Background: Mentorship has been identified as an important factor that can optimize the learning environment and play a critical role in the professional growth and development of students. During ...clerkship, surgical rotations are primarily based on clinical teaching units where the learners work as a team. Occasionally, students are a part of 1-1 preceptorship model. The structure of the surgical rotation can affect the ability to cultivate a mentor relationship. The purpose of this study is to compare these mentorship models, including the preferences, experiences and learning needs of students for each type of model. Methods: An online survey was distributed to all third- and fourth-year University of Toronto medical students. Sudents are assigned to different teaching hospital sites, where some use the clinical teaching unit model and others use the 1-1 preceptorship model. Participants are currently being recruited. We predict that students in the preceptorship model are more likely to identify a mentor, have a positive operating room learning experience, demonstrate improved perceptions of surgeons and their career, and receive meaningful feedback - important factors in encouraging an interest in surgery. Students in the clinical teaching unit model may have an advantage of receiving guidance from multiple residents. Results: Pending. Conclusion: This study will allow us to identify the key elements of both mentorship models and learn how to enhance the experience of clerkship students to promote high-functioning surgical teaching environments and encourage a greater number of students to pursue a career in surgery.
Student success and retention continue to be of concern for higher education institutions. Wider participation, combined with lower completion rates for non-traditional students, highlights the need ...for new ways of understanding the student experience to ground policy and practice. This article provides this insight by drawing together a number of key constructs to refine a recent framework of student engagement. We argue that the transition metaphor, focusing on the first year, is limited because it depicts differences between students and institutions as both transient and temporal. Instead, we use a cultural lens to introduce the educational interface as a metaphor for the individual psychosocial space within which institutional and student factors combine and student engagement in learning occurs. Incorporating the interface into the existing framework of student engagement makes three contributions to our understanding of the student experience. First, the educational interface is a tangible way of representing the complex interactions between students and institutions, and how those interactions influence engagement. Second, the refined framework highlights four specific psychosocial constructs: self-efficacy, emotions, belonging and well-being, which, we contend, are critical mechanisms for mediating the interactions between student and institutional characteristics and student engagement and success. Finally, the refined framework helps to explain why some students with demographic characteristics associated with lower completion rates are retained and do go on to successfully complete their studies, while similar others do not. These three contributions, the interface, the key constructs within it being mediating mechanisms and their explanatory utility, provide focus for the design and implementation of curricula and co-curricular initiatives aimed at enhancing student success and retention, and importantly to evaluate the impact of these interventions.
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, ...and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.
While sexual violence has been present and prevalent on campus for decades, the work of recent college student activists has made it an issue of major societal and institutional concern. This book ...makes an important contribution to and provides a foundation for better contextualizing and understanding sexual violence. Each chapter in this edited volume focuses on populations that are not often centered in the discourse of campus sexual violence and accounts for individuals' intersecting identities and how they interlock with larger systems of domination. Challenging dominant ideologies concerning assumptions of white women as the only victims-survivors, the racialization of aggressors, and the deleterious rape myths present in both research and practice, this book draws attention to the complexities of sexual violence on the college campus by highlighting populations that are frequently invisible in research, reporting, and practice. The book places sexual violence on campus in a historical context, centering the experiences of populations relegated to the margins, and highlighting the relationship between racism, classism, homophobia, transphobia, and other forms of domination to sexual violence. The final chapters of the book explore how critical models of intervention and prevention and a critical analysis of existing institutional policies may be implemented across college campuses to better address sexual violence for multiple populations and identities in higher education. This book will expand educators' understanding of sexual violence to inform more effective policies, procedures, practice, and research that reaches beyond preventing sexual violence and addresses the dominant systems from which sexual violence stems, in an attempt to eradicate, not just prevent, the act and the issue.
The COVID-19 pandemic has caused an unprecedented health crisis worldwide, with the numbers of infections and deaths worldwide multiplying alarmingly in a matter of weeks. Accordingly, governments ...have been forced to take drastic actions such as the confinement of the population and the suspension of face-to-face teaching.
In Spain, due to the collapse of the health system the government has been forced to take a series of important measures such as requesting the voluntary incorporation of final-year nursing and medical students into the health system.
