Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

The study investigated the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. Learners from rural and township schools are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for the learners because English is foreign to them. Teachers help by translating words or code-switching but it become a problem in the examinations because teachers cannot help the learners during the examination session. Since starting as a Grade 7 Mathematics and Science teacher almost three years ago, I have noticed that Grade 7 Setswana-speaking learners are struggling to understand the language used in formal assessments, which is English. I decided to investigate the linguistic challenges these learners face when writing Science examinations in rural and township schools. The purpose of conducting this research is to help policymakers to meet the linguistic needs of non-native English speakers. The study will also make curriculum development specialists and those who set provincial question papers aware of the linguistic challenges faced by non-native speakers of English in primary schools. Lastly, the study will help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach over English and why some prefer to use English over indigenous languages. Many literature sources state that non-native English-speaking learners underachieve academically because of learning in a language that is not their first language (O’Connor & Geiger, 2009; Dawber & Jordan, 1999; Ortiz, 1997; Statham, 1997). The participants comprised of four purposively selected Grade7 Natural Science teachers, two SGBs and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. This study followed a qualitative research approach and falls under the interpretive research paradigm. It is a phenomenological study and focuses on the lived experiences of teachers and learners. Methods of data collection used were classroom observations, interviews, questionnaires, and document analysis. Data gathered indicated that Setswana-speaking learners made basic errors such as spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. Recommendation to the SGBs is that they should consider these linguistic challenges when they draft language policies for rural and township schools. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

Predikce rizika rozvoje akutního koronárního syndromu na základě neinvazivních vyšetření ABSTRACT The aim of presented diploma thesis coming out of the project held by II. interní klinika Všeobecná fakutní nemocnice v Praze is to determinate the risk assessment for development of acute coronary syndrome based on non-invasive examinations - intracoronary ultrasound, retinal arteries examination, biochemical markers of atherosclerosis and selected genes polymorphism. The thesis is divided into two main parts. The first part is theoretical and it consists of three chapters, the second part is analytical and it contains the research. The theoretical part gives concise information about the acute coronary syndrome, essential part focuses on atherosclerosis as a pathophysiologic base of this syndrome, risk factors, and stratification of cardiovascular risk which proved to be insufficient are as well mentioned. Next part describes a non-invasive coronary arteries examinations focusing on presented research. The last chapter of the theoretical part focuses on invasive coronary arteries examinations. The research part describes design and purpose of the project - the identification the high risk for development of acute coronary syndrome patients irrespective of the risk coming out standard evaluation models, and...

No description available.

The purpose of this study was to investigate the usefulness of the midcurricular HESI examination in identifying at-risk students early in their nursing program. The sample included baccalaureate nursing graduates from two university programs in the southeastern United States (n = 256). A quasiexperimental design was used to determine how well the midcurricular HESI predicted outcomes on the HESI E2 and the NCLEX-RN passing status while controlling for demographic and institutional covariates. The study used logistic regression and multiple linear regression to analyze the hypotheses. The midcurricular HESI examination was found to be a statistically significant predictor of NCLEX-RN outcomeboth before (P = .044) and after (P = .041) controlling for demographic factors. The study further found a statistically significant relationship between the midcurricular HESI and the HESI E 2 examinations (P < .001). In the post hoc analyses, students from the Accelerated and Fast Track degree programs scored significantly higher than did students in the Traditional Track on themidcurricular HESI examination. There were no statistically significant differences in HESI E2 scores or NCLEX-RN outcomes among the degree tracks. As anticipated, there was a statistically significant difference in both midcurricular HESI (P < .043) and HESI E2 (P < .016) scores between students who passed and those who failed NCLEX-RN. This study indicates that the midcurricular HESI examination is very useful in predicting outcomes in baccalaureate nursing education programs.

This study examined the value of the HESI Admission Assessment in predicting student success. Associate degree (N ≤ 68) and baccalaureate (N ≤ 69) nursing students took the HESI Admission Assessment after acceptance into the nursing programs for the purpose of identifying their academic weaknesses and focusing their remediation efforts. Findings indicated that the HESI Admission Assessment was a valid predictor of students' academic ability to succeed in the nursing programs. In the associate degree nursing program, HESI Admission Assessment scores were significantly positively correlated with 88.89% of all nursing course grades in the program and 100% of the beginning-level course grades. In the baccalaureate nursing program, HESI Admission Assessment scores were significantly positively correlated with 50.00% of all nursing course grades in the program and 80.00% of beginning-level course grades. Furthermore, associate degree nursing students who completed the program had significantly higher HESI Admission Assessment scores than those who did not complete the program.

The major purpose of this study was to determine if pre-clinical medical school course examinations reflect critical thinking skills. The entire second year class from a medical school in the southwest made up the population. Student examination results from the first two years as well as scores on the Watson-Glaser Critical Thinking Appraisal were used in this study.

