Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Academic Performance”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,351 records · Page 75Linked to original sources
PubMed1998

Language, speech, and educational outcomes of otitis media.

OBJECTIVE: This article, through a summary of the current literature available, studies the relationship between recurrent otitis media (OM) and communication (speech and language) and educational development. Areas discussed include historical and current views of their relationship, hearing loss and auditory abilities, language and speech development, and educational (cognitive and academic) performance of children with histories of OM. As well, the authors present a model for the use of physicians, communications specialists, and educators when dealing with such children. CONCLUSION: Despite significant advances in our understanding of OM-related communication and educational development, more prospective studies that also consider the role of other mediating and moderating variables affecting language in children with OM histories are needed.

Child↗
PubMedDate not supplied

A study of the effectiveness of an interactive computer classroom.

This study examined the use of an interactive computer classroom (ICC) compared with a traditional lecture/discussion format (LD) for a nursing management course taught from fall semester 1994 through fall semester 1996. The ICC was structured around a group systems support software, a tool previously used in business settings for group decision-making activities. Structured learning activities allowed all students to participate simultaneously and anonymously. Data were collected during the second and final semesters of the study. The outcomes included academic performance, measured by course exams; class participation, measured by direct observation; and attendance records. The control group was a concurrent management course taught with the same objectives and evaluated by identical examinations. The examination scores and the frequency of class participation of the ICC group were significantly higher than those measures of the LD group. There was no significant difference in class attendance. Evaluation forms with open-ended questions were completed by the ICC students and revealed that the students believed that the process enhanced application and understanding. The negative aspects of the ICC experience were the need for increased preparation time for faculty and the students' lack of tolerance when technical difficulties caused delays.

Computer-Assisted Instruction↗
PubMed1994

Predicting performance in anatomy using antecedent academic criteria.

The performance of two multivariate prediction models (equal and differential weights) at forecasting the outcome of the comprehensive examination in preclinical anatomy is reported. The models were devised by regression analysis, using scores in two antecedent examinations which correlated highly with the criterion variable, namely the science aggregate at the Joint Matriculation Examination and the premedical science aggregate. Five years of data were considered and the scores for each year were computed using the formula derived from scores of the preceding year. The average failure rate for the period covered by the study was 31.28%. The correlation between actual and predicted scores was positive and moderately high (Pearson r = 0.47 and 0.49 for the equal- and differential-weights models respectively). On average, the equal-weights model correctly predicted 33.9% of failures, with a false alarm rate of 28.4%, compared with 44.3% and 38.9% respectively for the differential-weights model. In predicting candidates whose scores would fall in the bottom half and bottom third of the class, no statistically significant difference was noted between the hit rates achieved by both models. The equal-weights model is simple to formulate and efficient in operation. Although its hit rate at the pass/fail boundary was lower than that of the differential-weights model, it yielded a significantly lower false alarm rate (28.4% vs 38.9%). The relevance and application of performance prediction to the planning of remedial instruction are discussed.

Anatomy↗
PubMed2005

Colds and influenza-like illnesses in university students: impact on health, academic and work performance, and health care use.

BACKGROUND: Upper respiratory tract illnesses (URIs) are a major cause of morbidity among adults, with substantial direct and indirect costs to society, but their impact among university students has not been well described. We sought to assess the impact of URIs (colds and influenza-like illnesses [ILIs]) on the health, academic and work performance, and health care use of university students. METHODS: This was a cohort study of college students at the University of Minnesota, Twin Cities campus (Minneapolis-St. Paul), who were recruited during October 2002 and followed up from November 2002 through April 2003. All 42,000 registered students were invited via e-mail to participate. Baseline information was obtained in October 2002. Monthly follow-up information about colds or ILIs was obtained for the period of November 2002 through April 2003. Data were collected by use of Internet-based questionnaires. RESULTS: Of 4919 volunteers, 3249 completed all follow-up surveys. The mean age was 22.7 years; 68% of the volunteers were female. Ninety-one percent had > or = 1 URI (83% had > or = 1 cold, and 36.7% had > or = 1 ILI). These URIs caused 6023 bed-days, 4263 missed school days, 3175 missed work days, and 45,219 days of illness. Of the cohort, 22.2% had > or = 1 health care visit, and 15.8% used antibiotics to treat a URI; 27.8% did poorly on a test and 46.3% did poorly on a class assignment. ILIs versus colds had a much greater impact on all parameters (e.g., general health level was 55%-60% lower with ILI vs. no URI and 33%-39% lower for colds vs. no URI; P < .001 for each). CONCLUSION: Colds and ILIs were common and associated with substantial morbidity in university students. Enhanced efforts to prevent and control URIs, especially influenza vaccination, could improve the health and well-being of the 17 million college and university students in this country.

Adult↗
PubMed2003

Relationship between academic scores and performance on national qualified examination for registered professional nurses (NQEX-RPN).

