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PubMed2002

A statistical analysis of dental hygiene students' grades in online and on-campus courses and performance on the National Board Dental Hygiene Exams.

The purpose of the study was to determine if there was a difference between the academic performances--measured by grades and performance on national exams--of dental hygiene students enrolled in online and on-campus nutrition courses. Researchers gathered data from 54 dental hygiene students who took a nutrition class in the fall semesters of 1998 and 1999. Students' ages, their course averages, grade-point averages (GPA), and performance on the National Board Dental Hygiene Examination (NBDHE) were correlated, and regression analysis and two sample t-tests were performed on the data. The results indicated a weak r2 value (0.291) for GPA as a predictor of course performance and a low r2 value (0.074) for GPA as a predictor of the NBDHE score. Even though the online students had a higher GPA (not statistically significant), data suggests no difference in course average and performance on NBDHE tests between the online and on-campus students. A trend analysis indicated that students with a lower GPA who enrolled in the online courses performed lower than on-campus students.

Adolescent↗
PubMedDate not supplied

The role of nonacademic variables in passing the National Council Licensure Examination.

This study addressed the relationship between performance on the National Council Licensure Examination (NCLEX) and differences in test anxiety, cognitions related to testing, and academic performance among 102 senior bachelor's degree nursing students. The study design was correlational and prospective in nature. Test anxiety was measured by the Test Anxiety Inventory; cognitions were measured by the Cognitive Assessment Tool; quality point average and Student Aptitude Test scores measured academic aptitude. Subjects, recruited from two universities in western Pennsylvania, were interviewed and completed the self-report measures. Three months later, NCLEX scores were collected on each subject. Pearson's product moment correlation, multiple regression, and chi 2 statistics were used to analyze the data. Research findings indicated that test anxiety was inversely related to passing score on the NCLEX. Academic aptitude positively correlated with passing score on the NCLEX. Negative cognitions were not inversely related to pass rate on the NCLEX. Multiple regression demonstrated that self-perceived grades and self-predicted NCLEX scores were the best predictors of actual NCLEX scores. Significant chi 2 statistics indicated that subjects successful on the NCLEX were more likely to believe they were good test-takers and reported more facilitative thoughts during exams than those who failed the NCLEX.

Adult↗
PubMed2002

Stereotype performance boosts: the impact of self-relevance and the manner of stereotype activation.

The activation of positive stereotypes has been shown to produce academic performance boosts. Evidence regarding the role of self-relevance in producing such effects has been mixed. The authors propose that the subtlety of stereotype activation plays a key role in creating performance boosts among targets and nontargets of stereotypes. Study 1 found that subtle stereotype activation boosted performance in targets, but blatant activation did not. Study 2 was conducted on both targets and nontargets using different methods of stereotype activation. Again, targets showed performance boosts when stereotypes were subtly activated but not when they were blatantly activated. Nontargets, however, showed boosts in performance only when stereotypes were blatantly activated. The role of self-relevance in mediating sensitivity to stimuli is discussed.

Achievement↗
PubMed1994

[Connotative affective perception of self concept and its link with school performance].

The association between the two major Eysenckian Personality dimensions, and the affective-connotative evaluation of self-concept as a reflection of academic success/failure are analyzed among a 111-schoolchild sample. Findings show the main effect of academic performance and personality on children's affective perception of their self-concepts: Schoolchildren with a good performance enjoy a better self-appraisal, and their affective connotations are more positive than their peers' with a poorer performance. On the other hand, association between affect intensity and Neuroticism predisposition is not so clear. A relationship between neuroticism and negative affect predisposition is observed only when associated to introversion and poor performance.

Achievement↗
PubMed2002

The influence of admissions variables on first year medical school performance: a study from Newcastle University, Australia.

AIMS: This study examined the relationship between the performance of first year medical students at the University of Newcastle, Australia, and admission variables: previous educational experience, and entry classification (standard -- academic or composite, Aboriginal and Torres Strait Islander, or overseas), age and gender. METHODS: Admission and demographic information was obtained for students who entered first year medicine at Newcastle between the years 1994 and 1997 inclusive. Academic performance was measured according to results of first assessment ('satisfactory' vs. 'not satisfactory') and the final assessment of the first year ('satisfactory' vs. 'not satisfactory'). Logistic regression was used to examine the relationship between predictor variables and outcomes. RESULTS: Assessment and admissions information was obtained for 278 students, 98% of all students who entered the medical course between 1994 and 1997. Regression analysis of first assessment indicated that Aboriginal and Torres Strait Islander and overseas students were significantly more likely to be 'not satisfactory' than all other students (RR=3.1,95% CI: 1.4. - 6 7 and RR=1.5, 95% CI: 1.2-1.8, respectively). Analysis of final assessment indicated these two student groups were also significantly more likely to be 'not satisfactory' than all other students (RR=4.5, 95% CI: 1.4-13.5 and RR=3.5, 95% CI: 1.2-10.8, respectively). At first assessment, students entering via the standard academic pathway and older students were less likely to be 'not satisfactory' (RR=0.6, 95% CI: 0.5-0.7 and RR=0.8, 95% CI: 0.7-0.9, respectively). However both these differences were not evident at final assessment. There were no significant relationships between performance in first year and the remaining variables. CONCLUSIONS: Aboriginal and Torres Strait Islander, and overseas medical students had academic difficulties in the first year of the course, suggesting the need for extra course support. The result may reflect the educational and other obstacles these students must overcome in order to enter and progress through their medical degree. More research is warranted to explore the extent to which these differences persist throughout the medical degree.

