Although previous studies have considered the factors affecting other certification exam outcomes, they have not examined those that are related to performance on the Professional in Human Resources (PHR) exam. In response to that need, this study specifically investigates technology and training factors that affect self-efficacy and self-set goals, and through them, influence PHR certification exam results. The target population for the study consisted of recent examinees who had taken a formal PHR examination preparation class or used another form of exam preparation training. The survey results were analyzed using partial least squares modeling techniques, and mediation effects were then tested. The results demonstrated that PHR training self-efficacy affected PHR exam self-efficacy and self-set goals. These factors then had an impact on PHR exam scores. Also, the results of task-technology fit were indirectly related to PHR training self-efficacy through a multiple mediation model that included the instructional factor of time on task and the technology factor of perceived usefulness. Surprisingly, time spent on practice exam questions was found to be negatively related to PHR certification exam scores. Finally, instructional feedback indirectly affected outcomes through its positive relationship to self-set goals. The results of the research should help training professionals and examinees in structuring PHR exam training and preparation activities. They also suggest avenues for improving outcomes in other similar types of training.

This thesis examines the impacts of inclement weather days on AP exam scores in public schools, specifically low socioeconomic districts, and the assessment of their current closure procedures. By investigating the potential disruption in scores by inclement weather days, I can create a new dataset in analyzing a field that has yet to be studied through this lens, in addition to advising future policy for district superintendents and state government officials. The areas studied include Massachusetts and Georgia, representing states that are properly prepared for inclement weather closures and are under-prepared for inclement weather, respectively. I use two research methods to fully understand the quantitative and qualitative effects of inclement weather closures. The first is a quantitative analysis of district-level data on inclement weather days and AP exam scores over the past five years. To accomplish this, I contacted public-school districts in the two states involved in the case study to get raw data on school closures and combine this with already available datasets on AP exam score performance. The second is a qualitative account of inclement weather days from teachers and superintendents from districts across both states to establish their opinions regarding school closures and investigate the decision-making process in canceling school. In this qualitative assessment, I observe the roles that socioeconomic status and public transportation, among other factors, play in cancelations. This thesis seeks to challenge the argument proposed by previous research that snow days have no effect on test performance. Previously, this was measured by looking at state-wide exams. By using AP exams as a performance measure instead, a more direct impact on exam scores is expected due to the immovable testing dates and content- specific nature of the exams. Policy recommendations are given to accommodate the negative relationship between closures and test scores, given socioeconomic status.

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Underutilization of screening mammography by Latinas continues unabated and may contribute to disparities in disease-free survival and mortality. Objective. Comparison of two discussion group-centered educational interventions at enhancing breast cancer knowledge, breast self-exams (BSE), and screening mammography. Methods. Pre-test post-test study design. Two cohorts of 200 Latinas each participated in survey screening and discussion groups at baseline. One cohort also viewed an animated video and had BSE training. Breast cancer knowledge, self-reported BSE and mammography history were measured at baseline and three months post-intervention. Results. Breast cancer knowledge scores were good for both groups at baseline, and significantly increased at three month follow-up for both groups (p<.05) but no significant difference was observed between groups at baseline or post-intervention. Conclusion. Community-based discussion groups are a cost-effective method for improving breast cancer knowledge and promoting screening behaviors.

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Purpose: Quality improvement project to improve diabetic retinopathy education and screening in a rural primary care clinic to meet the standard of care. Aims: To improve the delinquency rate of diabetic retinopathy screening. Processes: Participants included those with type 1 and type 2 diabetes ages 18 and up in the rural health clinic. Diabetic retinopathy screening importance education was displayed in the clinic and provided to each applicable patient in the form of a handout. A diabetic eye camera was brought to the rural health primary care clinic to offer more convenient access and free eye exams to clinic patients with diabetes. The project was deemed quality improvement by the IRB. Results: (To be determined after project implementation – results anticipated to be excellent based on the number of patients who are signed up to participate in this day.) There are 486 patients with a diagnosis of diabetes in the clinic. ___ were delinquent in eye exam prior to implementation and ___ were delinquent after. Limitations: Project performed in only one clinic; project leader is employed at the clinic in this study. Conclusions: Implementation of the eye exam day improved the delinquency rate of diabetic retinopathy screening in the clinic and proved to be a valuable means of enhancing patient compliance and satisfaction of routine eye health monitoring in patients with diabetes.

Athletic training education has evolved from a model with a strong experiential component and a weak educational curricular component to a standards based framework program. Throughout the development of Athletic Training Education Programs (ATEPs), starting in 1950's through today when the Commission on Accreditation of Athletic Training Education (CAATE) has tightened restrictions and standards for athletic training curriculum. Athletic training education is broken into two components. The first component includes a didactic education or classroom curriculum and the second component involves clinical experience, where hands on experience supplements classroom understanding and allows students to becomes competent with the concepts taught during classroom curriculum. In comparing allied health professions, entry-level athletic trainers perceive approximately 53% of their professional development comes from clinical experiences, while physical therapy clinical experience have been reported to be 23% - 30% of the professional development (Weidner & Henning, 2002). The purpose of the study was to examine if relationships exist between characteristics within ATEPs and athletic training students (ATSs) success on the Board of Certification (BOC) examination. Twenty-four graduates from six selected CAATE accredited NCAA Division I participating Institutions completed a 20 question survey regarding characteristics of clinical experiences within the ATEP as well as other demographic information that may identify relationships between those characteristics and success on the certification examination. BOC EXAMINATION SUCCESS AND CLINICAL EDUCATION Results of this study identified no significant relationships between characteristics within ATEPs, football experience, or student demographics and success on the BOC examination. The number of subjects was limited and, if a larger population were surveyed, results may differ. Although not statistically significant, GPA as a predictor of and first attempt success on the BOC examination approached a significant value. These findings show consistency with previous research. In conclusion, this study did not identify relationships that were significant but relationships that approached a level significance. No significant relationships were identified between ATEP characteristics, football experience, or student demographics and BOC examination success. Although fall football experience is not related to success on the BOC examination results show significant relationship between football experience and students' perception of observational role as well as hands on injury evaluation experience. Students who are placed within Division I football tend to hold roles strictly as observers versus those students who are placed within the high school football settings. Future research in the area of clinical experience and success on the BOC examination should continue. A larger sample size, from a variety of athletic conference's should be included in the survey population. / Ph. D.

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Yes / Near-peer teaching is becoming increasingly popular as a learning methodology. We report the development of a novel near-peer biological sciences revision course and its acceptability and impact on student confidence and exam performance. A cross-sectional analysis of tutee-completed evaluation forms before and after each session was performed, providing demographic details, quality scores, and self-rating of confidence in the topic taught on a 0 to 100 mm visual analogue scale (VAS). The confidence data was examined using analysis of means. Exam performance was examined by analysis of variance and canonical correlation analysis. Thirty-eight sessions were delivered to an average of 69.9 (±27.1) years 1 and 2 medical students per session generating 2656 adequately completed forms. There was a mean VAS gain of 19.1 (5.3 to 27.3) in self-reported confidence. Looking at relationship between attendance and exam scores, only two topics showed significant association between number of sessions attended and exam performance, fewer than hypothesised. The present study demonstrates that near-peer teaching for biological sciences is feasible and is associated with improved self-reported confidence in the sessions taught. The outcome data, showing significant effect for only a small number of items, demonstrates the difficulty of outcome related research.