Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery

2016 ◽  
Vol 106 (3) ◽  
pp. 214-217
Author(s):  
Robert M. Yoho ◽  
Vassilios Vardaxis ◽  
Kelsey Millonig
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Training ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Self Assessment ◽  
Grade Point ◽  
Student Academic Performance ◽  
Pearson Correlation Test ◽  
Assessment Of Clinical Performance

Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

Relationship Between Student Academic and Clinical Performance in Podiatric Medical Education at Des Moines University

2012 ◽  
Vol 102 (4) ◽  
pp. 314-318
Author(s):  
Robert M. Yoho ◽  
Valerie Tallerico ◽  
Vassilios Vardaxis
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Grade Point ◽  
Pooled Data ◽  
Des Moines ◽  
Academic Records ◽  
Admissions Process ◽  
The Relationship

Background: This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3. Methods: The academic records of four classes (2007–2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations. Results: Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data. Conclusions: These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process. (J Am Podiatr Med Assoc 102(4): 314-318, 2012)

scholarly journals Emotional competences relationship and academic performance in university students

2020 ◽  
pp. 10-16
Author(s):  
Ruth ALONSO-ALDANA ◽  
Zulema GAYTÁN-MARTÍNEZ ◽  
Alfonso FLORES-REYES ◽  
Helga Karina TOLANO-GUTIÉRREZ
Keyword(s):  
Academic Performance ◽  
Work Performance ◽  
Pearson Correlation ◽  
Self Report ◽  
Significant Difference ◽  
Pearson Correlation Test ◽  
Intellectual Capacity ◽  
Statistical Program ◽  
Mood Scale ◽  
The University

The objective of this quantitative study was to identify the level of EI in the university student and to compare it to their academic performance. The 40 participants; 15 women and 25 men, aged between 18 and 22 years old, attending the Higher University Technical level, were selected through a non-random sampling. The Trait Meta Mood-Scale self-report test (TMMS24) was applied. Data were analyzed with the Spss 24 statistical program and the Pearson correlation test. The results show that there is no significant correlation between academic performance and global emotional intelligence, but, there is a significant difference in the variable of emotional clarity in young people in the first four-month period (3.70). They present a greater clarity compared with those in the fourth quarter (3.24). It is concluded that to study the relationship between EI and academic performance it is convenient to consider other variables that can influence the person, such as personality traits and intellectual capacity. Also it is recommended to include emotional competencies in the university curriculum, because they influence subsequent psychological adjustment and work performance.

scholarly journals Uncovering Meaningful Correlation between Student Academic Performance and Library Material Usage

2011 ◽  
Vol 72 (4) ◽  
pp. 361-370 ◽  
Author(s):  
Shun Han Rebekah Wong ◽  
T.D. Webb
Keyword(s):  
Academic Performance ◽  
Academic Library ◽  
Grade Point ◽  
Library Material ◽  
Cumulative Grade Point Average ◽  
Library Assessment ◽  
Student Academic Performance ◽  
Mathematical Correlation ◽  
Material Usage ◽  
Experimental Project

Academic libraries must demonstrate empirically that library usage does contribute positively to student academic performance and, thereby, to the university’s effectiveness. While customary academic library assessment practices may not be sufficient for this purpose, the Hong Kong Baptist University (HKBU) Library undertook an experimental project, which intended to establish a mathematical correlation between student library material usage and their cumulative grade point average (GPA). Taking 2007 to 2009 graduates as samples, with 8,701 pairs of data, the HKBU Library was able to demonstrate its impact on student learning outcomes.

scholarly journals Midwifery students better approximate their self-efficacy in clinical lactation after reflecting in and on their performance in the LactSim OSCE

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Aria Grabowski ◽  
Olivia S. Anderson ◽  
Ruth Zielinski ◽  
Melisa Scott ◽  
Lisa Hammer ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Clinical Performance ◽  
Mixed Data ◽  
High Fidelity ◽  
Case Scenario ◽  
Self Assessment ◽  
Self Reflection ◽  
Self Confidence ◽  
Video Reflection ◽  
Assessment Of Clinical Performance

