scholarly journals ABET Accreditation: An Engineering Experience from Sultan Qaboos University, Oman

2016 ◽  
Author(s):  
Hossam Hassan ◽  
Khalifa Al-Jabri
Keyword(s):  
Student Outcomes ◽  
Systematic Approach ◽  
Cognitive Domain ◽  
Student Work ◽  
Revision Process ◽  
Sultan Qaboos University ◽  
College And University ◽  
Engineering And Technology ◽  
Survey Instruments

The Accreditation Board for Engineering and Technology (ABET) accredits college and university programs in engineering under the Engineering Accreditation Commission (EAC). The process follows Engineering Criteria (EC) 2000, which focuses on outcomes (what is learned) rather than what is taught. This paper presents an overview of the processes developed by the civil engineering (CE) program at Sultan Qaboos University to satisfy ABET Criteria 2, 3, and 4. The program had a successful accreditation visit in November 2013. Program educational objectives (PEOs) were developed. A review and revision process for PEOs was also developed. ABET student outcomes (SOs) were adopted by the CE program. SOs were broken to outcome elements. Key performance indicators were developed for each outcome element, according to the six levels of Bloom’s taxonomy for cognitive domain. The process used direct indicators from student work as well indirect survey instruments. The program has developed a detailed and systematic approach for assessment of SOs with feedback and follow-up on implementation of actions for continuous improvement. Planning for the next accreditation cycle of SO assessment proved valuable, as the new accreditation committee started executing an already laid out work plan.

scholarly journals The Synthesis Map Is a Multidimensional Educational Tool That Provides Insight into Students’ Mental Models and Promotes Students’ Synthetic Knowledge Generation

2015 ◽  
Vol 14 (2) ◽  
pp. ar14 ◽  
Author(s):  
Ryan A. Ortega ◽  
Cynthia J. Brame
Keyword(s):  
Best Practices ◽  
Concept Mapping ◽  
Student Understanding ◽  
Knowledge Structures ◽  
Cognitive Domain ◽  
Knowledge Generation ◽  
Natural Evolution ◽  
Student Work ◽  
Presentation Software ◽  
Insight Into

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi’s zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms.

scholarly journals The Correlation of Stress in Residency With Future Stress and Burnout: A 10-Year Prospective Cohort Study

2018 ◽  
Vol 10 (5) ◽  
pp. 524-531 ◽  
Author(s):  
John Raimo ◽  
Sean LaVine ◽  
Kelly Spielmann ◽  
Meredith Akerman ◽  
Karen A. Friedman ◽  
...  
Keyword(s):  
Cohort Study ◽  
Correlation Coefficient ◽  
Emotional Distress ◽  
Prospective Cohort Study ◽  
Professional Practice ◽  
Prospective Cohort ◽  
Response Rate ◽  
Initial Assessment ◽  
Survey Instruments

ABSTRACT Background  Residents and practicing physicians displaying signs of stress is common. It is unclear whether stress during residency persists into professional practice or is associated with future burnout. Objective  We assessed the persistence of stress after residency and its correlation with burnout in professional practice. We hypothesized that stress would linger and be correlated with future burnout. Methods  A prospective cohort study was conducted over 10 years using survey instruments with existing validity evidence. Residents over 3 academic years (2003–2005) were surveyed to measure stress in residency. Ten years later, these residents were sought out for a second survey measuring current stress and burnout in professional practice. Results  From 2003 to 2005, 143 of 155 residents participated in the initial assessment (92% response rate). Of those, 21 were excluded in 2015 due to lack of contact information; follow-up surveys were distributed to 122 participants, and 81 responses were received (66% response rate and 57% of original participants). Emotional distress in residency correlated with emotional distress in professional practice (correlation coefficient = 0.45, P < .0001), emotional exhaustion (correlation coefficient = 0.30, P = .007), and depersonalization (correlation coefficient = 0.25, P = .029). Multivariate linear regression showed that emotional distress in residency was associated with future emotional distress (β estimate = 0.57, P = .005) and depersonalization (β estimate = 2.29, P = .028). Conclusions  We showed emotional distress as a resident persists into individuals' professional practice 10 years later and has an association with burnout in practice.

The conceptual metaphors in law—a case analysis of PRC Company Law

2018 ◽  
Vol 3 (2) ◽  
pp. 269-285 ◽  
Author(s):  
Xiaolu Wang ◽  
Yanjun Tu
Keyword(s):  
Law Enforcement ◽  
Conceptual Metaphor ◽  
Company Law ◽  
Cognitive Domain ◽  
Legal Person ◽  
Conceptual Metaphor Theory ◽  
Republic Of China ◽  
Metaphor Theory ◽  
A Company

Abstract It is said that metaphor is often than not ignored in forensic language in respect of legislation, judiciary, law enforcement and dissemination, as people think that law is a rigorous discipline and legal language is rigid, and that the use of metaphor can make the law lose its accuracy and authority. Then what is the truth? Based on the Conceptual Metaphor Theory (CMT), this study aims to investigate the conceptual metaphor in the cognitive domain of law. The authors have conducted a text analysis and a follow-up review on Company Law of the People’s Republic of China (PRC Company Law for short) and extracted five categories of conceptual metaphor centering on A COMPANY IS A LEGAL PERSON, including its identity, rights, obligations, liabilities and relationship with other companies.

