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PubMed2005

Relating student performance on a family medicine clerkship with completion of Web cases.

BACKGROUND AND OBJECTIVES: This study's goal was to determine if completing Web cases improved students' performance on clerkship assessments. METHODS: We compared scores on preceptor evaluations, National Board of Medical Examiners (NBME) Subject Exam, and a standardized patient (SP)-based exam using ANCOVA for students choosing to complete assigned cases versus students not completing the assignment. We controlled for prior academic performance and clerkship timing using US Medical Licensing Exam (USMLE) Step 1 scores and rotation order. RESULTS: Students completing the case assignment scored higher on the NBME subject exam and the SP-based exam. CONCLUSION: Web-based learning was associated with improved student performance on clerkship assessments.

Clinical Clerkship↗
PubMed1976

Evaluating student performance in a decentralized basic science program.

The results of the evaluation of the basic science curriculum in a regionalized medical education program in the states of Washington, Alaska, Montana, and Idaho (WAMI) are presented and discussed. The hypothesis that students taking the first quarter of basic science at universities remote from the Unversity of Washington School of Medicine (UWSM) will be no different in academic performance from those who remain at the UWSM is tested. The variables considered were student performance on (a) common tests in Anatomy/Histology, Biochemistry, Mechanisms of Physiology, and Epidemiology; (b) subsequent course work at the UWSM; and (c) the mini-tests and Part I of the examinations of the National Board of Medical Examiners. The developement of the common tests is described. Analysis of variance indicates that the null hypothesis cannot be rejected at the .05 level.

Alaska↗
PubMedDate not supplied

Attention deficit disorder and methylphenidate: normalization rates, clinical effectiveness, and response prediction in 76 children.

OBJECTIVE: To evaluate the magnitude and clinical significance of methylphenidate (MPH) effects on the classroom behavior and academic performance of 76 children with attention deficit disorder/hyperactivity (ADDH). METHOD: A double-blind, placebo controlled, within-subject (crossover) experimental design was used to evaluate acute MPH effects at four dose levels (5 mg, 10 mg, 15 mg, and 20 mg) on children's attention, academic functioning, and behavior in regular classroom settings. Results were contrasted with a normal control sample. RESULTS: Standard statistical analysis revealed MPH effects on classroom functioning that were primarily linear. Analysis of the clinical significance of effects indicated that large proportions of treated children exhibited significantly improved or normalized classroom functioning; however, a large subset of them failed to show improved academic functioning. Overall, children failing to respond at lower dose levels have a high probability of improving or becoming normalized as a function of increasing dose. CONCLUSIONS: For a majority of children with ADDH, MPH results in significantly improved or normalized attention and classroom behavior. A significant subset, however, fail to realize gains in their academic functioning and will require supplemental interventions.

Achievement↗
PubMed1995

Comparison of diagnostic criteria for attention deficit disorders in a German elementary school sample.

OBJECTIVE: This study compares teacher-reported prevalence rates for disruptive behavior disorders using DSM-IV, DSM-III-R, and DSM-III criteria within the same population of elementary school students and examines the relationships between DSM "subtypes" and academic performance, perceived behavior problems, and demographic variables. METHOD: Teacher rating scales were obtained on 1,077 students in five rural and five urban public schools in Regensburg, Germany. Rating scales included DSM-III-R items (attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder), DSM-IV items (attention-deficit/hyperactivity disorders [AD/HDs], oppositional defiant disorder), and DSM-III items (attention deficit disorder, with and without hyperactivity). Factor analyses of significance were performed. RESULTS: Overall prevalence for attention deficit disorders increased from 9.6% (DSM-III) to 17.8% (DSM-IV) primarily because of new cases identified as AD/HD-AD (inattentive type) and to a lesser degree, AD/HD-HI (hyperactive-impulsive type). Inattention in any subtype was associated with academic problems, and perceived behavior problems were associated with more than 80% of the cases that included hyperactivity-impulsivity. DSM-IV AD/HD subtypes showed significant behavioral, academic, and demographic differences. CONCLUSION: Application of DSM-IV criteria increased total AD/HD prevalence rates by 64% and identified the majority of children with academic and/or behavioral dysfunction. The data show significant heterogeneity between the subtypes and imply that many children screened into these subtypes require further evaluation to ensure appropriate management.

Achievement↗
PubMed2004

Efficacy of a school-based treatment program for middle school youth with ADHD: pilot data.