Achievement↗
PubMed2003

The relationship between self-efficacy and student physician assistant clinical performance.

The purpose of this study was to investigate the predictive relationship between student self-efficacy beliefs, achievement expectations, perceived outcome values, and subsequent clinical performance. The study investigated whether measures of self-efficacy, measures of achievement expectancy, or measures of perceived task value (relevance) correlated significantly with physician assistant clinical performance; also, it investigated whether utilizing both noncognitive criteria and cognitive criteria will improve upon the predictability of physician assistant clinical performance. The independent variables include grade point average, previous health care experience, self-efficacy, values, and outcome expectations. The research population comprised a group of approximately 300 students attending the 14 accredited programs within Pennsylvania who, at the time of the surveys, were beginning the clinical year of their professional education. Data collection methods included surveys and quantitative data sources. The data were subjected to multivariate statistical methods including multiple regression and discriminate analysis. The analysis included both correlation and regression to predict clinical performance from the noncognitive and cognitive variables. The results reveal that self-efficacy, and not just academic performance, is a significant predictor of a student's clinical performance. Utilizing both noncognitive and cognitive variables can improve upon the predictability of the student physician assistant's clinical performance.

Achievement↗
PubMed1985

[Evaluation model of the extra-mural program in nursing: cycle II, Colombia].

In Cali, Colombia, a study was done to test and apply a model for the evaluation of out-of-school training programs in nursing in comparison with classroom programs. The article describes the evaluation model, which starts with the admission factors, considers how they are changed in the process, and compares the results by measuring the effects obtained against the established objectives. The information on admission factors was obtained by means of a questionnaire on health, a survey of teachers, pairing tests for students, and records of input/cost ratios; the source of information on the process was the tests of academic performance in the three courses provided in the design, the evaluation forms, and the student records. The academic records, a survey of graduates and a form for monitoring nursing activities were the three instruments used to measure the effects of the program. The conclusion of the study was that the objectives of the program were attained. Tested experimentally, the model of out-of-school nursing training was found to offer instruction of quality that is helpful to the learning process. The evaluation of the process made it possible both to identify and to solve the curricular, learning and administrative problems. The learning modules have been adapted for the wider diversity of students brought in by expansion of the program. Meanwhile, the instruments for the collection of data for the evaluation have been simplified on the basis of the experimental study.

Colombia↗
PubMed1996

Determinants of academic and clinical performance in the physiotherapy education programme at the University of Ibadan, Nigeria.

A retrospective study was conducted to determine the best predictors of academic and clinical performance in the physiotherapy education programme in the University of Ibadan, Nigeria. Reviewing the records of 94 students enrolled in the programme between 1983 and 1987, multiple and stepwise regression analyses revealed that pre-admission requirements were not significantly related to academic and clinical performance. When all the predictor variables were included in the multiple and stepwise regression analyses, the variance accounted for by the predictor variables was dismally low: 33.8% and 21.3% for academic achievement and clinical performance, respectively. We concluded that the pre-admission requirements are not viable predictors of academic and clinical performance in the programme.

Adolescent↗
PubMed1988

Predictors of academic and clinical performance in a baccalaureate physical therapy program.

The purpose of this retrospective study was to determine the best predictors of academic and clinical performance in a physical therapy undergraduate program. The records of 42 graduates of the program were reviewed to obtain data concerning 1) preadmission cumulative grade point averages (GPAs), 2) written composition scores, 3) interview ratings (INTVs), 4) preprofessional faculty ratings, 5) mean Allied Health Professions Admission Test (MAHPAT) scores, and 6) scores on the comprehensive examination administered at the end of the educational program. The results of the comprehensive written and oral-practical examination were used as a measure of the students' academic achievement and clinical performance. Multiple regression analyses revealed that both academic achievement and clinical performance can be predicted reliably (p less than .001) from the preadmission requirements. The two viable predictors of academic achievement were GPA and MAHPAT. The GPA and MAHPAT accounted for 30.5% and 8.0%, respectively, of the total variance (40.6%) in academic achievement. The INTV and GPA were the two viable predictors of clinical performance. They accounted for 34.6% and 7.5%, respectively, of the total variance (44.8%) in clinical performance.

