Unsuccessful Dietetic Internship Applicants: A Descriptive Survey

2012 ◽  
Vol 73 (2) ◽  
pp. e248-e252 ◽  
Author(s):  
Jennifer Brady ◽  
Annie Hoang ◽  
Roula Tzianetas ◽  
Jennifer Buccino ◽  
Kayla Glynn ◽  
...  
Keyword(s):  
Online Survey ◽  
First Language ◽  
Human Potential ◽  
Community Nutrition ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Dietetic Internship ◽  
Internship Programs ◽  
Descriptive Survey ◽  
Training Opportunities

Purpose: We examined the demographic characteristics of applicants who applied and were unsuccessful in securing an internship position, what these applicants did afterward in their efforts to obtain an internship position, and which career paths they pursued. We also searched for any differences in eligibility between applicants who had not obtained an internship position and those who eventually were successful. Methods: A 68-item online survey was administered. Results: The study sample (n=84) was relatively homogeneous: female (99%), heterosexual (98%), Caucasian (70%), Canadian-born (75%), having English as a first language (73%), multilingual (40%), and having completed a previous degree (29%). Mean self-reported cumulative grade point average (3.35) exceeded the minimum (3.0) required by most Ontario internship programs. Over 25% eventually secured an internship position. Applicants who rated their packages strong in community nutrition were less successful in attaining an internship. Little difference in qualification was found between those who were eventually successful and not-yet-successful applicants. Conclusions: Unsuccessful applicants met academic and other requirements for admission to dietetic internship programs in Ontario. Insufficient training opportunities, costs associated with internship, and competition may be contributing to a loss of human potential in dietetics.

scholarly journals Evaluating Students’ Cyber Ethics Awareness in a Gender-Segregated Environment Under the Impact of COVID-19 Pandemic

TEM Journal ◽  
2021 ◽  
pp. 1248-1256
Author(s):  
Mahmoud Abou Naaj ◽  
Mirna Nachouki
Keyword(s):  
Information Technology ◽  
Online Survey ◽  
Education Level ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Essential Components ◽  
Gender Education ◽  
University Undergraduates ◽  
The Impact ◽  
Cyber Ethics

Cyber ethics are essential components of information technology. The COVID-19 situation has brought unprecedented challenges to traditional higher education institutions, especially for students using their electronic devices in all their learning activities. This study focused on cyber ethics perceptions among university undergraduates’ students during COVID-19 conditions. It aims to analyze the extent to which distinct attributes, such as gender, education level, grades, or Cumulative Grade Point Average (CGPA), and major are related to cyber ethics awareness. An online survey was conducted on a sample of 322 undergraduates studying Information Technology majors and other majors to assess university students' cyber ethics awareness levels at a University in the UAE. The results show that, in general, respondents were aware of cyber ethics. In particular, gender and education level were found to directly affect cyber ethics awareness, while major and grades have no statistically significant effect.

scholarly journals Saying “I Do” in College: Examining Marital Status and Academic Performance

2018 ◽  
Vol 10 (4) ◽  
pp. 34
Author(s):  
Selena M. Beard ◽  
Michael R. Langlais
Keyword(s):  
Academic Performance ◽  
Marital Status ◽  
Relationship Quality ◽  
Undergraduate Students ◽  
Adult Development ◽  
Online Survey ◽  
Negative Consequences ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Relationship Communication

Marriage as an undergraduate student is not the norm, as only 7% of undergraduate students are married. Therefore, marital status may have negative consequences for college students’ academic performance, as they navigate marital roles simultaneously with other roles, such as that of student. However, relationship quality may predict how well undergraduates perform academically, with individuals in higher quality marriages performing better than those in lower quality marriages. Thus, the goal of this study is to examine how marital status predicts academic performance and whether or not relationship quality moderates this association. Data for this study comes from an online survey of undergraduate students from a university in the Midwestern United States (N = 111, 81.1% female, 87.4% White/Caucasian, 21.2% married). Results revealed that marital status is negatively associated with cumulative grade point average (GPA) and perception of GPA. There were no significant effects of relationship satisfaction, relationship communication, or the interaction of relationship quality and marital status for academic performance. Implications for academic performance and young adult development will be discussed.

Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 321-335
Author(s):  
Yoseph Shumi Robi
Keyword(s):  
Grade Point Average ◽  
Gender Analysis ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Professional Licensing ◽  
Valid Predictor ◽  
Predictor Of Success ◽  
Diploma Program ◽  
Graduating Students ◽  
Exam Result

The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

scholarly journals Training Interns in Nutrition and Dietetics: Barriers and Motivators to Being a Preceptor

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 602-602
Author(s):  
Andrea Hutchins ◽  
Jinette Fellows ◽  
Donna Winham,
Keyword(s):  
Online Survey ◽  
Selection Process ◽  
The United States ◽  
Funding Sources ◽  
Intern Training ◽  
Post Test ◽  
Dietetic Internship ◽  
Nutrition And Dietetics ◽  
Barriers And Motivators ◽  
Preceptor Role