The effects of a set of behavioral and educational interventions provided in a middle-school-based mental health program on the behavior and academic performance of 7 students diagnosed with attention-deficit/hyperactivity disorder (ADHD) were studied. The treatments included educational, social skills and family interventions designed to target school functioning, peer relations, and family functioning. Dependent measures included parent and teacher ratings of ADHD symptoms, daily functioning, and academic grades. Large effect sizes were found on measures of inattention and school functioning. Grades and measures of family functioning and peer relations yielded small to moderate effect sizes. Description of the procedures is provided and implications for advancing school-based mental health care for adolescents with a diagnosis of ADHD are discussed.

Achievement↗
PubMed2005

"I am us": negative stereotypes as collective threats.

Collective threat is the fear that an in-group member's behavior might reinforce a negative stereotype of one's group. In a field study, self-reported collective threat was higher in stereotyped minorities than in Whites and was linked to lower self-esteem in both groups. In 3 experimental studies, a potentially poor performance by an in-group member on a stereotype-relevant task proved threatening, as evidenced by lower self-esteem among minority students in 2 experiments and women in a 3rd experiment. The latter study demonstrated the generality of collective threat. Collective threat also undermined academic performance and affected self-stereotyping, stereotype activation, and physical distancing from the in-group member. Results further suggest that group identification plays a role in whether people use an avoidance or challenge strategy in coping with collective threat. Implications for theories of social identity and stigmatization are discussed.

Achievement↗
PubMed2002

Correlating selection criteria with subsequent performance as residents.

The objective of this study was to determine which criteria in the residency application had the highest correlation with subsequent performance of orthopaedic residents. Data collected from the application files of 58 residents included scores on standardized tests, number of honors grades in the basic and clinical years of medical school, election to Alpha Omega Alpha, numbers of research projects and publications, and numbers of extracurricular activities. Measures of performance included scores on the Orthopaedic In-Training Examination and American Board of Orthopaedic Surgery Part I Examination, and faculty evaluations of overall, cognitive, affective, and psychomotor performance. The number of honors grades on clinical rotations was the strongest predictor of performance, whereas election to Alpha Omega Alpha was second. The only other significant correlation was between the number of fine motor activities and psychomotor performance. None of the predictor variables had a significant correlation with Orthopaedic In-Training Examination or American Board of Orthopaedic Surgery Examination scores. Consistency between faculty rankings in each of the four categories was supported by regression analysis. From the results of this study, it appears that academic performance in clinical clerkships in medical school is the most predictive of resident performance. Range restriction in the data available for orthopaedic residency applicants, however, likely precludes the development of a reliable model to assist in the selection of orthopaedic residents.

Clinical Competence↗
PubMed2005

Attention deficit hyperactivity disorder--a review for family physicians.

Attention deficit hyperactivity disorder (ADHD) is a chronic behavioral disorder characterized by persistent hyperactivity, impulsivity, and inattention that impairs educational achievement and/or social functioning. Its diagnosis is made by ascertaining whether the child's specific behaviors meet the diagnostic and statistical manual of mental disorders-IV-revised criteria. Its etiology is still unclear but recent studies suggest that genetics plays a major role in conferring susceptibility. Comorbidity with psychiatric disorders such as anxiety disorder, depression, oppositional defiant disorder and conduct disorder; and with specific learning disability is not uncommon. Although medication works well in most cases of ADHD, optimal treatment requires integrated medical and behavioral treatment. Methylphenidate (MPH) and atomoxetine are the two drugs being currently prescribed and their efficacy in decreasing the symptoms of ADHD is well documented. Pyschoeducational interventions in school can help increase the successful functioning of affected children and improve their academic performance. Almost half of affected children continue to show significant symptoms of the disorder into adolescence and young adulthood. The family physician can play an important role in detecting this condition early, coordinating its assessment and treatment, counseling the parents and classroom teacher, and monitoring the child's academic and psychosocial progress on a long-term basis.

Atomoxetine Hydrochloride↗
PubMed1995

Correlates of academic procrastination: discomfort, task aversiveness, and task capability.

The relationships among five aspects of academic procrastination--behavioral delay, personal upset about the delay, task aversiveness, task capability, and the desire to reduce behavioral delay--were investigated in 10th-grade Israeli students (N = 195). Upset about delay was weakly related to delay itself, and--unlike delay--was strongly related to perceived capability to perform academic tasks and to the desire to change delaying behavior. Students delayed more on academic tasks labeled unpleasant than pleasant, were neutral in between, and were correspondingly more upset about the former than the latter. They more frequently acknowledged reasons for academic procrastination that were less threatening to their self-image (e.g., problems in time management) than reasons that were more threatening (e.g., lack of ability). Interest in reducing delay is related more to self-perceived ability to handle tasks than to time spent procrastinating or reasons given for procrastinating.

