Factors related to academic and job performance of graduates of practical nursing programs.
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Achievement↗
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Results for “Academic Performance”
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Prediction of academic and clinical performance of occupational therapy students in an entry-level master's program.
OBJECTIVE: The relationships between clinical outcomes and predictors used to screen applicants for entrance into a Master in Occupational Therapy (MOT) program were examined. METHOD: MOT student records from 1986 to 1992 were used to gather data for three dependent variables and six predictor (independent) variables. The dependent variables used to gauge student success were grade point average in occupational therapy courses (OT-GPA), client attendance at an on-site clinic, and therapy outcomes of clients at that clinic. The predictor variables were undergraduate GPA, scores on the three sections of the Graduate Record Examination, reference forms, and essays. RESULTS: The models used to predict OT-GPA and therapy outcomes were significant (p < .05), and the incremental validity of several predictors was established. The model used to predict client attendance was not significant. CONCLUSION: The findings regarding OT-GPA support the continued use of all the predictors except the reference forms. Although it was possible to develop a model to predict client outcomes, the usefulness of the model is difficult to interpret.
Achievement↗
Trends in academic qualifications and performance of dental students.
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Educational Measurement↗
Relationship between academic achievement and COMLEX-USA Level 1 performance: a multisite study.
The purpose of this study was to examine the relationship of performance on the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA) Level 1 with academic performance at colleges accredited by the American Osteopathic Association (AOA). Eighteen (95%) of 19 AOA-accredited colleges and 2146 students (91% of those taking the June 1999 examination) met criteria and participated. Students were classified by school representatives on the basis of academic performance in the first 2 years of the curriculum. The relationships of Level 1 performance with assigned classifications and grade point averages (GPAs) were studied. Of students classified in the highest 20% academically, the Level 1 pass rate was 100%, with a mean score of 599. Of students classified in the lowest 5%, the pass rate was 63.5%, with a mean of 416.3. For 16 schools that provided GPAs, the within-school correlations between Level 1 scores and GPAs ranged from r = 0.76 to r = 0.85, with a mean correlation of r = 0.79. School representatives were also asked to indicate, for each student, whether they expected the student to pass the examination. Pass rate for students in the "sure pass" category was 98.9%; "borderline," 82.5%; and "concerns," 61.5%. Academic performance in the first 2 years of osteopathic medical school was strongly associated with performance on COMPLEX-USA Level 1. The national pass rate for this examination was similar to those in previous years, and it remains unclear why school representatives overpredicted the number of failures. Further research is needed.
Educational Measurement↗
Relations of academic procrastination, rationalizations, and performance in a web course with deadlines.
This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.
Adult↗
Does academic advancement impact teaching performance of surgical faculty?
BACKGROUND: An important reason for young surgeons entering academic practice is to educate trainees. As clinical and administrative responsibility increases, teaching time is decreased. We attempted to determine if the teaching performance of surgeons declines with career advancement. METHODS: Between July 1998 and June 2002, all faculty at our institution were evaluated by medical students on the surgical clerkship. Surgeons were scored on clinical teaching (CLINIC), operating room teaching (OR), and overall teaching (ALL) with the use of a 4-point scale. Surgeons were grouped by years in practice; group scores were compared with ANOVA. RESULTS: A total of 6345 evaluations were completed on 74 academic surgeons. Junior surgeons (< or = 5 years) performed better in operating room teaching (P < .001), clinical teaching (P<.001), and overall teaching (P < .001) compared with those in practice more than 5 years. When junior surgeons were compared with the most senior faculty (> or = 15 years), the difference in all categories was even greater (P < .001). Tenure status had no relationship to teaching ability. CONCLUSIONS: Junior faculty surgeons were perceived to be more effective teachers when compared to senior faculty. With career advancement, faculty may devote less energy to teaching and become less effective. Therefore, continued emphasis should be placed on strengthening education skills throughout the surgical career.
General Surgery↗
Changes in control beliefs in Portuguese primary school pupils as a consequence of the employment of self-assessment strategies.
Previous findings suggest that a move towards internality in control beliefs is positively associated with academic success. The present study set out to explore the extent to which the use of self-assessment techniques by Portuguese primary school children is positively associated with increased internality, and to establish whether the presence of these techniques together with enhanced internality correlate with improved academic (mathematical) performance. A sample of Portuguese primary school teachers was coached in how to teach self-assessment techniques to their children, and these children were then monitored by the researchers over an eight-month period. Results on the Control, Agency and Means-End Interview Questionnaire (Skinner, Chapman & Baltes, 1988a, 1988b) indicated that at the end of the experimental period the children showed significantly less dependence upon external sources of control (perceived externality), and upon luck and unknown control as explanations for school academic events when compared to a matched control group of children who were not using pupil self-assessment. In addition, the children regularly using self-assessment strategies significantly increased their relative internality over the period concerned, and showed significant improvements in academic performance (as measured by mathematics scores) relative to the control group.