Clinician education, advice and SMS/text reminders improve test of reinfection rates following diagnosis of Chlamydia trachomatis or Neisseria gonorrhoeae: before and after study in primary care

2019 ◽  
Vol 46 (1) ◽  
pp. 32-37
Author(s):  
Sally B Rose ◽  
Susan M Garrett ◽  
Deborah Hutchings ◽  
Kim Lund ◽  
Jane Kennedy ◽  
...  
Keyword(s):  
Primary Care ◽  
Chlamydia Trachomatis ◽  
Neisseria Gonorrhoeae ◽  
Systematic Approach ◽  
Control Period ◽  
Intervention Period ◽  
Clinician Education ◽  
Significant Difference ◽  
Time Periods

BackgroundEvidence-based guidelines for the management of Chlamydia trachomatis and Neisseria gonorrhoeae recommend testing for reinfection 3–6 months following treatment, but retesting rates are typically low.MethodsParticipants included six primary care clinics taking part in a pilot study of strategies designed to improve partner notification, follow-up and testing for reinfection. Rates of retesting between 6 weeks and 6 months of a positive chlamydia or gonorrhoea diagnosis were compared across two time periods: (1) a historical control period (no systematic approach to retesting) and (2) during an intervention period involving clinician education, patient advice about reinfection risk reduction and retesting, and short messaging service/text reminders sent 2–3 months post-treatment inviting return for retesting. Retesting was calculated for demographic subgroups (reported with 95% CI).ResultsOverall 25.4% (61 of 240, 95% CI 20.0 to 31.4) were retested during the control period and 47.9% (116 of 242, 95% CI 43.2 to 55.1) during the intervention period. Retesting rates increased across most demographic groups, with at least twofold increases observed for men, those aged 20–29 years old, and Māori and Pasifika ethnic groups. No significant difference was observed in repeat positivity rates for the two time periods, 18% (11 of 61) retested positive during the control and 16.4% (19 of 116) during the intervention period (p>0.05).ConclusionsClinician and patient information about retesting and a more systematic approach to follow-up resulted in significant increases in proportions tested for reinfection within 6 months. These simple strategies could readily be implemented into primary healthcare settings to address low rates of retesting for bacterial sexually transmitted infections.Trial registration numberACTRN12616000837426.

Quality-Assurance Assessment of Learning Outcomes in Mathematics

2015 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Seifedine Kadry
Keyword(s):  
Differential Equation ◽  
Quality Assurance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Student Outcomes ◽  
Systematic Approach ◽  
Student Learning Outcomes ◽  
Assessment Of Learning ◽  
Analyze Data

Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program

2019 ◽  
Vol 11 (3) ◽  
pp. 128-154 ◽  
Author(s):  
Prashant Loyalka ◽  
Anna Popova ◽  
Guirong Li ◽  
Zhaolei Shi
Keyword(s):  
Teacher Training ◽  
Teacher Professional Development ◽  
Student Outcomes ◽  
Large Scale ◽  
Causal Chain ◽  
Randomized Evaluation ◽  
Teacher Professional ◽  
One Year ◽  
To Receive

Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful. (JEL I21, I28, J24, J45, O15, P36)

White matter hyperintensities predict dementia in poststroke patients with cognitive impairment no dementia (CIND)

2011 ◽  
Vol 26 (S2) ◽  
pp. 490-490
Author(s):  
Y.K. Chen ◽  
E. Lee ◽  
J.Y. Lu ◽  
W.C.W. Chu ◽  
V.C.T. Mok ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Cognitive Impairment ◽  
White Matter ◽  
White Matter Hyperintensities ◽  
Hippocampal Volume ◽  
Cognitive Domain ◽  
Nihss Score ◽  
One Year ◽  
Cognitive Impairment No Dementia

IntroductionLongitudinal studies of predicting dementia conversion of poststroke cognitive impairment no dementia (CIND) are limited.ObjectiveTo investigate the clinical and imaging predictors of dementia conversion in poststroke patients with CIND.AimTo understand dementia conversion of CIND.Methods143 patients with CIND (defined as impairment in at least one cognitive domain without meeting the criteria of dementia) at three months after stroke were recruited and followed up for one year. Dementia was diagnosed using the criteria of Diagnostic and Statistical Manual of Mental Disorders (4th edition, DSM-IV). MRI measurements including infarction, microbleeds, white matter hyperintensities (WMHs) and hippocampal volume were conducted. Logistic regression was performed to find the predictors of dementia at follow-up.Results16 (11.2%) out of the 143 patients developed dementia 15 months after stroke. In univariate comparisons, subjects with dementia at follow-up had older age (78.0 ± 5.3 vs.71.5 ± 8.5 years, p = 0.003) and higher NIHSS score (7.1 ± 3.5 vs.4.7 ± 3.3, p = 0.005) on admission. They also had higher frequency of old infarcts in the thalamus (31.3% vs. 11.0%, p = 0.025), larger volume of old infarcts (4.2 ± 11.2 vs. 0.7 ± 2.6 cm3, p < 0.001) and WMHs volume (33.2 ± 34.0 vs. 14.2 ± 14.1 cm3, p = 0.016). In logistic regression, age (odds ratio [OR] =1.203, 95%C.I.=1.054-1.373, p = 0.006), NIHSS score on admission (OR = 1.324, 95%C.I.=1.082-1.619, p = 0.006) and WMHs volume (OR = 1.045, 95%C.I.=1.007-1.084, p = 0.019) were significant predictors of dementia at follow-up.ConclusionsWMHs volume predicts dementia in poststroke patients with CIND, suggesting subcortical ischemic vascular disease was an important origin of poststroke delayed dementia.

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