The objective of the present work is to study, using a phenomenological qualitative approach, the perceptions of students in this exceptional actual situation.
A total of 62 interviews were carried out with final-year nursing and medicine students from Jaime I University (Spain), with 85% reporting having voluntarily joined the health system for ethical and moral reasons.
Results from the inductive analysis of the descriptions highlighted two main categories and a total of five sub-categories. The main feelings collected regarding mood were negative, represented by uncertainty, nervousness, and fear.
This study provides a description of the perceptions of final-year nursing and medical students with respect to their immediate incorporation into a health system aggravated by a global crisis.
Introduction: The purpose of this study was to examine students' ability to use effective clinical collaboration online in a designed scaffolded environment. Three groups were formed to achieve this ...goal: two control groups (one using no collaboration and one using live, face-to-face collaboration) and one treatment group using virtual collaboration. Method: A quasi-experimental design was conducted at two U.S. universities to examine whether there is a significant difference in clinical reasoning skills between three treatment groups using IUP Audiosim software. Two computer-based audiology case simulations were developed, and participants were randomly placed into the three groups. The clinical reasoning data were analyzed using one-way analysis of variance and Tukey's post hoc analyses. Results: The results indicated that there was a significant difference in clinical reasoning skills between the three treatment groups. The score obtained by the no-collaboration group was significantly less than the scores obtained by the virtual and live collaboration groups. Conclusions: The results imply that lower scores were associated with students receiving more instructor-designed content and higher scores with students receiving less instructor-designed content. Students who received more scaffolds with the collaborations may have demonstrated better decision-making outside the training exercise than those who did not receive scaffolds. However, lower scores on the exercise did not necessarily imply lower skill. Lower scores simply implied a different path toward mastery.
ABSTRACT University institutions are aware that they are no longer an educational environment intended exclusively for young people and that they have to care for people throughout their working and ...adult lives. The reality is that university master's degrees show a growing diversification of students and an increase in the dropout rate. Effective development In socio-personal skills allows them to respond to academic demands, while the support of their social environment facilitates family and work reconciliation and helps them modulate their stress. The University has to reconsider its ways of doing and diversifying its response to the heterogeneity of the master's students since, university institutions are ultimately responsible to actively promote comprehensive learning environments.
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at-risk elementary students ...(52.8% male). Measures of TSRQ, achievement, and motivation were collected annually for 3 consecutive years, beginning when participants were in Grade 2 (24.8%) or Grade 3 (74.6%). Child-reported conflict was stable across the 3 years, whereas warmth declined. Boys and African American students reported greater conflict than did girls and Caucasian and Hispanic students. Girls and African American students reported higher warmth than boys and non-African American students. Using path analysis, the authors tested the hypothesis that measures of student motivation in Year 2 mediated the effects of conflict and warmth in Year 1 on reading and math achievement in Year 3. Child-perceived conflict predicted cross-year changes in teacher-rated behavioral engagement, which, in turn, predicted cross-year changes in reading and math achievement. Math competence beliefs also mediated the effect of child-perceived warmth on math achievement. Effects controlled for stability of measures across time, the within-wave association between measures, and baseline measures of IQ and economic adversity. Implications of findings for improving the academic achievement of students at-risk for school failure are discussed.
Improving the Student Experience Ammigan, Ravichandran; Jones, Elspeth
Journal of studies in international education,
09/2018, Volume:
22, Issue:
4
Journal Article
Peer reviewed
This article evaluates the degree to which international students are satisfied with different dimensions of their university experience, namely, their arrival, living, learning, and support service ...experiences. Using quantitative survey research methods based on data from the International Student Barometer (ISB), the study evaluates the experience of over 45,000 degree-seeking, undergraduate international students at 96 different institutions in Australia, the United Kingdom, and the United States. Multiple regression analyses indicated that all four dimensions of satisfaction were positively associated with students' overall university experience, and the article reveals which of the four is the most influential. To the authors' knowledge, this study represents the first time that a comparative meta-analysis of ISB data across institutions in the three chosen countries has been undertaken. Key implications are discussed for how university administrators, practitioners, and researchers might best allocate resources to support and enhance the experience of international students, leading to more effective institutional recruitment and retention strategies. The study also offers a baseline for future research on international student satisfaction. (HoF/text adopted).
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