Abstract Background Midwives are expected to support women with lactation initiation and maintenance. Midwifery students engaged in a simulation-based exercise (LactSim OSCE) where they role-played the clinician and the breastfeeding patient by wearing a high-fidelity breast model. We provided participants opportunities for reflecting in and on practice to compare their perceived self-confidence in clinical lactation skills to actual clinical performance. We also describe feasibility of implementing the LactSim OSCE with an emphasis on preparation and time spent on tasks during the OSCE. Methods Audio-video recordings from the LactSim OSCE were viewed and assessed using a technical skills checklist by an independent rater and by the study participants as part of the self-reflection. Mixed data on participants’ self-efficacy in clinical lactation, experience with the LactSim OSCE, and self-assessment of clinical performance were collected in survey instruments and a focus group. Time spent on each component and clinical lactation skill during the LactSim OSCE was documented. Results Immediately following the LactSim OSCE, participants’ confidence in clinical lactation was high (5.7/7), but after a guided video reflection exercise, their self-efficacy was 4.4/7. Participants spent approximately 2 of the allotted 10 min per case scenario discussing the OSCE logistics due to inadequate preparation. Participants spent approximately 2 min of the total encounter performing hands-on clinical lactation skills by touching, looking at, or using the high-fidelity breast model worn by their peer. Conclusion We described the development and evaluation of the first simulated experience in clinical lactation with all three components of fidelity: conceptual, psychological, and physical. Multiple opportunities for reflecting on performance allowed the nurse-midwifery students to evaluate their competence in decision-making, technical, and counseling skills which resulted in a more realistic approximation of their perceived self-confidence in breastfeeding skills. Another innovation of this pilot work is the documentation of how long a learner spends on various tasks relevant to lactation support in a simulated encounter. Our findings highlight the importance of providing multiple opportunities for self-reflection using guided video reflection and checklists for objective self-assessment in the clinical lactation field.

scholarly journals Admission assessment criteria in predicting students’ academic performance in newly established medical school

2021 ◽  
Vol 129 (s2) ◽  
Author(s):  
Nurma Yuliyanasari ◽  
Laily Irfana ◽  
Kartika Prahasanti ◽  
Syafarinah Nur Hidayah Akil
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Medical School ◽  
Medical Faculty ◽  
Assessment Criteria ◽  
Admission Criteria ◽  
Ideal Candidate ◽  
Student Academic Performance ◽  
The World ◽  
The Ideal

Introduction: Various medical education institutions around the world have different methods and criteria in selecting the ideal candidate. This study aims to determine the most appropriate admission criteria for predicting student academic performance in a newly established medical faculty in Indonesia.

scholarly journals Investigating the Relationship between English Language Proficiency and Academic Performance of Engineering Students in Mehran University Jamshoro, Pakistan

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Bibi Sadia ◽  
Shumaila Memon ◽  
Habibullah Pathan
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Engineering Students ◽  
Pearson Correlation ◽  
English Language Proficiency ◽  
Grade Point ◽  
The Relationship

The present study investigated the relationship between language proficiency and academic performance of students at Mehran university Jamshoro, Sindh. The study employed quantitative correlational research design to measure the variables. The researchers adapted English language test to measure the language proficiency of the learners. And CGPA (cumulative grade point average) to measure the academic performance of the research participants. The researchers collected data from 100 undergraduate students by doing simple random sampling. The data was collected in two phases: first pilot study and then main study. The pilot study was done before the actual research to measure validity and feasibility of the adopted English language proficiency test. The cronbach alpha was used to check reliability of the data. SPSS version 26 was used to perform the Pearson correlation analysis. The findings revealed that data was reliable with alpha value. 702 and the correlation was highly positive with a value of .826 at the significance value .000. The study confirms that the language has played a pivotal role to improve academic performance of the students studying in Mehran university of science and technology.

scholarly journals Progress testing and its effect on medical student motivation

2021 ◽  
Vol 15 (4) ◽  
pp. 558-562
Author(s):  
Bulan Kakanita Hermasari ◽  
Dimar Yudistyaningrum
Keyword(s):  
Student Motivation ◽  
Academic Motivation ◽  
Pearson Correlation ◽  
Assessment Method ◽  
Learning Assessment ◽  
Progress Test ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Pearson Correlation Test

