scholarly journals An online catalog of muscle variants: Student perceptions of a new opportunity for self-directed learning

2018 ◽  
Vol 32 (2) ◽  
pp. 131-140
Author(s):  
Logan S. Bale ◽  
Sean O. Herrin ◽  
Natasha M. Brandt ◽  
Naomi M. Enos
Keyword(s):  
Student Perceptions ◽  
Online Survey ◽  
Case Reports ◽  
Gross Anatomy ◽  
Fisher Exact Test ◽  
Self Directed Learning ◽  
Exact Test ◽  
Survey Questions ◽  
Online Resource ◽  
Directed Learning

Objective: Muscle variants are common findings in dissection laboratories. These anomalous structures can be relevant in the diagnosis and management of certain conditions and therefore could be incorporated into anatomy curricula at chiropractic colleges. We aimed to create an online resource of muscle variants to facilitate student self-directed learning within this area of study. Methods: At the time of their discovery during routine educational dissection, muscle variants included in the catalog were documented and subsequent case reports written. All content created for this resource, including photographs and videos, was hosted on the institution's learning management system. Students enrolled in our doctor of chiropractic program were invited to view the catalog and encouraged to leave feedback by completing an online survey. Results: Student responses to Likert-style survey questions generally indicated high levels of satisfaction regarding the utility and features of the catalog. Open-ended and Likert-style survey questions were used to help guide the future directions of this developing resource. Concurrent anatomy students were not more likely to contribute to the catalog compared to students who had previously completed the university's anatomy course series (p = .75, 2-tailed Fisher exact test). Conclusion: An online supplement to graduate-level gross anatomy courses can aid in the instruction of muscle variants by providing an opportunity for student self-directed learning. This resource will be updated continually and will be expanded on to include neurovascular and visceral variants. Student participation will be sought in developing future content to be included in this catalog.

scholarly journals E-health and health literacy of young adult Ukrainian female immigrants and Polish counterparts

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
Y Krasko ◽  
J Marianowska ◽  
M Duplaga
Keyword(s):  
Health Status ◽  
Health Literacy ◽  
Young Adult ◽  
Online Survey ◽  
Health Behaviours ◽  
Study Groups ◽  
University Education ◽  
Fisher Exact Test ◽  
Exact Test ◽  
Ehealth Literacy

Abstract Background According to recent projections, even 10% of Polish gross domestic product is contributed by Ukrainian immigrants. There is also a considerable number of Ukrainians continuing university education in Poland. The level of health literacy in Ukrainian society has not been studied so far. The aim of the study was the comparison of health literacy (HL) and e-health literacy (eHL) of young adult Ukrainian (UA) women with their Polish (PL) counterparts Methods A snowball technique was used to recruit a sample of UA women working or studying in Poland to the Internet-based survey. The questionnaire used in the study consisted of the 16-item European HL Survey questionnaire (HLS-EU-16), eHealth Literacy Scale (eHEALS), the set of the questions asking about health behaviours (HB), self-assessment of health status (HS) and items exploring sociodemographic variables. For comparison, the data of an age-matched sample of 100 respondents was extracted from the online survey performed in a representative sample of PL women. Results The mean age (standard deviation, SD) of 57 UA respondents was 20.23 (1.78) years and in Polish sample 20.25 (1.79). HL did not differ between both groups (11.06 (4.22) vs 11.44 (4.34), respectively, p = 0.53), but eHL was significantly lower in UA group (25.91 (5.36) vs 28.17 (5.37), U Mann-Whitney test, p = 0.01). Only 58.5% of UA respondents vs 80.5% of PL ones assessed their HS as at least good (Fisher exact test, p < 0.001). The rates of active smoking (34.6% vs. 35.0%, p = 0.55), using e-cigarettes (35.3% vs 34.0%, p = 0.99), frequent alcohol consumption (26.9% vs. 20%, p = 0.41), and intensive physical activity (49.0% vs. 38.0%, p = 0.22) did not differ between study groups. Conclusions Young UA women show lower eHL than PL counterparts. Although HL and HB in both groups did not differ significantly, UA respondents have assessed their HS much lower than PL participants. Key messages E-health literacy and self-assessed health status were significantly lower among young Ukrainian than among Polish women. Both groups did not differ for health literacy and health behaviours.

