Effect of age, premedical academic performance, and entry bias on students' performance in final preclinical examination at the University of Nigeria Medical School

2019 ◽  
Vol 18 (1) ◽  
pp. 6
Author(s):  
NtoJohnson Nto ◽  
EmmanuelNebuwa Obikili ◽  
GodsonEmeka Anyanwu ◽  
AugustineUchechukwu Agu ◽  
EmmanuelAnayochukwu Esom ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical School ◽  
The University ◽  
Effect Of Age

scholarly journals Science Majors and Nonscience Majors Entering Medical School: Acceptance Rates and Academic Performance

1997 ◽  
Vol 17 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Norma E. Sorenson ◽  
James R. Jackson
Keyword(s):  
Academic Performance ◽  
Medical School ◽  
Undergraduate Students ◽  
Science Majors ◽  
University Of Alabama ◽  
Nonscience Majors ◽  
School Of Medicine ◽  
Significant Difference ◽  
Acceptance Rates ◽  
The University

As undergraduate students, most applicants to medical schools have majored in a natural science area. This study compared rates of acceptance and medical school academic performance of science and nonscience majors applying to 13 classes of The University of Alabama School of Medicine. There was no significant difference in acceptance rates between the two types of majors. Upon matriculation, medical students with nonscience majors performed as well as those with science majors on most standard measures of medical school academic performance.

Methodology of ECG Interpretation in the Padova Program

1990 ◽  
Vol 29 (04) ◽  
pp. 386-392 ◽  
Author(s):  
R. Degani ◽  
G. Bortolan
Keyword(s):  
Decision Making ◽  
Medical School ◽  
Fuzzy Set ◽  
Medical Knowledge ◽  
Main Aspect ◽  
Measurement Evaluation ◽  
Possibility Distributions ◽  
Linguistic Decision Making ◽  
The University ◽  
Ecg Interpretation

AbstractThe main lines ofthe program designed for the interpretation of ECGs, developed in Padova by LADSEB-CNR with the cooperation of the Medical School of the University of Padova are described. In particular, the strategies used for (i) morphology recognition, (ii) measurement evaluation, and (iii) linguistic decision making are illustrated. The main aspect which discerns this program in comparison with other approaches to computerized electrocardiography is its ability of managing the imprecision in both the measurements and the medical knowledge through the use of fuzzy-set methodologies. So-called possibility distributions are used to represent ill-defined parameters as well as threshold limits for diagnostic criteria. In this way, smooth conclusions are derived when the evidence does not support a crisp decision. The influence of the CSE project on the evolution of the Padova program is illustrated.

scholarly journals Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

2020 ◽  
Vol 12 (02) ◽  
pp. e255-e266
Author(s):  
Jacob J. Abou-Hanna ◽  
Jonah E. Yousif ◽  
Ariane D. Kaplan ◽  
David C. Musch ◽  
Jonathan D. Trobe
Keyword(s):  
Medical School ◽  
Online Course ◽  
Clinical Rotation ◽  
University Of Michigan ◽  
Written Examination ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical ◽  
Online Group ◽  
School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Academic relationships between Hungarian professors and the Second Vienna Medical School

2021 ◽  
Author(s):  
Béla Szende ◽  
Attila Zalatnai
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Medical Doctors ◽  
Surgical Department ◽  
Treatment And Prevention ◽  
Obstetrics And Gynaecology ◽  
Practice Of Medicine ◽  
Vienna Medical School ◽  
The University ◽  
The Impact

SummaryThis article discusses the impact of the ‘second’ Vienna Medical School, hallmarked by Karl Rokitansky, Joseph Skoda and Ferdinand Hebra, on the study and practice of medicine in Hungary. Six medical doctors’ lives and achievements are outlined, who formed a bridge between Vienna and Budapest through their studies and work. Four of them returned to Hungary and promoted the cause of medicine and medical education there. Lajos Arányi (1812–1877) founded in 1844 the Institute of Pathology at the University of Pest. János Balassa (1814–1868) took the Chair of the Surgical Department. Ignaz Philip Semmelweis (1818–1865), the ‘Saviour of Mothers’, received a position at the Department of Obstetrics and Gynaecology in Vienna in 1846. Gustav Scheuthauer (1832–1894) became Arányi’s successor. Each of them continued to keep contact with their tutors in Vienna, especially with Karl Rokitansky, and followed the clinicopathological conception pioneered by the Vienna Medical School regarding diagnostics, treatment and prevention of diseases. Two physicians remained in Vienna: Mór Kaposi (1837–1902), who became known worldwide posthumously due to the connection between Kaposi’s sarcoma and AIDS, was the director of the Department of Dermatology of the Vienna University in 1878. Salomon Stricker (1837–1898) undertook the leadership of the Department of General and Experimental Pathology in 1872.

Darwin faces Kant: a study in nineteenth-century physiology

1991 ◽  
Vol 24 (1) ◽  
pp. 21-44
Author(s):  
S. P. Fullinwider
Keyword(s):  
Medical School ◽  
Evolutionary Theory ◽  
Intellectual Development ◽  
Directed Attention ◽  
Hermann Von Helmholtz ◽  
University Of Vienna ◽  
Du Bois ◽  
Principle Of Sufficient Reason ◽  
Vienna Medical School ◽  
The University

Recent explorations into Sigmund Freud's intellectual development by Frank Sulloway and Lucille Ritvo have directed attention to the significance of evolutionary theory for psychoanalysis. In this paper I shall pursue the exploration by showing how Darwin was received by members of the so-called Helmholtz circle (Hermann von Helmholtz, Emil du Bois-Reymond, Ernst Brücke) and certain of Freud's teachers in the University of Vienna medical school. I will make the point that the Leibniz–Kant background of these several scientists was important for this reception. I will argue that the Leibniz–Kant tradition came forward to Freud by two roads, Helmholtz's unconscious inference as foundation for a physiology of the senses, and Arthur Schopenhauer's not unrelated uses of the principle of sufficient reason to explain the possibility of lawlikeness in a universe of lawless energies. Finally, I will suggest ways in which Freud received and used the tradition.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

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