Background: The COVID-19 pandemic impacted learning environments across the continuum of medical education. While several recent studies have highlighted educational innovations arising from the ...pandemic, limited evidence exists describing beneficial changes that may have occurred from residents’ perspectives. The present study explored perceptions of post-graduate trainees from several specialties and highlighted educational ‘wins’ from pandemic innovations that should inform post-pandemic practices.Methods: A qualitative instrument was developed through input from Emergency Medicine (EM) residents, faculty, and the University of Wisconsin EM Education and Research committees. It was disseminated via email to EM, Internal Medicine, and Surgery residents who were PGY-2 or higher at a single academic institution. The data were analyzed using thematic analysis; two raters independently coded the responses of residents and arrived at consensus.Results: Advantages of clinical reassignments included novel clinical experiences as well as the perception of contributing to a greater good. Residents noted a greater sense of meaning in their studying related to the pandemic, while also reporting greater flexibility in their options. Positive changes to didactic lectures included ease, efficiency, and comfort associated with remote lectures as well high-quality visiting expert and resident presentations. Finally, key elements of the support provided by residency programs were consistent communications, provision of relevant resources, acknowledging difficulties, and replacing lost clinical experiences. Conclusions: Many innovative elements of residencies’ response to COVID-19, such as flexible scheduling and offering more opportunities for individualized learning, were well-received by trainees.
This study investigated the effect of study habits counselling on the academic achievement of senior secondary school students achievement in English language in North-west, Benue State, Nigeria. The ...study adopted a Quasi-experimental design. The population of the study was five thousand, three hundred and twenty nine SS2 students (5,329) of public schools. The sample size for the study was 100 senior secondary school 2 students drawn from intact class of a public school through multi stage sampling technique. Two instruments were used for the collection of data, English Achievement Test (EAT) and Study Habits Counselling Questionnaire (SHCQ). The reliability of the research instruments was established using Lemma co-efficient Alpha. Data was collected and analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) to test the hypotheses. Findings revealed that study habits counselling has significant effect on the academic achievement of secondary school students in English. Study habits counselling has no statistical significant difference in the mean score of male and female students. The study concludes that study habits counselling has effect on the academic achievement of students in English, however, there is no significant difference between male and female. Thus, group guidance should be organized in schools to create awareness on effective study habits. A functional school library should be mounted. Parents and guardians should encourage their children to set up schedules for study. Qualified English teachers should be employed in all secondary schools. Guidance counsellors should include study habits counselling as part of new students’ orientation to facilitate effective study habits among new students.
Study habits play a crucial role in the academic performance of students at all education levels. Especially, students’ study habits have been considerably impacted due to the Covid-19 pandemic. This ...study was conducted with the aim of investigating the study habits of students and their changes in this time to help learners understand their study habits and make some suitable adjustments to reach academic success. The data was collected through an online questionnaire administered to 325 English-majored students. Descriptive statistics, T-tests, ANOVA, and thematic coding were used to analyze the data. The findings revealed that there are significant differences in study habits of male and female students, particularly in terms of note-taking habits, mode of study, and time management habits while study habits were not affected by class levels and academic results. Besides, the majority of participants confirmed that their study habits relatively changed after the pandemic.
Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts ...with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on beneficial habits. Across 6 studies (total N = 2,274), we found support for this hypothesis. In Study 1, habits for eating healthy snacks, exercising, and getting consistent sleep mediated the effect of self-control on both increased automaticity and lower reported effortful inhibition in enacting those behaviors. In Studies 2 and 3, study habits mediated the effect of self-control on reduced motivational interference during a work-leisure conflict and on greater ability to study even under difficult circumstances. In Study 4, homework habits mediated the effect of self-control on classroom engagement and homework completion. Study 5 was a prospective longitudinal study of teenage youth who participated in a 5-day meditation retreat. Better self-control before the retreat predicted stronger meditation habits 3 months after the retreat, and habits mediated the effect of self-control on successfully accomplishing meditation practice goals. Finally, in Study 6, study habits mediated the effect of self-control on homework completion and 2 objectively measured long-term academic outcomes: grade point average and first-year college persistence. Collectively, these results suggest that beneficial habits-perhaps more so than effortful inhibition-are an important factor linking self-control with positive life outcomes.
Given the finding that retrieval practice improves memory, it is frequently suggested that students test themselves while studying. This study examined whether participants benefit from testing if ...they create and use their own test questions. In Experiment 1, participants read passages, generated questions about the passages, and then either answered their questions as they created them (the procedure used in previous studies) or after a delay. In Experiments 2 and 3, participants either generated questions and answered them after a delay (i.e., self-testing), answered experimenter-provided questions, or reread the passages before taking a final test administered shortly after learning or following a 2-day delay. The experiments found no benefits of answering one's own questions after a delay. In fact, those who self-tested tended to have worse performance on a final assessment of learning than the other learning conditions. Exploratory analyses suggested that participants' questions often did not target material that was on the later criterion test, which may explain why self-testing was not beneficial. The present study suggests that testing may not benefit learning if students create their own test questions.