Self-Directed Learning: Faculty and Student Perceptions

2001 ◽  
Vol 40 (3) ◽  
pp. 116-123
Author(s):  
Ola I Lunyk-Child ◽  
Dauna Crooks ◽  
Patricia J Ellis ◽  
Cottie Ofosu ◽  
Linda O'Mara ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Assessment of students’ satisfaction with a student-led team-based learning course

2015 ◽  
Vol 12 ◽  
pp. 23 ◽  
Author(s):  
Justin W. Bouw ◽  
Vasudha Gupta ◽  
Ana L. Hincapie
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Barriers To Success ◽  
Self Directed Learning ◽  
Group Data ◽  
Team Based Learning ◽  
Focus Group Data ◽  
Directed Learning ◽  
Students Satisfaction

Purpose: To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Exploring the publications in three major orthodontic journals: A comparative analysis of two 5-year periods

2013 ◽  
Vol 84 (3) ◽  
pp. 397-403 ◽  
Author(s):  
Stefan Baumgartner ◽  
Nikolaos Pandis ◽  
Theodore Eliades
Keyword(s):  
European Union ◽  
Case Reports ◽  
Geographic Origin ◽  
The United States ◽  
Fisher Exact Test ◽  
Chi Square ◽  
Exact Test ◽  
European Union Countries ◽  
Number Of Publications ◽  
Level Of Significance

ABSTRACT Objective: To analyze the types of articles and authorship characteristics of three orthodontic journals—American Journal of Orthodontics and Dentofacial Orthopedics (AJODO), The Angle Orthodontist (AO), and European Journal of Orthodontics (EJO)—published between 2008 and 2012 and to assess the differences in content within this period and an earlier period of 1998 to 2002. Materials and Methods: Each journal's content was accessed through the web edition. From each article, the following parameters were recorded: article type, number of authors, number of affiliations, source of article (referring to the first author's affiliation), and geographic origin. Descriptive statistics were performed and selected parameters were analyzed with the Pearson chi-square or Fisher exact test for independence at the .05 level of significance. Results: Review of differences between the two periods showed that the number of publications was almost double. The percentages of multi-authored articles increased. Fewer studies derived from the United States/Canada and European Union countries. Increases for articles from non–European Union countries, Asia, and other countries were found. Characteristics of the second period showed that the EJO and AO published more research articles, whereas the AJODO regularly published case reports and other articles. Approximately 75% of all studies derived from orthodontic departments. Conclusions: The publications from 1998–2002 and 2008–2012 were significantly different both in terms of numbers and characteristics. Within 2008–2012 there were notable differences between the three journals concerning the type and origin of the publications.

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals Using online multiple choice questions with multiple attempts: A case for self-directed learning among tertiary students

2021 ◽  
Vol 10 (2) ◽  
pp. 553
Author(s):  
Ng Wen Lee ◽  
Wan Noor Farah Wan Shamsuddin ◽  
Lim Chia Wei ◽  
Muhammad Nur Adilin Mohd Anuardi ◽  
Chan Swee Heng ◽  
...  
Keyword(s):  
Online Survey ◽  
Multiple Choice ◽  
Independent Learning ◽  
Learning Performance ◽  
Learning Goals ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Taking Charge ◽  
Directed Learning

<span lang="EN-GB">Criticisms on multiple choice questions (MCQs) include the possibility of students answering MCQs correctly by guessing, and MCQs generally are said to fall short in cultivating independent learning skills, such as taking charge of their learning goals. Countering these common concerns, this research used online MCQ exercises with multiple attempts to investigate the experiences that drove students to become self-directed learners. In this research, 60 students completed two sets of online MCQ exercises with multiple attempts outside of classroom time for six weeks consecutively. Both focus group interviews and an online survey were conducted to investigate the experiences of using online MCQ exercise with multiple attempts in relation to the development of self-directed learning (SDL). The findings of the study showed that the criticisms may be unfounded. Data leads to the conclusion that the majority of the students do not just try to guess at the correct answers. Rather, many of them attempted the online MCQ exercises more than once to improve themselves indicating that they were interested in self-learning. Students also reported that they utilised search and inquiry skills that clearly showed motivated initiatives to plan how to overcome their weaknesses by independently looking for relevant resources, determine their own learning goals, and evaluate their own learning performance as a firm indicator of SDL development. Based on the findings, this study is able to refute the claim that MCQs are unable to cultivate independent learning skills.</span>

