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Thesis (M.A.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 121-129).

The problem of this study is to determine the interest patterns of students engaged in the study of a pre-medical curriculum at North Texas State College during the Fall semester of 1949 and 1950.

This thesis Teachers' premedical first-aid knowledges researched at selected secondary schools deals with basic rules and procedures related to the pre-medical first aid. The major problem of the research is to carry out a survey based on questionnaires which are supposed to demonstrate what the teachers' level of knowledge regarding the pre-medical first aid at various types of secondary schools is (comprehensive school, secondary medical school, secondary technical school, and secondary business school) and to compare the results. Furthermore, the thesis endeavours to elaborate appropriate solution for particular schools on the basis of the results. The theoretical part is devoted to current pre-medical first aid procedures applied to particular types of injuries. The primary method of the theoretical part is the study of scientific literature, articles published in specialized magazines, and credible Internet sources. The practical part is elaborated on the basis of the results gathered by means of questionnaires distributed among selected secondary schools. This part incorporates statistical and graphical representation of the results consequent upon the research, and in addition suggestion for solutions at selected secondary schools.

Many medical school admissions personnel and pre-health advisors advise premedical students not to take the medical school prerequisite courses at two-year colleges because they believe the courses are less academically rigorous than the same courses at four-year institutions (Losada, 2009; Marie, 2009; Thurlow, 2008, 2009a, 2009b). According to this belief, premedical students who complete the medical school prerequisite courses at a two-year college could be at a disadvantage in regard to medical school admission compared to those students who complete the medical school prerequisite courses at a four-year institution. In an effort to analyze these perceptions, this study examined factors pertaining to the enrollment of premedical students in the medical school prerequisite courses at two-year colleges. This research study examined the enrollment statuses and grades of matriculants to medical school from the University of Central Florida between 2007 and 2011. Specifically, the type of student enrollment of the matriculants who completed any of the medical school prerequisite courses at a two-year college was examined, and both their type of institutional enrollment and grades in the organic chemistry courses were also examined. The results indicated that there were significant differences in types of student enrollment in most medical school prerequisite courses at two-year colleges, and based on these differences, the researcher identified whether completing certain prerequisite courses as certain types of enrollment were either “more acceptable” or “less acceptable” for premedical students. In addition, the results indicated that there were not significant differences in organic chemistry grades based on the type of institution where the courses iv were taken. Based on these results, the researcher could not categorize the courses at either type of institution as “more rigorous” or “less rigorous” than the other, but the researcher also recommends that these results should be perceived cautiously until additional, more in-depth research can be conducted on this topic. Finally, recommendations and implications for premedical students, pre-health advisors, medical school admissions personnel, two-year colleges, and four-year institutions were discussed.

Many pre-health students are required to take introductory physics as undergraduates, though they often struggle to see the relationship between medicine and what they learn in these courses. In order to help students make that connection, reformed curriculum was adopted that teaches physics through the context of biomedicine. This dissertation will discuss the development, implementation, and assessment of the reformed curriculum for the introductory and intermediate level physics courses that targets the needs of pre-health students. The curriculum created during this project include laboratory activities, multimedia content, and other instructional materials all of which present physics in biomedical contexts. The laboratory activities focus on exploring the physical principles behind common medical devices or concepts such as body composition analyzers or computed tomography. This often required researching, designing, and building devices for use in the classroom. Videos interviews with biomedical experts detail how physics is used in their fields. The texts written for these courses serve as a fundamental scientific introduction to the physical concepts and technical discussions of their application in biomedicine. An online homework platform allows for the implementation of a flipped classroom. Homework integrates the material, probing both conceptual understanding and problem solving. Multiple forms of assessment have been used to improve the content and clarity of the curriculum. The research for this project includes a study of the impact of these course reforms on students' attitudes toward physics. Shifts in attitudes were assessed using the Colorado Learning Attitudes about Science Survey (CLASS), course surveys, student interviews, and conceptual quizzes. Data was collected from students in the reformed course and a concurrent course taught using a traditional physics curriculum that does not have a focus on biomedicine. The results show that students' attitudes were affected by the reforms in multiple ways including students' ability to contextualize physical phenomenon through biomedical applications. Direct responses from the students indicated that they appreciated that the course included biomedically relevant content. They stated that the course had helped them to make connections with physics that they were not able to make in previous physics classes. However, a portion of the students qualified their approval of the course reforms by stating, for example, that they felt they were missing out on other topics due to the biomedical focus. There is evidence that other factors such as class meeting time could have played a role in students' attitudes as well. Students were surveyed multiple times throughout the year. Results of these surveys show that students' attitudes tend to decrease during fall term, but improve after winter and spring term. These results suggest that greater gains in favorable attitudes could be achieved by course reforms in fall term, where positive attitudes are at a minimum. Illustration-based quizzes were administered to assess students' conceptual understanding and contextualization of different physical phenomena. The quizzes featured open-ended prompts about illustrations similar to those often seen in physics instruction. Few significant differences in conceptual understanding were found between students in the reformed and traditional courses. However, students in the reformed course were more likely to cite biomedical applications of the physical phenomena. These course reforms teach physical principles through their application to biomedical technology and have positively impacted students' appreciation for the relationship between physics and biomedicine.