Achievement↗
The impact of depression on the academic productivity of university students.
BACKGROUND: Depression is a common disorder that impacts an individual's ability to perform life activities, including those required by the workplace. Academic performance can be viewed as a direct parallel to workforce performance, with students belonging to a unique set of individuals whose ability to perform can be measured on criteria applied by an observer and by self-report. While the prevalence of depression for this group is high and preparation for entry into the workplace is critical for these individuals, this relationship has not been adequately investigated. AIMS OF THE STUDY: This study investigates the relationship between depression and its treatments and the academic performance of undergraduate students. METHODS: Data regarding academics, health and productivity for students from Western Michigan University were obtained from the University's Registrar's Office, the campus Health Center and a survey delivered to the students. The primary outcomes of interest were the student's grade point average (GPA), an objective, observer generated measure of academic productivity, and the students' self-reported academic performance. RESULTS: Diagnosed depression was associated with a 0.49 point, or half a letter grade, decrease in student GPA, while treatment was associated with a protective effect of approximately 0.44 points. The self-reported data regarding the impact of depression on the performance of academic tasks was consistent with these findings. Depressed students reported a pattern of increasing interference of depression symptoms with academic performance peaking in the month of diagnosis and decreasing thereafter with the lowest levels reported in months 4 through 6 post-diagnosis, each of which is significantly less than the month of diagnosis. DISCUSSION: The finding of a significant relationship between depression and academic performance was robust to the variety of analyses employed within this study. However, interpretation of the findings must be tempered by a number of facts. The sample was drawn from a subset of students at a single university, those willing to complete a questionnaire regarding their health and productivity. Due to non-availability of the treatment data from other health care providers, the treatment variable used within the regression models represents an imprecise proxy for the totality of treatment methods received by depressed subjects from a variety of on-campus and off-campus health care providers. Another challenge to the interpretation of this data is the interrelatedness of depression and school performance. Because of this, it was not possible to evaluate the extent to which the association between depression and academic performance is driven by causality in either direction. IMPLICATIONS FOR HEALTH CARE PROVISION AND USE: While depression and its effects have been studied in many different population groups and subgroups, the effect of this disease on college students has not been well documented. This research demonstrates the impact of depression and the effectiveness of its treatment on a student sample. From a public health perspective, this analysis highlights the importance of access to mental health treatment facilities among the college aged and the potential value of efforts to educate this population segment on the availability of that resource.
Achievement↗
Growth status, behavior and neuropsychological performance: a study of Brazilian school age children.
AIM: To assess the association between child growth and teacher-reported behavior and academic standing, and neuropsychological performance. METHOD: The heights of 344 public-school children were measured using standard procedures. Teachers were requested to complete two behavioral and one academic performance rating scales. Neuropsychological assessment consisted of the Edinburgh Handedness Inventory, the Steadiness Test and the Purdue Pegboard. Height-for-age z (HAZ) scores were calculated based on an international reference. Standard (z) scores for each factor of the first two behavioral rating scales and for each neuropsychological variable were computed for each child based on locally-derived norms. RESULTS: HAZ scores were negatively correlated with factors related to hyperactivity, conduct problem, impulsivity and inattention of the behavioral rating scales. In addition, the lower the HAZ score the worse the academic performance. CONCLUSION: These results add to the existing evidence indicating a strong association between growth status and child behavior and academic performance.
Achievement↗
Academic profiling of tobacco-related performance measures in primary care.
Academic detailing and data feedback are two methods that have been used to change provider behavior. Academic profiling is proposed as an intervention that combines provider educational outreach and peer-comparison feedback of data generated from chart reviews and health plans. This project assessed the feasibility of academic profiling, using baseline measures to assess provider performance in identifying and treating patients who smoke. The pilot study was undertaken with four primary care practices in Maine. Two health plans shared administrative claims data on adult patients of participating providers. Two educational sessions were conducted: one including feedback of tobacco-related chart documentation and claims for nicotine replacement and bupropion (Zyban), and the other, coding for tobacco use (ICD-9 305.1) in adults enrolled in two health plans during 1998. A mailed survey assessed provider attitudes following the intervention. Among 24 providers, 80% attended the first session and 70% attended the second session. Provider documentation of tobacco status in the medical records varied from 68% to 100%. The frequency of tobacco pharmacotherapy claims for adult health plan enrollees having a provider visit in 1998 varied from 0% to 4.6% (mean 1.5%) by provider. The frequency of tobacco use diagnosis claims (ICD-9 305.1) varied from 0% to 19.8% by provider. More than 90% of the providers who reviewed the profiling graphs found the data were understandable, and 66% reported that the sessions helped them improve the ways they interact with patients who smoke. Practices vary in tobacco-related documentation, the prescribing of tobacco pharmacotherapy, and the coding for tobacco use. Providers are willing to participate in educational outreach using peer-comparison feedback, presenting opportunities to improve performance in the treatment of tobacco dependence.