Abstract Objectives Identify the perceptions and attitudes associated with the preceptor role and incentives that might encourage precepting among nutrition and dietetics professionals in the United States. Methods A random sample of RDN and NDTR professionals from the Commission on Dietetic Registration credentialed practitioner database were invited to complete an online survey about knowledge, attitudes, and perceptions of the preceptor role. The survey was adapted from previous published instruments and validated via external content review, pretesting and post-test evaluation with pilot respondents. Results A total of 311 of 2464 invited eligible participants completed the survey, yielding a response rate of 12.6%. The majority of the sample was white, non-Hispanic with an average age of 44 years. More participants had never served as a preceptor (41%) compared to those that were current preceptors (38%) or former preceptors (21%). Respondents were asked what types of incentives would encourage them to continue to train interns or to consider precepting. The top incentives for all participants were the opportunity to earn continuing education units (65.9%) and having expenses paid to attend a national conference (49.5%). Significantly more (P < .001) former preceptors and those that never precepted reported the ability to choose when to take an intern, training on how to teach and communicate with interns and access to an “on-call” specialist for help or assistance with issues when they arise as incentives compared to current preceptors. Significantly more (P < .01) participants who have never precepted reported training on the internship expectations and the ability to provide input on intern selection process were incentives compared to current or former preceptors. Conclusions Incentives to serve as a preceptor differ based on current, former or never served as a preceptor status. Our results suggest promoting and strategizing solutions to the current imbalance between dietetic internship applicants and qualified preceptors should be targeted based on current, former or never precepted status in order to retain current preceptors, encourage former preceptors to return to precepting and recruit professionals that have never served as preceptors. Funding Sources None

Prediction of Cumulative Grade Point Average: A Case Study

2020 ◽  
pp. 33-42
Author(s):  
Anan Sarah ◽  
Mohammed Iqbal Hossain Rabbi ◽  
Mahpara Sayema Siddiqua ◽  
Shipra Banik ◽  
Mahady Hasan
Keyword(s):  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average

scholarly journals Evaluation of the scholastic performance of students in 12 programs from a private university in the south-west geopolitical zone in Nigeria

F1000Research ◽  
2019 ◽  
Vol 8 ◽  
pp. 154
Author(s):  
Roseline O. Ogundokun ◽  
Marion O. Adebiyi ◽  
Oluwakemi C. Abikoye ◽  
Tinuke O. Oladele ◽  
Adewale F. Lukman ◽  
...  
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Private School ◽  
Private University ◽  
Study Data ◽  
The South ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
South West ◽  
University Setting

Cumulative grade point average (CGPA) is a system for calculation of GPA scores and is one way to determine a student's academic performance in a university setting. In Nigeria, an employer evaluates a student's academic performance using their CGPA score. For this study, data were collected from a student database of a private school in the south-west geopolitical zone in Nigeria. Regression analysis, correlation analysis, and analysis of variance (F-test) were employed to determine the study year that students perform better based on CGPA. According to the results, it was observed that students perform much better in year three (300 Level) and year four (400 Level) compared to other levels. In conclusion, we strongly recommend the private university to introduce program that will improve the academic performance of students from year one (100 level).

scholarly journals A Survey of the Non-clinical Benefits of EBVM

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Sarah Hauser ◽  
Elizabeth L Jackson
Keyword(s):  
Employee Engagement ◽  
Online Survey ◽  
Client Satisfaction ◽  
Quantitative Evidence ◽  
Journal Clubs ◽  
Survey Participation ◽  
Clinical Benefits ◽  
Survey Responses ◽  
Training Opportunities ◽  
Intellectual Challenge

<p><strong>Objective: </strong>This study aims to add non-clinical benefits to the virtues for adopting Evidence-based Veterinary Medicine (EBVM). The objective is to quantify the commercial benefits of EBVM through an online survey of veterinary professionals, giving clear indications of the key areas of non-clinical benefits of EBVM. Further, the study aims to outline barriers to the wider implementation of EBVM and find preferred ways of overcoming those barriers.</p><p><strong>Background:</strong> A PICO-based literature review (Hauser and Jackson, 2016) found that while there are some papers suggesting a link between the practice of EBVM and better non-clinical benefits such as client satisfaction, a single study, focusing on the non-clinical benefits of EBVM, had yet to be conducted. This study builds on the findings of an exploratory study (Jackson and Hauser, 2017) outlining key areas of non-clinical benefits of EBVM: increased client satisfaction and retention, improved reputation, confidence, as well as employee engagement.</p><p><strong>Evidentiary value:</strong> This online survey of veterinary professionals (n=407) provides evidence for practitioners, universities and other veterinary staff regarding the non-clinical benefits of EBVM, the barriers to a wider adoption of the practice and ways of overcoming those barriers.</p><p><strong>Methods: </strong>The online survey of veterinary professionals was conducted during September – October 2016 and contained 23 questions. Survey participation was voluntary and the data used for analysis were de-identified.</p><p><strong>Results:</strong> The survey responses of 407 veterinary professionals provide quantitative evidence of how EBVM is put into practice, how EBVM is perceived to impact client behaviour and employee engagement, what the barriers are to practising EBVM and how these could be overcome. Key findings are that veterinary professionals are more likely to practise EBVM if they have been taught how to do so at vet school. EBVM is a way to provide value to and build trust with clients. Survey respondents who practise EBVM are more likely to find their workplace inspiring and to be an intellectual challenge and the main barriers to EBVM are: time and access to information. Respondents, especially those who were employees suggested overcoming these barriers through attending journal clubs and other training opportunities.</p><p><strong>Conclusion: </strong>The study provides the view of veterinary professionals on the non-clinical benefits of EBVM, the barriers to wider implementation and ways of overcoming those barriers. Further research is needed to obtain the perspective of clients and more detailed cost effectiveness analyses could shed more light on specific practices of EBVM.</p><p><strong>Application:</strong> Findings are applicable to universities, veterinarians and vet nurses seeking to increase the practice of EBVM. The ultimate beneficiaries are those vets who seek additional non-clinical reasons for the adoption of EBVM in their practice.</p><br /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/oa-icon.jpg" alt="Open Access" /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/pr-icon.jpg" alt="Peer Reviewed" />

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