Adolescent↗
PubMed2006

At-risk high school students in the "Gaining Early Awareness and Readiness" Program (GEAR UP): academic and behavioral outcomes.

The purpose of this study was to assess the effects of a GEAR UP intervention with at-risk high school students at a large urban high school in Florida. The goals of the GEAR UP program were to improve academic performance, decrease behavior-related problems, and reduce truancy and absenteeism. The study design consisted of a three-group comparison of the 447 students in GEAR UP: the No Participation Group, the Low Participation Group, and the High Participation Group. Participation levels were calculated for each category of activity (academic, behavior-related, and social), and propensity scoring was used to match the groups on sociodemographic characteristics and other differentiating variables. Results indicated that race (i.e., African American) and sex (i.e., female) are associated with high participation in program activities. Also, students who spent a substantial amount of time on academic activities improved their GPAs over a semester, and students who took advantage of behavior-related services and participated in social activities significantly reduced disciplinary referrals (p < .05). Suggestions for program refinement resulting from the study are discussed.

Absenteeism↗
PubMed1997

Is Mr Pac Man eating our children? A review of the effect of video games on children.

OBJECTIVE: To provide mental health professionals with an up-to-date review of the literature regarding the effects of playing video games on the well-being of children. METHOD: A computerized literature search of MEDLINE and PSYCHINFO of all articles written in English from 1966 to 1996 was performed. The various studies are organized into different sections. RESULTS: Playing video games is associated with a variety of physical effects including increased metabolic and heart rate, seizures, and tendinitis. Aggressive behaviour may result from playing video games, especially among younger children. There is no direct relationship between psychopathology or academic performance and playing video games. CONCLUSIONS: Video games have some adverse effects, but they are also valuable learning tools. Research about the role of video games is inadequate. The data are also limited by the lack of long-term studies and inconsistent findings.

Adolescent↗
PubMed1987

Evaluation of a preentrance enrichment program for minority students admitted to medical school.

The authors report on an enrichment program for minority students and its effect on those students' performance in the first year of medical school. The six-week preentrance enrichment program (PEP) offers a curriculum of basic science courses, study skills training, and a seminar on special topics, typically on sociomedical issues. From 1973 through 1984, 115 students who had been admitted to Boston University School of Medicine participated in the PEP prior to matriculation. The PEP participants had lower scores on the Medical College Admission Test than minority nonparticipants admitted to the medical school. Analysis of the first-year performance of PEP participants, however, indicated that the participants had significantly higher proportions of pass and honors grades than minority nonparticipants in two courses and slightly higher (though not significant) proportions of pass and honors grades in six other courses of the nine courses in the first-year curriculum. In a related study, preliminary analysis showed that participation in the PEP was one of the consistent predictors of overall academic performance during the first year. Questionnaires completed by participants before and after the program and their responses to a survey at the end of their first year of medical school indicated the participants felt they had gained benefits from the program that enhanced their academic adjustment.

Boston↗
PubMed1997

Academic success among students at risk for school failure.

A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from grade 8 through Grade 12; the classifications were academically successfully school completers ("resilient" students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of "school engagement." Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically. The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk.

Achievement↗
PubMed2003

Prevalence and correlates of habitual snoring in high school students.

STUDY OBJECTIVES: To examine the prevalence and correlates of habitual snoring in senior high school students in Korea. DESIGN: A cross-sectional survey. SETTING: Ten high schools in the southern part of Seoul, Korea. PARTICIPANTS: A total of 3,871 high school students (2,703 male students and 1,168 female students; age range, 15 to 18 years; mean age: male students, 16.8 years; female students, 16.9 years) who were attending the 11th grade. MEASUREMENTS AND RESULTS: Data were collected on sociodemographic characteristics, school performance, and patterns of sleep and sleep-related disturbances. The overall prevalence of habitual snoring was 11.2% (boys, 12.4%; girls, 8.5%). The mean total sleep time was similar in habitual snorers vs nonsnorers (6.4 and 6.3 h per day, respectively). Frequency of snoring increased significantly with body mass index (BMI) [p < 0.001], cigarette smoking (p < 0.01), prevalence of witnessed apnea (p < 0.001), and Epworth sleepiness scale score (p < 0.001). The frequency of snoring increased with a decline in school performance (p < 0.001). For those whose school performance was low, there was a 35% excess in the odds of habitual snoring vs those whose school performance was high (odds ratio, 1.35; 95% confidence interval, 1.01 to 1.78). CONCLUSIONS: These findings suggest that chronic habitual snoring is associated with multiple factors in adolescents. Whether interventions to modify BMI and smoking can alter snoring habits and related clinical problems warrants further study, particularly as it also may improve academic performance in high school students.