Adult↗
Outcomes of bariatric surgery in the elderly.
The Medicare Coverage Advisory Committee recently concluded that evidence supports the safety and effectiveness of bariatric surgery in the general adult population. However, more information is needed on the role of bariatric surgery in the elderly. The aim of this study was to examine the outcome of bariatric surgery in the elderly performed at academic centers. Using International Classification of Diseases, 9th Revision diagnosis and procedure codes, we obtained data from the University HealthSystem Consortium Clinical Data Base for all elderly (>60 years) and nonelderly (19-60 years) patients who underwent bariatric surgery for the treatment of morbid obesity between 1999 and 2005. Outcome measures, including patient characteristics, length of stay, 30-day readmission, morbidity, and observed and expected (risk-adjusted) mortality, were compared between groups. Bariatric surgery in the elderly represents 2.7 per cent (n = 1,339) of all bariatric operations being performed at academic centers. Of the 99 University HealthSystem Consortium centers performing bariatric surgery, 78 centers (79%) perform bariatric surgery in the elderly. Compared with nonelderly patients, elderly patients who underwent bariatric surgery had more comorbidities, longer lengths of stay (4.9 days vs 3.8 days, P < 0.01), more overall complications (18.9% vs 10.9%, P < 0.01), pulmonary complications (4.3% vs 2.3%, P < 0.01), hemorrhagic complications (2.5% vs 1.5%, P < 0.01), and wound complications (1.7% vs 1.0%). The in-hospital mortality rate was also higher in the elderly group (0.7% vs 0.3%, P = 0.03). When risk adjusted, the observed-to-expected mortality ratio for the elderly group was 0.9. In a subset of elderly patients with a pre-existing cardiac condition (n = 236), the in-hospital mortality was 4.7 per cent. Bariatric surgery in the elderly represents only a small fraction of the number of bariatric operations performed at academic centers. Although the morbidity and mortality is higher in the elderly, bariatric surgery in the elderly is considered as safe as other gastrointestinal procedures because the observed mortality is better than the expected (risk-adjusted) mortality.
Adult↗
Nutrition and student performance at school.
This article reviews research from published studies on the association between nutrition among school-aged children and their performance in school and on tests of cognitive functioning. Each reviewed article is accompanied by a brief description of its research methodology and outcomes. Articles are separated into 4 categories: food insufficiency, iron deficiency and supplementation, deficiency and supplementation of micronutrients, and the importance of breakfast. Research shows that children with iron deficiencies sufficient to cause anemia are at a disadvantage academically. Their cognitive performance seems to improve with iron therapy. A similar association and improvement with therapy is not found with either zinc or iodine deficiency, according to the reviewed articles. There is no evidence that population-wide vitamin and mineral supplementation will lead to improved academic performance. Food insufficiency is a serious problem affecting children's ability to learn, but its relevance to US populations needs to be better understood. Research indicates that school breakfast programs seem to improve attendance rates and decrease tardiness. Among severely undernourished populations, school breakfast programs seem to improve academic performance and cognitive functioning.
Adolescent↗
Recommendation 20 from the National Review of Nursing Education: to build faculty practice into the workload and performance expectations of nurse academics.
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Australia↗
Immediate feedback during academic testing.
Performance on two multiple-choice testing procedures was examined during unit tests and a final examination. The Immediate Feedback Assessment Technique provided immediate response feedback in an answer-until-correct style of responding. The testing format which served as a point of comparison was the Scantron form. One format was completed by students in introductory psychology courses during unit tests whereas all students used the Scantron form on the final examination. Students tested with Immediate Feedback forms on the unit tests correctly answered more of the final examination questions which were repeated from earlier unit tests than did students tested with Scantron forms. Also, students tested with Immediate Feedback forms correctly answered more final examination questions previously answered incorrectly on the unit tests than did students tested previously with Scantron forms.
Adult↗
Conceptions of ability as stable and self-evaluative processes: a longitudinal examination.
It has generally been taken for granted that conceiving of ability as stable leads to negative self-evaluative processes, particularly in the face of failure. Yet, a close examination of the empirical findings suggests that the picture may be more complex. In this research, a three-wave longitudinal design spanning 12 months was employed. Older elementary school children (N = 932) indicated their conceptions of academic and social ability as stable to external forces and to internal forces. They also provided information about the importance they place on academic and social competence, their knowledge about academic and social performance, their preference for academic challenge, their perceptions of academic and social competence, and their attributions for academic and social performance. Children's grades in school and their acceptance by peers were obtained as indicators of performance. Over time, conceiving of ability as stable to external forces, particularly in the academic domain, appeared to heighten the importance placed on competence, performance knowledge, preference for challenge, perceptions of competence, and self-enhancing attributions. In contrast, conceptions of ability as stable to internal forces, particularly in the academic domain, appeared to be fostered by placing little importance on competence, a lack of performance knowledge, avoidance of challenge, negative perceptions of competence, self-deprecating attributions, and poor performance.