Assessment has a pivotal role in medical education, as it can direct student learning. Motivation is an essential factor that determines learning assessment results. One of the aims of assessment is to determine the level of student knowledge, one of which can be measured by a progress test. This study aimed to determine the relationship between progress test and student motivation. This study used a cross-sectional observational analytic method. It was conducted in 2017 at Faculty of Medicine Universitas Sebelas Maret (FM UNS), Indonesia. The respondents consisted of 253 students from batch 2014, 2015, and 2016. The sample was selected by stratified random sampling. The instrument used to assess academic motivation was the academic motivation scale (AMS). The research data were analyzed using the Pearson correlation test. There is a significant positive correlation between progress test results and academic motivation (r=0.500; p=0.000). However, there is no significant difference in motivation level based on gender (p=0.889) and student cohort (p=0.533). In the progress test score, there are significant differences based on gender (p=0.014) and grade-point average (p=0.000). However, there is no significant difference in the progress test scores based on the student batch (p=0.212). The results support that progress test is useful assessment method to support medical student’s motivation.

scholarly journals Does Learning Style Predict Academic Performance of Engineering and Technology Students in India?

2019 ◽  
Vol 8 (4) ◽  
pp. 167-175
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Pearson Correlation ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Technology Students ◽  
Index Of Learning Styles ◽  
Engineering And Technology ◽  
The Difference

Learning styles have been associated with academic performance of engineering and technology students. The aim of the present study was to identify the learning styles of students and investigating the relationship between learning style subscale scores and academic performance, and thereby determining whether the learning styles predict the academic performance of engineering and technology students in India. We used the Index of Learning Styles (ILS) to determine the learning styles of students and used Cumulative Grade Point Average (CGPA) for academic performance. The Pearson correlation, ANOVA and stepwise regression tests were used to find the correlation between academic performance and learning styles, the difference between the academic performance of groups and to identify the predictors of academic performance respectively. The most strongly preferred learning style was sequential (75.1%). The academic performance had a significant positive correlation with age and four learning styles namely sequential, sensing, visual and active (p=0.000). The sequential learning style was the powerful predictor of academic performance of students in comparison to other learning styles (p=0.000). Studying methods of students and teaching approaches of faculty consistent with the sequential and sensing learning styles may increase the academic performance among students enrolled for engineering and technology degree course in the higher education institutions in India.

scholarly journals Creativity in Relation to Academic and Clinical Performance of Dentistry Students

2020 ◽  
pp. 1-7
Author(s):  
Timothy Chifamba ◽  
Christian Wijaya
Keyword(s):  
Academic Performance ◽  
Significant Relationship ◽  
Clinical Performance ◽  
Clinical Success ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Cross Sectional Study ◽  
The Philippines ◽  
Cross Sectional ◽  
Level 2

Aims: This study sought to identify the level of creativity of dentistry students, to determine if there is a relationship between creativity and academic performance of dentistry students, and to determine if there is a relationship between creativity and clinical performance of dentistry students. Study Design:  Descriptive-Correlation Cross-sectional Study. Place and Duration of Study: Adventist University of the Philippines College of Dentistry, between May 2015 and April 2016. Methodology: Questionnaires were used to measure the level of creativity of Dentistry students from the Adventist University of the Philippines then correlations were done with academic and clinical performance. Participation was voluntary and we included 50 of the 63 students enrolled int the clinical phase of the dentistry program. Results: There was no significant relationship found at the 0.05 level (2-tailed) between both Big C and small C creativity and academic performance of all clinicians with pearson correlation coefficients of -0.053 and -0.003 respectively. There was no significant relationship found at the 0.05 level (2-tailed) between the Big C and the small C creativity and clinical performance of all clinicians, with Pearson correlation coefficients of -0.192 and -0.042 respectively. Conclusion: The findings reveal that the creativity of dentistry students is below average. They also suggest that both Big C and small C creativity are not significantly relatedto academic or clinical success in dental school. The researchers recommend further study with modified methodology.

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