Adolescent↗
PubMed1996

The consequences of drug use/abuse for vocational career: a longitudinal study of a male urban African-American sample.

This report is from a longitudinal study of a community sample of African-American males (N = 197) on the relationship of the degree of earlier substance use/abuse up to average age 24, to vocational performance (employment and occupational level) 2 1/2 years later (at average age 26 1/2). The statistical analyses included numerous control variables developed from prospective data of the National Collaborative Perinatal Project, on the subjects and on their families from the subjects' birth to age 7, and from their school behavior and academic performance up to age 16, which may have influenced their vocational-occupational behavior during early adulthood. It was found that greater earlier marijuana use and greater earlier alcohol use predicted, to a significant degree, poorer occupational performance.

Adult↗
PubMed2005

Improving the adjustment of educationally disadvantaged students to medical school: the Summer Enrichment Program.

The Summer Enrichment Program (SEP) is a 6-week pre-matriculation program that targets students who may be at an educational disadvantage and/or may have difficulties adjusting to the rigors of medical school. The objective of the current study was to determine whether the SEP (a) eased the transition to the first year of medical school and (b) had an impact on academic performance during the first year of medical school. All students from groups underrepresented in medicine, who had been invited to participate in the SEP, and all Humanities and Medicine Program students who matriculated at Mount Sinai School of Medicine between 1999 and 2003 and were still matriculated during the 2003-2004 academic year were asked to respond to a survey distributed in the spring of 2004. In addition, student academic profiles were reviewed. Responses to the survey indicated that the SEP provided important emotional benefits for those students who chose to attend the program. Virtually all students who had attended had praise for the program and felt that it eased the transition to medical school, helped build confidence and facilitated social connections. In addition, those students from groups underrepresented in medicine who attended the SEP had less academic difficulty (fewer course failures) in their first year of medical school.

Educational Measurement↗
PubMed1997

Written language production and neuropsychological function in children with traumatic brain injury.

OBJECTIVE: To establish the early consequences of traumatic brain injury (TBI) on spontaneous written language production in children by examining writing deficits as a function of injury severity and correlating written performance with neuropsychological data. DESIGN: Case-control cohort study. SETTING: Two regional medical centers. PATIENTS: Seventy-six children, aged 8 to 15 years, with mild, moderate, or severe closed head injury were compared with controls who were individually matched on the premorbid characteristics of age, gender, school grade, behavior, and academic performance. MAIN OUTCOME MEASURES: Assessment of written language production and neuropsychological function was undertaken approximately 1 month following resolution of posttraumatic amnesia. Case-control differences on 16 measures of spontaneous written narratives were computed. RESULTS: Factor analysis and conceptual similarities suggested that the measures of written language fell into five domains: Efficiency, Completeness, General Readability, Error, and Vocabulary. A highly significant, moderate correlation between these measures and severity of injury was found. The highest correlations were found for the written language domains of Efficiency and Completeness and the lowest for the Vocabulary domain. Moderate correlations were also found between measures of written language and neuropsychological function. CONCLUSIONS: At 1 month after resolution of posttraumatic amnesia, written language production in children with TBI is negatively correlated with severity of injury. Some aspects of written language production are affected to a greater extent than others. Considerable common ground was found between written language production and neuropsychological function.

Brain Injuries↗
PubMed2004

The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: a 3-yr laboratory research experience for inner-city secondary-level students.

This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what "real" science is like. The students are also exposed to scientific seminars and university tours as well as English and mathematics workshops designed to help them analyze their laboratory data and prepare for their closing ceremony presentations. Qualitative and quantitative analysis of student performance in these programs indicates that participants not only learn the vocabulary, facts, and concepts of science, but also develop a better appreciation of what it is like to be a "real" scientist. In addition, the college-bound 3-yr graduates of this program appear to be better prepared to successfully academically compete with graduates of other high schools; they also report learning useful job-related life skills. Finally, the critical conceptual components of this program are discussed so that science educators interested in using this model can modify it to fit the individual resources and strengths of their particular setting.

Alabama↗