Educational Measurement↗
PubMed2005

Assessing professionalism in early medical education: experience with peer evaluation and self-evaluation in the gross anatomy course.

INTRODUCTION: As today's healthcare model moves toward more streamlined and corporate industrialism, it is our responsibility, as doctors, to ensure the integrity of medicine's foundation in professionalism. The erosion of professional values not only creates a climate of animosity, but reverberates negatively to impact the development of students, who model their behaviour after those they most respect. This hazard has spurred an evaluation of medical school curricula, with a new emphasis on professionalism in the philosophy of medical education. Courses such as Gross Anatomy that, in the past, offered "pure content," are now being used to teach and evaluate professionalism. The goal of this study was to determine if peer evaluation and self-evaluation used in conjunction and implemented early in the medical curriculum, can serve as useful tools to assess and provide feedback regarding professional behaviour in first-year medical students. MATERIALS AND METHODS: From 1999 to 2003, students at Mayo Clinic College of Medicine evaluated themselves and their peers during the Gross and Developmental Anatomy Course. Numerical evaluations and written comments were statistically analysed within established categories of professionalism and correlated with academic performance, gender, and peer rating and self-rating. RESULTS: The majority of written comments pertained to inter-professional respect, responsibility, and excellence. Students who gave higher peer evaluation and self-evaluation scores provided more positive comments, and students performing well in the course provided more positive comments about their peers and themselves than did those struggling academically. Students consistently rated their peers higher than themselves, and male students rated themselves higher than did female students. CONCLUSIONS: Implementing peer evaluation and self-evaluation early in the medical curriculum is a valuable exercise in teaching first-year medical students assessment skills when evaluating their behaviour, as well as the behaviour of their colleagues.

Anatomy↗
PubMedDate not supplied

Assessment of learning abilities using complex experimental learning tasks.

Efforts are underway to develop a computerized methodology for the reliable, valid measurement of learning abilities. Central to these research efforts are the development of Complex Experimental Learning Tasks (CELTs) that provide real-time samples of learning. Objectives of current studies are the determination of relationships between performance on CELTs and performance on traditional cognitive abilities tests and the exploration of predictive value of measures of learning ability for academic performance. After construct and predictive validity are established, this methodology may be applicable to a wide range of assessment situations, including testing for the effects of environmental toxicants on learning abilities.

Aptitude Tests↗
PubMed2006

Stress, debt and undergraduate medical student performance.

INTRODUCTION: Against the background of current debate over university funding and widening access, we aimed to examine the relationships between student debt, mental health and academic performance. METHODS: We carried out an electronic survey of all medical undergraduate students at the University of Aberdeen during May-June 2004. The questionnaire contained items about demographics, debt, income and stress. Students were also asked for consent to access their examination results, which were correlated with their answers. Statistical analyses of the relationships between debt, performance and stress were performed. RESULTS: The median total outstanding debt was pound 7300 (interquartile range 2000-14 762.50). Students from lower socioeconomic backgrounds and postgraduate students had higher debts. There was no direct correlation between debt, class ranking or General Health Questionnaire (GHQ) score; however, a subgroup of 125 students (37.7%), who said that worrying about money affected their studies, did have higher debt and were ranked lower in their classes. Some of these students were also cases on the GHQ-12. Overall, however, cases on the GHQ had lower levels of debt and lower class ranking, suggesting that financial worries are only 1 cause of mental health difficulties. DISCUSSION: Students' perceptions of their own levels of debt rather than level of debt per se relates to performance. Students who worry about money have higher debts and perform less well than their peers in degree examinations. Some students in this subgroup were also identified by the GHQ and may have mental health problems. The relationships between debt, mental health and performance in undergraduate medical students are complex but need to be appreciated by medical education policy makers.

Clinical Competence↗
PubMed1994

Homeless children: are they different from other low-income children?

This study examines the differences in academic performance, adaptive functioning, and problem behaviors of 145 elementary school-age children who had experienced homelessness and a matched group of 142 mobile children with low socioeconomic status (SES). The Achenbach and Edelbrock Teacher Report Form and the Harter Self-Perception Profile for Children were used. Within groups, children displayed a range of academic and psychological functioning; about 30 percent performed in the normal range. Comparisons revealed no significant differences between homeless and low SES-mobile children. However, the children's scores taken together differed substantially from norms. These findings suggest that although homelessness is a stressful event in children's lives, long-term poverty may be a more appropriate marker of risk in children. Further, the findings imply that interventions must presume a substantial diversity of need within the various populations. A model of the dynamic of poverty, mobility, and lack of social supports is presented. Implications for intervention by schools and community agencies are discussed.