PURPOSE: The purpose of this study is to identify the relationship between the academic scores of school subjects and the performance in national qualified examination for registered professional nurses (NQEX-RPN). METHODS: One hundred and seventy-seven graduates of the two-year Associate Degree in Nursing at one of the junior college of nursing in Taipei, Taiwan were included in this study. Information of student academic records and NQEX-RPN results were reviewed. The data were entered into the statistical software (JMP-IN 3.2.1, SAS Institute Inc.) for analysis. RESULTS: (1) In total, 34 subjects (16 nursing subjects and 18 non-nursing subjects) were included in this two-year nursing curriculum. Nine nursing subjects were statistical significant and were positively related with the performance in NQEX-RPN. (2) Year 1 grade point average (GPA) of nursing subjects was significantly correlated with the performance in NQEX-RPN but not Year 2 GPA. (3) The performance of two subjects in NQEX-RPN, namely Fundamental Nursing and Psychiatric-Community Nursing, were not significantly correlated with their related school subjects. CONCLUSION: The academic scores in only half of the nursing subjects were found to be weakly associated with the performance in NQEX-RPN, although the association was statistically significant. Also, performance in NQEX-RPN was not associated with the final year GPA. Thus, the nursing curriculum and teaching contents may need to be redesigned in order to match with NQEX-RPN.

Curriculum↗
PubMed1988

Relationship between academic achievement and clinical performance in a physical therapy education program.

This study was performed to ascertain whether a relationship exists between physical therapy students' preprofessional academic achievement and their academic or clinical performance while attending professional school. A comparison was also made between professional academic achievement and clinical performance. The records of three classes of graduates (N = 65) were examined in relation to preprofessional grade point average, professional grade point average, and clinical performance. Pearson product-moment correlations showed no significant relationship between preprofessional and professional academic achievement or preprofessional academic achievement and clinical performance. The correlation between professional academic achievement and clinical performance was higher, but did not reach statistical significance. This study did find that preprofessional and professional grade point averages were related. The authors urge further study of current admission criteria and their relationship to clinical performance.

Achievement↗
PubMed2000

Chairpersons' opinions regarding quality control of surgical faculty performance in Japanese academic surgery departments.

BACKGROUND: The governance and power structure of the department of surgery depends to a large extent on the chairperson's decisions in Japanese medical schools. This paper reports the current collective opinions of surgery department chairpersons regarding the quality assessment of surgical faculty performance. METHODS: Surveyed were 78 chairpersons of general surgery departments from 72 Japanese medical schools. Chairpersons were questioned about administrative and organizational decision making: rank order requirements for full-time surgical faculties, coordination of staff for surgical operations, and performance outcome measures. RESULTS: In all, 68 (87%) chairpersons responded. When selecting surgical faculties, publishing competence (45%) and collaborative personality (44%) were the two foremost concerns of chairpersons. Teaching experience (0%) and board certification (2%) showed the lowest rate for the first priority among the 6 elements listed. The operator was mainly decided by the chairperson (63%) whereas the rest of the operative team members were decided by either the chairperson (28%), a specialty team (38%), or attending surgeons (32%). Thirty-three chairpersons (49%) of 68 respondents used the morbidity and mortality conference as the only available approach for assessing surgical performance on a regular basis, whereas the remaining half did not have routine outcome measures. CONCLUSIONS: The results of this study indicate that surgery department chairpersons deemed collaborative personality and publishing competence the two major requirements for candidates of surgical faculties. Although the morbidity and mortality conference is currently the only available approach for assessing surgical performance, the majority of chairpersons felt that outcome measures should be based on more objective and structured criteria.

Academic Medical Centers↗
PubMed1994

Comparison of Irlen scotopic sensitivity syndrome test results to academic and visual performance data.

UNLABELLED: Irlen has defined a condition called Scotopic Sensitivity Syndrome (SSS) that is associated with reading problems. According to Irlen, SSS can be treated by the use of colored filters, but there is disagreement about the existence of SSS and the efficacy of colored filter therapy. METHODS: Thirty-nine children participated in the study: 24 were academically normal, nine had specific reading problems, and six had problems in multiple academic areas. SSS levels and preferred overlay colors were determined. Optometric test data were also available for each subject. RESULTS: No significant relationships were found between academic classification and degree of SSS. There were also no significant relationships between preferred overlay color and any other variables. There was, however, a significant tendency for subjects with higher SSS levels to be candidates for vision therapy and to derive greater benefit from the colored overlays. CONCLUSIONS: Many questions about the use of colored filters for the treatment of reading problems remain unanswered. Among these are questions dealing with whether the M-pathway anomalies found in some dyslexics are also present to a lesser degree in other cases of reading disabilities, and how colored filters could re-balance the M- and P-pathways. Is it the color of the filter itself that is critical, or is it the change in luminance or contrast produced by the filter that seems to make it easier for some subjects to read? More research will be needed to answer these questions.

Child↗
PubMed1999

The relationship of cognitive, personality, and academic measures to anesthesiology resident clinical performance.

