scholarly journals Engineering Student Identities And The Navigation Of The Undergraduate Curriculum

2020 ◽  
Author(s):  
Reed Stevens ◽  
Kevin O'Connor ◽  
Lari Garrison
Keyword(s):  
Undergraduate Curriculum ◽  
Engineering Student ◽  
Student Identities

Psychology of religion courses in the undergraduate curriculum.

2020 ◽  
Vol 12 (2) ◽  
pp. 241-246
Author(s):  
Charisse Chappell ◽  
Thomas Tomcho ◽  
Rob Foels
Keyword(s):  
Psychology Of Religion ◽  
Undergraduate Curriculum

Introduction of a Progress Test as a Rool for Defining Core Undergraduate Curriculum

2001 ◽  
Vol 4 (3) ◽  
pp. 97 ◽  
Author(s):  
Miriam Friedman Ben-David ◽  
Ian Hunter ◽  
Ron Harden
Keyword(s):  
Undergraduate Curriculum ◽  
Progress Test

FACULTY AND STUDENT VIEWS ON ENGINEERING STUDENT TEAM EFFECTIVENESS

1999 ◽  
Vol 5 (4) ◽  
pp. 351-363 ◽  
Author(s):  
Patricia F. Mead ◽  
D. Moore ◽  
M. Natishan ◽  
L. Schmidt ◽  
Shirley Vining Brown ◽  
...  
Keyword(s):  
Team Effectiveness ◽  
Engineering Student ◽  
Student Views ◽  
Student Team

Pilot Project: Does formal bedside training of medical students with a FAST exam increase their knowledge and comfort level with ultrasound use in a community family medicine practice setting?

POCUS Journal ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 15-17
Author(s):  
Rimi Sambi, MD ◽  
Heather Sawula, MD ◽  
Brent Wolfrom, MD ◽  
Joseph Newbigging, MD
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Point Of Care ◽  
Training Session ◽  
Undergraduate Curriculum ◽  
Knowledge Retention ◽  
Comfort Level ◽  
Point Of Care Ultrasound ◽  
Medical Undergraduate ◽  
Fast Exam

As point of care ultrasound (PoCUS) becomes increasingly popular and a standard of care in many clinical settings, the interest for integration in medical undergraduate curriculum is also growing [1]. This project aims to assess whether formal bedside Focused Abdominal Scan for Trauma (FAST) exam training of medical students increases their knowledge and comfort with the use of bedside ultrasound in a family medicine setting at Queen’s University. Third year medical students (n=18) were recruited to participate in a training session involving a 1-hour online video and 2-hour hands-on session. Knowledge based surveys were completed before and after the training. A survey was completed 4 months after the teaching session evaluating knowledge retention, comfort, and application of skills. Student knowledge of PoCUS and FAST increased and was maintained (pre-training 56%±20%, post-training 82%±10%, p<0.001). Self-evaluation of comfort performing a FAST examination (5-point Likert scale) similarly increased post-training session (pre-training 1.4±0.8, post-training 3.8±0.9, p<0.005), but decreased 4 months later (3±1.2, p<0.005). Students in this study were unanimously interested in ultrasound training and the methods used effectively increased theoretical knowledge and comfort with use. Students did not retain their comfort levels with FAST exam 4 months after the training session, nor did they have the opportunity to utilize the skills learned. Further evidence is required to identify the applicability of these results to undergraduate curriculum development.

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