTIVES: The present study documents the school performance of 20 pediatric cochlear implant recipients who attended mainstream classes and compares their educational performance with their normally hearing peers. METHODOLOGY: All 20 school-aged children who underwent cochlear implantation at the Universiti Kebangsaan Malaysia cochlear implant programme participated in this study. Three measures were employed to assess the school performance. First, using the SIFTER teacher-rating scale, the second measure was the child's examination results, and the third was the child's standing compared to his/her peers in language subject, mathematics, and the overall academic performance during the end of semester examinations. RESULTS: The SIFTER rating scale indicated that only 11.8% of the children were identified as not educationally at risk, 17.6% passed four of the SIFTER subtests, whereas the other 71.6% failed in at least two of the subtests on SIFTER. The highest pass rate was obtained in behavior subtest (76.5%), followed by classroom participation (70.6%), attention (58.8%), academic (47.1%), and communication (11.8%). On the educational performance, the cochlear implant recipients performed significantly better in mathematics (mean scores 62.67%; S.D. 22.24) than in language (mean scores 49.96%, S.D. 25.88) (p<0.01). In the overall examination performance, 25.00% had above average performance (>75th percentile), 18.75% had average performance (25-75th percentile), and another 56.25% performed at below average (<25th percentile). CONCLUSION: Children with cochlear implant were rated poorly in the SIFTER communication subtest. It is possible that language deficit presents an educational challenge in these children. The educational performance of children with cochlear implants in mainstream classes varies. Although 43.75% of them thrive well in a full-time mainstream setting, a significant percentage of them (56.25%) performed at below the average level. These findings reemphasize that although a cochlear implant has successfully provided deaf children with a good hearing potential, the majority of its recipients still require additional educational supports in order to function well in the mainstream educational setting.

Child↗
PubMed1994

Stress-management program: intervention in nursing student performance anxiety.

This study measured the effect of an individualized stress-management program on nursing students who identified anxiety as interfering with academic performance in the nursing program. The quasi-experimental longitudinal study used a pretest, posttest, and follow-up test, control group design. Data were analyzed using t tests and analysis of variance (ANOVAS). In a 6-week counseling program students identified personal stress reactions and adapted coping strategies related to nutrition, exercise, progressive relaxation, cognitive control, time management, and testing skills to personal use. The program was effective in significantly increasing self-esteem and decreasing depression and anxiety. Grades improved sufficiently for student retention.

Adaptation, Psychological↗
PubMed1997

Evaluating GPAs and MCAT scores as predictors of NBME I and clerkship performances based on students' data from one undergraduate institution.

PURPOSE: To examine the relationships among undergraduate student characteristics, standardized indicators of medical school academic performance, and clinical performances in an institution where the undergraduate grading system was not a confounding factor. METHOD: In 1993 data were collected retrospectively for the classes of 1990-1993 in the University of California, Riverside (UCR)/University of California, Los Angeles, Biomedical Sciences Program, in which all the students completed their undergraduate studies at UCR. Data were collected on the students' demographic characteristics, undergraduate grade-point averages (UGPAs), Medical College Admission Test (MCAT) scores, National Board of Medical Examiners Part I (NBME I) scores, and clinical performances as measured by core clerkship grades. Regression analyses were used to evaluate (1) the relationship between clinical performances and data available at admission and (2) the relationship between NBME I scores and the same variables. The top and bottom 25% of each class were identified by UGPAs and compared by their NBME I scores and clinical performances to determine whether differences noted at admission continued to separate the students. Differences were tested using independent two-tailed t-tests. RESULTS: Of the 92 students, data were available for 88 (96%); 39% were female and 38% were foreign-born. The sample was fairly heterogeneous in terms of UGPAs, MCAT scores, clinical performance grades, and NBME I scores. Results of the first regression analysis indicated that mean clinical performance was not related to any of the undergraduate predictors of performance or to the students' demographics. The second regression analysis indicated that MCAT scores and cumulative science UGPAs were related to performance on the NBME I, as were country of origin and sex. The students in the top and bottom 25% differed significantly in their scores on the NBME I, but not in their clinical performances. CONCLUSION: Although UGPAs and MCAT scores are good indicators of NBME I performance, they are still not useful in predicting clinical performance, even when the students' data are taken from the same undergraduate institution.

California↗
PubMed1999

Peer tutoring improves student performance in an advanced physiology course.

Effectiveness of a peer tutoring system developed for an advanced physiology course was assessed in terms of academic performance and perceived value. Forty-five students took the course without the peer tutoring system, and sixty-nine students took the course with peer tutoring. Grades from both groups of students were compared with grades earned in an introductory physiology course. Tutored students were asked how much they valued the peer tutoring. There was a decline in grades received by the students in the advanced physiology course compared with their scores in the introductory physiology course in both tutored and untutored groups. However, the decline in the tutored group was significantly (P = 0.015) less than that in the untutored group of students. Tutored students reacted very favorably to the tutoring sessions and expressed a desire to see tutoring expanded to other courses. This was the first demonstration of the effectiveness of peer tutoring in college science teaching. Peer tutoring appears to be effective in enhancing student performance as well as being perceived as beneficial by the students.

Education, Medical, Undergraduate↗