UNLABELLED: Cognitive skills (including vigilance), personality factors, and standardized academic test performance may be associated with clinical competence in anesthesiology to varying degrees. Sixty-seven anesthesiology residents in training at one center between 1993 and 1995 were administered the modified Vigil (For Thought, Ltd., Nashua, NH), the Paced Auditory Serial Addition Test, the California Personality Inventory, the State-Trait Anxiety Inventory, and five standardized academic performance tests. The clinical performance of anesthesiology residents was rated on a quarterly basis by a clinical competence committee. A growth curve model indicated that there was significant variability in clinical competence at the start of residency and a statistically significant improvement over time, and that the relative ranking of the residents remained stable over the course of training. Of 46 potential variables, 7 were associated (P < 0.10) with poor clinical performance; these were subjected to a multivariate test (Mantel-Haenszel). Cognitive variables predicting poor clinical performance were difficulty performing a rapid mental arithmetic test requiring divided attention and commission errors during complex visual target detection. Personality variables predicting poor clinical performance were introversion and flexibility. A predictive academic variable was poor anesthesia knowledge as measured by using two different tests during the first month of training. There were varying levels of independence among these variables. IMPLICATIONS: Early academic test performance and certain cognitive and personality tests were associated with the clinical performance of anesthesiology residents. The predictive value of these findings should be confirmed in a prospective, multicenter study.

Anesthesiology↗
PubMedDate not supplied

Bariatric and associated operations in private and academic practices.

BACKGROUND: The types of bariatric and the associated operations performed by academic and private surgeons were surveyed. METHODS: A survey containing 8 questions regarding type of practice, type of surgery, associated procedures during bariatric surgery, years in practice and bariatric training was e-mailed to all members of the American Society for Bariatric Surgery. RESULTS: 46% of the members responded and were divided between those who performed their procedures laparoscopically and those who performed open procedures. Laparoscopic adjustable gastric banding was almost exclusively performed in academic centers and encompassed 20% of their bariatric operations, while the gastric bypass was the most common operation performed (65%), followed by vertical banded gastroplasty and duodenal switch. Operations performed simultaneously indicated that cholecystectomies were performed equally in private practice (92.5%) and the academic sector (95%), with higher incidence in open procedures (95%) compared to laparoscopic (40%). Of the surgeons performing appendectomies, 20% were in private practice and 10% in academic. Liver biopsy was performed with the same incidence in private and academic practices (60%). A minority of responders had formal fellowship training (17%), and many had learned from a partner (40%). The approach was dictated by the surgical training (85%) and background. CONCLUSION: No significant difference was found between the private and academic surgeons in performing operations. Appendectomy is rarely performed academically, and cholecystectomy is mostly performed in the open procedure.

Academic Medical Centers↗
PubMed1999

Improving performance through change: an academic medical center's experience.

In order to perform at peak efficiency and effectiveness, health care organizations must be change-adept. Increased scrutiny by consumers, payers, and regulatory agencies is but one of the drivers necessitating change. This article discusses methodologies for improving performance and promoting continued success in an academic medical center.

Academic Medical Centers↗
PubMedDate not supplied

A statewide study of academic variables affecting performance of baccalaureate nursing graduates on licensure examination.

The purpose of this study was to validate, using a statewide sample, findings from two previous smaller studies investigating the relationships between admission selection variables and subsequent achievement in baccalaureate nursing programs and performance on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Subjects for this study were 1,069 graduates of nine Iowa basic baccalaureate nursing programs. The analyses included three major components. The first addressed the relationship between admission selection variables and subsequent achievement in the nursing programs and performance on a standardized nursing achievement test (AssessTest) and the NCLEX-RN. The second component investigated the extent to which achievement in nursing courses predicted performance on the NCLEX-RN. In the third component a path analysis was used to formulate a causal model describing the relationships among the variables in the study. The results of the study suggest that students' prenursing grade point average and American College Testing scores predict their performance on the NCLEX-RN. Knowledge of performance predictors can both facilitate admission selection and the use of educational resources to develop nursing competence and promote success in obtaining licensure to practice.

Achievement↗
PubMed2004

Does class size in first grade relate to children's academic and social performance or observed classroom processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the child's family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.

Child↗
PubMed1995

Relationships among gender, cognitive style, academic major, and performance on the Piaget water-level task.

Many researchers have found that more college-age adults than would be expected fail Piaget's water-level task, with women failing more frequently than men. It has been hypothesized that differences in cognitive style may account for performance differences on the water-level task. In the present study, 27 male and 27 female architectural students and 27 male and 27 female liberal-arts students were assessed for their performance on both Piaget's Water-level Task and Witkin's Group Embedded Figures Test. No difference was found in performance of male and female architectural students on either task, but male liberal-arts students scored significantly higher than female liberal-arts students on both measures. A disembedding cognitive style predicted success on the water-level task for the architectural students but not for the liberal arts students.

Adolescent↗