Adaptation, Psychological↗
PubMed2004

Cohort study of examination performance of undergraduate medical students learning in community settings.

OBJECTIVES: To determine whether moving clinical medical education out of the tertiary hospital into a community setting compromises academic standards. DESIGN: Cohort study. SETTING: Flinders University four year graduate entry medical course. In their third year, students are able to choose to study at the tertiary teaching hospital in Adelaide, in rural general practices, or at Royal Darwin Hospital, a regional secondary referral hospital. PARTICIPANTS: All 371 medical students who did their year 3 study from 1998-2002. MAIN OUTCOME MEASURES: Mean student examination score (%) at the end of year 3. RESULTS: The unadjusted mean year 3 scores at each location differed significantly (P < 0.001); the mean score was 65.2 (SE = 0.43) for Adelaide students, 68.2 (0.83) for Darwin students, and 69.3 (0.97) for students on the rural programme. Mean year 2 scores were similar for each location. Post hoc tests of means adjusted for sex, age, year 2 score, and cohort year showed that the rural and Darwin groups had a significantly improved score in year 3 compared with the Adelaide group (adjusted mean difference = 3.08, 95% confidence interval 1.25 to 4.90, P < 0.001 for rural group; 1.91, 0.47 to 3.36, P = 0.001 for Darwin group). CONCLUSIONS: These findings show that the concern that student academic performance in the tertiary hospital would be better than that of students in the regional hospital and community settings is not justified. This challenges the orthodoxy of a tertiary hospital education being the gold standard for undergraduate medical students.

Adult↗
PubMedDate not supplied

The performance of students with disabilities in a norm-referenced, statewide standardized testing program.

Hawaii uses the Stanford Achievement Test, 8th Edition (Stanford 8), to assess the academic performance of students in Grades 3, 6, 8, and 10. Three longitudinal cohorts were analyzed for achievement performance among Grades 3 to 6, 6 to 8, and 8 to 10. ANOVAs indicated significant differences in overall performance between nondisabled students and three high-incidence categories of students with disabilities (specific learning disability, emotional impairment, and mild mental retardation). Local subgroup norms were developed on the basis of Stanford 8 reading and mathematics results from 1992 to 1996 to supplement the national norms and provide an additional means of comparison to evaluate performance for these categories. The longitudinal cohorts of students with disabilities made greater gains in achievement from third to sixth grade than their national counterparts and cohort of nondisabled students in Hawaii. Between 8th and 10th grade, students with learning disabilities and emotional impairments made gains equal to or greater than their national counterparts'.

Adolescent↗
PubMed2003

A liberal arts education as preparation for medical school: how is it valued? How do graduates perform?

PURPOSE: This study examines the utility of a liberal arts education on medical students' preparation and performance. METHOD: Data included a survey of admission committee members, a preadmission survey of two cohorts of students, and academic performance and extracurricular involvement during medical school. RESULTS: Some admission committee members perceived applicants with liberal arts backgrounds to have certain advantages. These students preferred "discussing issues," and showed an initial preference for the practice of psychiatry. Despite entering with lower total grade-point average and being less involved in extracurricular activities, they were more likely to receive formal commendation and be elected to Alpha Omega Alpha. CONCLUSIONS: Although similarities outweigh differences, students with liberal arts backgrounds may benefit from an educational breadth well-suited for practicing the "art of medicine."

Education, Medical, Undergraduate↗
PubMed2005

Stimulant medication effects in a summer treatment program among young children with attention-deficit/hyperactivity disorder.

OBJECTIVE: This study examined the effectiveness of stimulant medication on multiple domains of functioning in 36 young (5 to 6 years old) children diagnosed with attention-deficit/hyperactivity disorder (ADHD). METHOD: Five- and 6-year-old children attending a summer treatment program between 1987 and 1997 underwent a randomized clinical assessment of the effect of two doses of methylphenidate (0.3 mg/kg versus 0.6 mg/kg) and placebo on social behavior and academic performance. RESULTS: Methylphenidate had an effect on all four social behaviors and improved two of the three areas of academic functioning. Dose effects were present for three of the seven dependent measures. Individual analyses indicated a therapeutic response rate between 39% and 100% across dependent measures. Furthermore, individual analyses of response indicated that across several important dependent measures, 39% to 98% of children showed little incremental improvement with the higher dose compared with the lower dose of stimulant medication. CONCLUSIONS: Stimulant medication is an effective treatment for young children diagnosed with ADHD; however, multiple domains of functioning must be assessed to determine the most effective dose for young children with ADHD.

Attention Deficit Disorder with Hyperactivity↗
PubMedDate not supplied

Negotiating the transition to middle school: the role of self-regulatory processes.

The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short-term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience.

Achievement↗