Detta arbete tar avstamp i hur legitimerade samhällskunskapslärares utsagor om sin intention med privatekonomi-/och samhällsekonomiämnet i samhällskunskap 1b. Samt en analys av lärarnas examinationen i kursen, med Blooms reviderade taxonomi som analysverktyg. Detta för att se vilket samband där kan finnas rörande lärares inställning till den önskade kunskapen de önskar eleverna skall ta med sig från undervisningen och vilka kunskapsdimensioner och kognitiva processer som berörs vid examinationen.       Syftet är att undersöka gymnasielärares utsagor kring sina intentioner med privat-och samhällsekonomiundervisningen i samhällskunskap 1b, samt att jämföra detta med innehållet i tillhörande examinerande moment.            Undersökningen framvisar att privatekonomi, som lärarna inte anser vara lika tungt förankrat i kunskapskraven, har en högre mängd faktakunskaper i form av minnas och förstå. Medan samhällsekonomi som, enligt lärarna, är tyngre förankrad i kunskapskraven, har en bredare variation av kognitiva processer, minnas, förstå, analysera och värdera i flera kunskapsdimensioner; faktakunskap och begreppskunskap preliminärt. / This study focuses on interviews with high school teachers regarding their intention in social studies 1b, economics. As well as an analysis of the teachers exams with the help of Bloom's revised taxonomy. The analysis of this study combined with interviews wishes to investigate any connections between the teachers interview statement in regards to their exams in economics. What knowledge to the teachers desire their students to master and what cognitive domains and knowledge domains do the teachers exams require of their students.       The purpose of this study is to investigate high schools teachers, in social civics, regards theirs intentions with their economics studies in social studies class. And to compare their statements with their exams, in regard to Bloom’s revised taxonomy.         The results of this study is that the subject “private economics”, which the teachers do not see as important in regards to higher grades, are more in favor of the cognitive domain with a great focus on remembering and understanding. Meanwhile the subject “society economics”, which are regarded by the teachers more favorable in regards to the curriculum to accumulate higher grades, have a higher variation between cognitive processes as remembering, understanding, analyze and evaluate. In addition to a higher variation in cognitive processes they also vary in multiple knowledge dimensions as cognitive domain and affective domain more frequently.

The focus of this retrospective, descriptive study is to describe non-anogenital and anogenital injuries documented in over 5,000 sexual assault forensic medical examination (SAFME) reports of female patients. The study findings expand understanding of injuries documented following sexual assault by exploring associations between injuries and a multitude of variables: patient demographics (age, race, gender); time between assault and examination; patient-perpetrator relationship; perpetrator actions (strangulation, hit, verbally threatened/coerced, use of restraints, grabbed/held); number of assaultive acts; multiple-perpetrators; suspected drug-facilitated assaults; patient and perpetrator use of alcohol and drugs; and physically or mentally impaired patients. The various types and locations of injuries are discussed in relationship to assault history. Implications of findings on forensic nursing practice are shared to improve patient assessment and care. In addition, methods to share findings with interdisciplinary partners, including law enforcement and criminal justice system professionals, are described to improve interdisciplinary collaboration and education.

This dissertation contributes to the ongoing debate on how educational inputs make a difference and how to allocate them efficiently. Educational inputs could be broadly defined as any personnel inputs such as teachers and career service staff, learning environment that includes peers and school facilities, and policies that facilitate learning. This dissertation explores three topics: peer effects in higher education, the consequences of college expansion, and the impacts of school closures. Chapter I estimates the peer effects of non-cognitive skills. I show how peers’ non-cognitive skills influence students' academic outcomes and own non-cognitive skills. I use a unique dataset that includes information on student non-cognitive skills, course grades, and friendship from a university in China that randomly assigns students to dormitories. My first main finding is that peers’ non-cognitive skills affect students’ academic outcomes positively but differentially. All students benefit from exposure to “persistent” peers, while students with low baseline academic ability also benefit from exposure to “motivated” peers. My second main finding is that peers also affect the development of students’ self-control and willingness to socialize. These findings have important implications in evaluating the social returns to interventions that improve non-cognitive skills and education policies that change peer group composition. Chapter II summarizes the current literature on college expansions, which change the education resource for many students. Studies have explored the impact of College Expansions that happened worldwide and this chapter summarizes literature in the field of economics of education. This chapter pays special attention to studies that explore the impact on wages and employment and how current studies identify causal relationships. Meanwhile, this chapter reviews how current studies examine the impacts of college expansion in China starting from 1999, which was unparalleled in magnitude. Finally, I discuss how future studies could improve to identify causal effects of the impact of the tremendous college expansion in China. Chapter III, a joint work with Ying Xu, estimates the effect of school closures causedby wildfires. School closures are a common and disruptive feature of education systems when sudden shocks from weather, natural disasters, or infectious disease require that students remain at home rather than in the classroom. Indeed, since January 2020, school closures have happened all around the world due to the COVID-19 pandemic. In the United States, more than 50 million students are currently out of school due to COVID-related closures. This raises an important question: How do sudden school closures affect student development in the short and medium term? In this chapter, we use administrative data to examine the causal effect of unexpected school closures, exploiting sudden variations in these closures due to wildfires in California. We show that unexpected closures have negative effects on student test scores, and the loss of school time is one of the most important mechanisms of decline in student achievement. Meanwhile, minority students and students from school districts with low socioeconomic status experience larger negative effects from such unexpected closures. We argue that these results can help inform policy to identify and address the negative impacts of such closures.