Public Significance Statement
Although practice testing is an effective learning strategy, we found that testing by creating and answering one's own review questions (i.e., self-testing) was not beneficial to learning. In the study, self-testing did not lead to better performance on a final test over studied passages compared to answering provided review questions or rereading the passages.
The aim of the study was to find out the study habits of high achieving students in utilizing effective study hours at Keruak 1 Public High School. This research is a qualitative research with a case ...study approach. Teachers and outstanding students in class X MIPA I, X MIPA IV and X MIPA V SMA Negeri 1 Keruak as subjects in this study. To obtain data used observation (observation of objects), interviews to obtain detailed and in-depth information on objects, and documentation. then the data is processed using the Miles & Huberman model which then checks the correctness of the data using data triangulation. The research results obtained show the effective study hours habits of outstanding students at SMA Negeri 1 Keruak. Students are more likely to enjoy studying in the first hour of class than learning at the end of the lesson, students learn independently by searching for study material on the internet, textbooks and other learning resources, students always record and repeat material provided by the teacher. Suggestions for educators pay attention to the efficient use of student learning time and provide methods for time management. Parents must also provide support and facilities for efficient study time at home.
When the human mind is free to roam, its subjective experience is characterized by a continuously evolving stream of thought. Although there is a technique that captures people's streams of free ...thought-free association-its utility for scientific research is undermined by two open questions: (a) How can streams of thought be quantified? (b) Do such streams predict psychological phenomena? We resolve the first issue-quantification-by presenting a new metric, "forward flow," that uses latent semantic analysis to capture the semantic evolution of thoughts over time (i.e., how much present thoughts diverge from past thoughts). We resolve the second issue-prediction-by examining whether forward flow predicts creativity in the lab and the real world. Our studies reveal that forward flow predicts creativity in college students (Study 1) and a representative sample of Americans (Study 2), even when controlling for intelligence. Studies also reveal that membership in real-world creative groups-performance majors (Study 3), professional actors (Study 4) and entrepreneurs (Study 5)-is predicted by forward flow, even when controlling for performance on divergent thinking tasks. Study 6 reveals that forward flow in celebrities' social media posts (i.e., on Twitter) predicts their creative achievement. In addition to creativity, forward flow may also help predict mental illness, emotional experience, leadership ability, adaptability, neural dynamics, group productivity, and cultural success. We present open-access online tools for assessing and visualizing forward flow for both illustrative and large-scale data analytic purposes.
This article presents a developmental model of anti-racism among White children and youth. Informed by a structural-psychological framework (Syed & McLean, 2021), the model proposes that anti-racist ...development is inseparable from the structures and systems that uphold racial inequality in the United States. In articulating the processes by which children and early adolescents move toward becoming anti-racist, the model emphasizes foundational abilities (e.g., socio-cognitive skills and moral development), a developing sense of self and society (e.g., recognition of racism and understanding of White privilege), and the importance of anti-racism action and promotive contexts (especially within schools and families). This paper concludes with advancing a research agenda for developmental scientists studying the development of anti-racism among White children and youth and implications for parents, practitioners, and educators.
Public Significance Statement
While public discourse about race and racism in the United States often follows tragedies (such as the murder of George Floyd), real progress toward an anti-racist society requires fostering the development of anti-racism within children. Given these current, timely, and important discussions, this paper proposes a developmental model of and outlines a research agenda for studying anti-racism among White children and youth.
In order to better prepare university students as proficient, versatile and productive information and industrial technologists in the 21st century, the need to implement instructional strategies and ...activities naturally align with their predispositions will make them better learners. This study examined the learning style preferences, study habits and level of academic achievement of students enrolled in applied science courses of Cagayan State University at Lasam, Philippines. The study employed descriptive correlational research design to a total of seventy-five respondents who were purposively sampled. Two sets of standardized instruments were utilized by the researcher. Results of the study revealed that the students of applied sciences courses preferred visual, group and kinesthetic as major learning styles while they manifest a moderate level of study habits. They also have a good level of academic achievement. Test of difference revealed that academic performance, father's occupation and type of high school graduated from spelled significant differences in their perceptual learning styles. They also spelled differences in their study habits when grouped according to academic standing in high school, writing skills, mothers’ education, and test anxiety. Finally, there were significant relationships between learning styles, study habits and academic performance of students in applied science courses. The implications of the study can guide instructors plan and deliver suitable instructional interventions.
PDF