Achievement↗
Practice trends in contemporary management of adult ureteropelvic junction obstruction.
OBJECTIVES: To determine current practice patterns in the surgical treatment of ureteropelvic junction obstruction in the United States and Canada. METHODS: An e-mail survey was sent to 56 academic endourologists regarding the number of procedures performed in the previous year for ureteropelvic junction obstruction, factors considered in the choice of procedure, and whether community urologists in their area were performing laparoscopic pyeloplasty or endopyelotomy. RESULTS: The response rate was 66% (37 of 56). More respondents were performing endopyelotomy (91%) than laparoscopic pyeloplasty (51%), and nearly one half were performing open pyeloplasty. The mean number of procedures performed by respondents in the previous year was 9.5 endopyelotomies, 4 laparoscopic pyeloplasties, and 2.5 open pyeloplasties. A number of factors had an impact on the practitioners' choice of procedure, including the presence of a crossing vessel and massive hydronephrosis, secondary ureteropelvic junction obstruction, the surgeon's training, procedure cost, operative time, expected success rate, degree of invasiveness, and patient preference. Nearly one fifth of respondents said they would choose laparoscopic pyeloplasty as first-line therapy regardless of anatomic considerations. Seventy-eight percent stated that community urologists in their area were performing endopyelotomy routinely or occasionally compared with only 3% who stated community urologists in their area were performing laparoscopic pyeloplasty. CONCLUSIONS: Laparoscopic pyeloplasty is still in its early stages. Although laparoscopic pyeloplasty has a greater success rate, endopyelotomy continues to be more commonly performed in academic centers. Laparoscopic pyeloplasty has not yet made significant inroads into community practice. Several factors, especially the surgeons' training, have an impact on the choice of procedure. Open pyeloplasty is still performed by a significant number of academic endourologists.
Academic Medical Centers↗
The "cost" of operative training for surgical residents.
HYPOTHESIS: There is an increase in the amount of time required to perform an operation when the procedure involves training a surgical resident. This increased time does not translate into a financial burden for the hospital. DESIGN: Retrospective review of prospectively collected data. During the study period, surgeons and residents were blinded to the study's intent. We compared the operative times of academic surgeons performing 4 common surgical procedures before and after the introduction of a postgraduate year 3 resident into a community teaching hospital. Between January 1, 2001, and June 30, 2002, 4 academic surgeons performed operations without a resident in a community hospital that was recently integrated into a tertiary medical center system. During that period, surgeons operated alone (hernia surgery) or assisted one another (laparoscopic cholecystectomy, colectomy, and carotid endarterectomy). From July 1, 2002, through March 31, 2003, these same 4 surgeons were assisted by a postgraduate year 3 resident on similar procedures. SETTING: Community hospital recently integrated into a tertiary medical center system. PARTICIPANTS: Four experienced academic surgeons operating in the community setting and patients undergoing 1 of 4 surgical procedures (inguinal hernia repair, laparoscopic cholecystectomy, partial colectomy, or carotid endarterectomy) from January 1, 2001, through March 31, 2003. INTERVENTION: The introduction of a postgraduate year 3 surgical resident rotation into a community hospital in which the same academic surgeons had been performing operations without a resident for 18 months. MAIN OUTCOME MEASURES: Mean operating time with and without a postgraduate year 3 resident participating in 4 common surgical procedures. Result For the 4 procedures studied, there was a significant increase in the operative time required to complete such procedures. CONCLUSIONS: There is an increased time cost associated with the operative training of surgical residents. This "cost" primarily impacts the attending surgeon.
Cholecystectomy, Laparoscopic↗
The use of pass/fail grades to assess academic achievement and house staff performance.
The advantages of a formal grading system in assessing a student's capability to practice medicine remain controversial. Students prefer the pass/fail method, while faculty lean toward the traditional approach. The efficacy of a modified pass/fail grading system in detecting superior academic achievement, as well as in predicting house staff performance, was evaluated. Mean scores on the examinations of the National Board of Medical Examiners of students selected fo Alpha Omega Alpha were significantly higher than those of other students, although the faculty was unaware of these results when selecting candidates. Chairmen in institutions where 125 students had served their first graduate year of training felt that 85 percent of the dean's letters summarizing the student's academic performance over a three-year period accurately indicated subsequent performance on the house staff. These results suggest that a modified pass/fail grading system can detect superior students as well as provide relevant information with respect to subsequent performance as a physician.
Achievement↗