ABI-009 (nab-sirolimus) in advanced malignant perivascular epithelioid cell tumors (PEComa): Preliminary efficacy, safety, and mutational status from AMPECT, an open label phase II registration trial.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 11005-11005 ◽  
Author(s):  
Andrew J. Wagner ◽  
Vinod Ravi ◽  
Kristen N. Ganjoo ◽  
Brian Andrew Van Tine ◽  
Richard F. Riedel ◽  
...  
Keyword(s):  
Case Reports ◽  
Mtor Inhibitors ◽  
Epithelioid Cell ◽  
Fisher Exact Test ◽  
Primary Analysis ◽  
Open Label ◽  
Exact Test ◽  
Perivascular Epithelioid Cell ◽  
Mutational Status ◽  
Malignant Pecoma

11005 Background: Malignant PEComa is a rare, aggressive sarcoma, with no approved treatment or prior clinical trials. Case reports suggest mTOR activation through mutations or deletions of TSC1 or TSC2 and activity of mTOR inhibitors in this disease. ABI-009 is an albumin-bound mTOR inhibitor with increased tumor uptake. The AMPECT trial is the first prospective study in malignant PEComa. Methods: Eligible patients (pts) with centrally confirmed PEComa receive ABI-009 (100 mg/m2 IV, wkly, 2/3 wks) until progression or unacceptable toxicity. Primary endpoint: ORR by independent review (IR), assessed every 6 wks (RECIST v1.1). Secondary endpoints: duration of response (DOR), PFS6, PFS, and safety. Exploratory endpoints (EE): investigator-assessed (IA) outcomes and mutational status. Sample size: 30 efficacy-evaluable pts based on target ORR of 30% (primary analysis planned when all pts treated ≥6 mo). Results: EE and safety are reported (IR pending). As of Feb 12, 2019, enrollment is complete; 34 pts treated, 31 evaluable for efficacy, 42% (13/31) pts ongoing Rx. IA ORR is 42% PR (13/31, 95% CI: 24.5, 60.9), 35% SD (11/31), and 23% PD (7/31); 69% of PRs were reached at 1st restaging (wk 6); 69% PRs are ongoing, with 5 pts >1yr and 2 pt >2 yrs on Rx (all ongoing). Other IA outcomes: median DOR is not reached; PFS6 is 66%; median PFS is 8.9 mo (95% CI: 5.5, -). The most common (>30%) nonhematologic treatment-related AEs (TRAEs) of any grade: mucositis (65%), fatigue (53%), nausea/weight loss (35% each), diarrhea (32%); the most common (>15%) hematologic TRAEs: anemia (44%) and thrombocytopenia (18%). Pneumonitis (15%) was G1/G2. The most common (>10%) G3 TRAEs: mucositis (18%), anemia (12%); No grade ≥4 TRAEs. TSC1 or TSC2 mutations occurred in 5 and 9 (no overlap) of 25 pts with known mutational status, respectively. PR was seen in 100% (9/9) pts with TSC2 mutation, 20% (1/5) pts with TSC1 mutation, and 9% (1/11) pts without mutation in TSC1 or TSC2, P < 0.0001 (2x3 Fisher exact test). PR was significantly higher in pts with TSC2 mutations vs pts without mutation in TSC1 or TSC2, P = 0.0001 (Fisher exact test). Disease control (PR+SD) was seen in 93% (13/14) pts with TSC1 or TSC2 mutations vs 55% (6/11) pts without mutation in TSC1 or TSC2, P = NS. Conclusions: Preliminary IA outcomes showed that ABI-009 treatment of PEComa resulted in substantial and durable responses with manageable toxicities. TSC2 mutations were associated with IA response. Clinical trial information: NCT02494570.

Sign in / Sign up

Export Citation Format

Share Document