A Web‐Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study

2020 ◽  
Vol 13 (6) ◽  
pp. 743-758 ◽  
Author(s):  
Bai‐Chin Lee ◽  
Sung‐Tsang Hsieh ◽  
Yih‐Leong Chang ◽  
Fen‐Yu Tseng ◽  
Yu‐Jung Lin ◽  
...  
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Virtual Microscopy ◽  
Pathology Laboratory ◽  
Web Based ◽  
Laboratory Courses

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

Perceptions Regarding the Academic and Cognitive Performance of Individuals With Cleft Lip and/or Palate

2021 ◽  
pp. 105566562199530
Author(s):  
İlkem Kara ◽  
Aydan Baştuğ Dumbak ◽  
Maviş Emel Kulak Kayıkcı
Keyword(s):  
Academic Performance ◽  
Cognitive Performance ◽  
General Public ◽  
Cleft Lip ◽  
Group Differences ◽  
Web Based ◽  
The Public ◽  
Adverse Impacts ◽  
Facial Difference ◽  
Self Administered Questionnaire

Introduction: Factors such as teachers’ appropriate support and social interactions have an impact on the academic performance of children with cleft lip and/or palate (CL/P). This study was designed to investigate the perceptions of the teachers and the general public about the academic and cognitive performance of individuals with CL/P. Methods: This study was included 360 (male/female = 102/258) teachers and 640 (male/female = 259/381) participants that represent the general public. Anonymized web-based and paper-and-pencil self-administered questionnaire that included multiple-choice and yes/no questions were administered. Within-group differences and intergroup differences were analyzed in terms of academic and cognitive performance. Results: Most of the teachers and the general public indicated that the academic and cognitive performance of individuals with CL/P is the same as their unaffected peers. A significantly higher proportion of the teachers indicated that the academic performance of children with CL/P is the same as their unaffected peers than the general public. Conclusion: Considering that the general public’s attitudes and appropriate teacher support are crucial to prevent adverse impacts on the lives of individuals with CL/P, it is important to support teachers with the appropriate information and to encourage the public to recognize that everybody with a facial difference should be treated as an individual rather than a disability.

The Penn State Heart Assistant: A pilot study of a web-based intervention to improve self-care of heart failure patients

2017 ◽  
Vol 25 (2) ◽  
pp. 292-303 ◽  
Author(s):  
Tom Lloyd ◽  
Harleah Buck ◽  
Andrew Foy ◽  
Sara Black ◽  
Antony Pinter ◽  
...  
Keyword(s):  
Heart Failure ◽  
Pilot Study ◽  
Self Care ◽  
Web Based ◽  
Heart Failure Patients ◽  
Penn State

Estimating visual difference between reproduction gamuts: moving our pilot study from the lab to online delivery

2021 ◽  
Vol 2021 (29) ◽  
pp. 317-322
Author(s):  
Gregory High ◽  
Peter Nussbaum ◽  
Phil Green
Keyword(s):  
Pilot Study ◽  
Magnitude Estimation ◽  
Web Based ◽  
Online Delivery ◽  
Visual Difference

Images reproduced for different output devices are known to be limited in the range of colours that can be reproduced. It is accepted that reproductions made with different print processes, and on different substrates, will not match, although the overall reproduction appearance can be optimized using an output rendering. However, the question remains: how different are they visually? This paper reports on a pilot study that tests whether visual difference can be reduced to a single dimensional scale using magnitude estimation. Subject to recent Covid restrictions, the experiment was moved from the lab to an online delivery. We compare the two methods of delivery: in-person under controlled viewing conditions, and online via a web-based interface where viewing conditions are unknown.

Association of Arm Position and Playing Time with Prevalence of Complaints of the Arm, Neck, and/or Shoulder (CANS) in Amateur Musicians: A Cross-Sectional Pilot Study Among University Students

2017 ◽  
Vol 32 (1) ◽  
pp. 8-12 ◽  
Author(s):  
Laura M Kok ◽  
Bionka MA Huisstede ◽  
Taco J Douglas ◽  
Rob GHH Nelissen
Keyword(s):  
Pilot Study ◽  
Musical Instrument ◽  
Left Shoulder ◽  
Additional Risk Factor ◽  
Musculoskeletal Complaints ◽  
Cross Sectional ◽  
Web Based ◽  
Arm Position ◽  
Amateur Musicians ◽  
Playing Time

OBJECTIVE: In addition to known risk factors for musculoskeletal complaints in the general population, playing a musical instrument is an additional risk factor. In this pilot study, the prevalence of musculoskeletal complaints in student amateur musicians and their relation with playing posture and playing time were evaluated. METHODS: A cross-sectional web-based survey among amateur musicians studying at a Dutch university. RESULTS: 162 amateur musicians were included in this pilot study (response rate 17.6%). 46.9% of these amateur musicians played with an elevated arm position. Presence of complaints of the arm, neck and/or shoulder (CANS) was not statistically significantly related to arm position, except for complaints in the left shoulder with an elevated left arm position compared to neutral left arm position (OR 6.7, CI 95% 2.2–20.8) The number of hours playing per week did not significantly contribute to CANS (OR 1.0, CI 95% 0.95–1.17). CONCLUSIONS: In this pilot study among student amateur musicians, the occurrence of CANS was not significantly related to arm position, except for musicians playing with an elevated left arm position, which was associated with complaints of the left shoulder (OR 6.7). The number of hours playing per week did not significantly contribute to CANS in this group of musicians.

scholarly journals The Influence of Architecture Students’ Learning Approaches on their Academic Performance in Two Nigeria Universities

2021 ◽  
Vol 20 (2) ◽  
pp. 137-151
Author(s):  
Gabriel Sen ◽  
Albert Adeboye ◽  
Oluwole Alagbe
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Deep Learning ◽  
Pilot Study ◽  
Statistical Analyses ◽  
Future Research ◽  
Learning Approaches ◽  
Research Needs ◽  
Heterogeneous Samples ◽  
And Gender

The paper was a pilot study that examined learning approaches of architecture students; variability of approaches by university type and gender and; influence of architecture students’ learning approaches on their academic performance. The sample was 349 architecture students from two universities. Descriptive and statistical analyses were used. Results revealed predominant use of deep learning approaches by students. Furthermore, learning approaches neither significantly differed by university type nor gender. Regression analysis revealed that demographic factors accounted for 2.9% of variation in academic performance (F (2,346) = 6.2, p = 0.002, R2 = 0.029, f2 = 0.029) and when learning approaches were also entered the model accounted for 4.4% of variation in academic performance (F (14,334) =2.2, p =0.009, R2 = 0.044, f2=0.044). Deep learning approaches significantly and positively influenced variation in academic performance while surface learning approaches significantly and negatively influenced academic performance. This implies that architectural educators should use instructional methods that encourage deep approaches. Future research needs to use larger and more heterogeneous samples for confirmation of results.

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