End Of Semesters Research Articles

Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques

One of the most pressing concerns in contemporary education examines the integration of big data and artificial intelligence methodologies to enhance the educational learning outcome. Towards that purpose, it is imperative to leverage the unstructured data originating from student feedback, particularly in the form of comments to open-ended questions aiming to extract emotions and opinions conveyed within their messages. Our research goal is to ascertain the most efficient approach to tackle this difficult task by conducting a comparison of sentiment analysis methods, including Machine Learning (ML) and Lexicon based models. Both lexicon based and machine learning approaches were implemented using an open source data mining platform while also utilizing student comments submitted at the end of academic semesters. Our study reveals a promising approach that effectively addresses the issue at hand, particularly within the domain of educational data. Additionally, it emphasizes the key aspects that led to the selection of this approach effectively highlighting the weaknesses and strengths inherent in each method

Positive Student Outcomes from Embedding Mental Wellness Trainings in an Advanced Undergraduate Physiology Course

Despite the rising prevalence of reported mental illness among college students, mental wellness programs delivered to college students show improvements in distress, depression, and anxiety. However, participation in these programs is often quite low and the long-term effcacy is unknown. Therefore, the purpose of this study was to determine if a course-based mental wellness program administered to undergraduate physiology students would improve academic and overall perceived stress during the intervention and at longitudinal follow up the next academic year. We hypothesized the intervention would improve self-reported academic and overall perceived stress of undergraduate physiology students. Methods: In spring 2022, students (n=167) enrolled in a junior level undergraduate advanced physiology course (Course 1) were given six 30-minute training sessions by campus clinicians during class time. At the start of the following semester (fall 2022), a subset of these students (n=44) enrolled in a rigorous, senior level pathophysiology course (Course 2) and received one 30-minute refresher training session. All students completed the Perception of Academic Stress Scale (including subdimensions for perceived academic expectations, faculty workload expectations, and self-perceptions of academic stress) and Cohen’s Perceived Stress Scale at the start and end of both semesters. Statistical analysis included 2x2 repeated measure ANOVAs to compare trends in survey scores across the semester based on eventual grade in Course #1, as well compare semester-wide trends in Course #1 and Course #2 in students that completed both courses. Pairwise comparisons were corrected using Tukey HSD. Results: In Course 1, there was a significant decrease across the semester in academic stress (54.94 ± 0.94 vs. 57.18 ± 0.94, p<0.001), including students’ self-perceptions of academic stress (21.22 ± 0.38 vs. 22.48 ± 0.38, p<0.01). This decrease was driven primarily by A/B students (p<0.05), while C/D students reflected no change. Compared with C/D students, A/B students in Course 1 reported lower academic stress (p<0.01), including lower perceived academic expectations, faculty workload expectations, and self-perceptions of academic stress post semester (p<0.01), and overall perceived stress (p<0.05), at both timepoints. Students who continued to Course 2 reported significantly lower overall stress (p<0.05) and academic stress (p<0.05) at the start of Course 2 compared with the start of Course 1. Conclusion: Mental wellness training embedded into rigorous physiology courses can positively impact undergraduate physiology students’ mental wellbeing, which may persist into the next academic year and may be mediated by academic success (i.e., course grades). Division of Exercise Physiology, WVU. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Student Self-Reported Metacognition and Self-Effcacy in an Upper-Division Human Anatomy and Physiology Course Increased Post-COVID Pandemic Compared to Fall 2019

Metacognition and self-effcacy are important components of self-regulated learning. Given the academic and personal upheaval that students experienced, and given faculty-observed declines in certain academic skills and student mental health throughout the COVID-19 pandemic, this study hypothesized that students would report lower self-effcacy and metacognitive self-regulation upon entering an upper-division Human Anatomy and Physiology course in fall 2022 compared to fall 2019. Students reported self-effcacy and metacognition at the beginning and end of both semesters using the MSLQ metacognitive self-regulation (revised) and MSLQ self-effcacy for learning and performance subscales, respectively. Data indicate that students not only reported higher self-effcacy and metacognitive self-regulation at the beginning of the course, but also continued to report higher self-effcacy and metacognitive self-regulation throughout the course. It may be that the unique academic and personal challenges presented between March 2020 and September 2022 required students to develop improved metacognitive practices and strengthened students’ academic self-effcacy. Alternatively, it may be that some combination of high academic and personal turmoil, isolation from other students and faculty, and/or lowered faculty expectations throughout the COVID-19 pandemic skewed students’ frames of reference for self-reported measures. No support or funding was received for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Estimating the Effects of Regulating In-Person University Lectures on the Spread of COVID-19: Evidence from Japan

Universities were the only educational institutions that restricted in-person lectures during the prolonged coronavirus disease 2019 (COVID-19) pandemic. This study is the first attempt to estimate the effects of restricting in-person lectures on containing the spread of COVID-19. Our investigation was conducted on Japanese universities since their various lecture styles are suitable for our analysis. A multiple-event study negative binomial regression model was employed, and the results showed that restricting the ratio of in-person lectures had limited effects on decreasing COVID-19 infections among university students. For example, if universities restrict almost all in-person lecture from a rate of over half of in-person lectures, the number of student infections would decline by 5.5 per 10,000 students between seven weeks before and after the change. Other lecture style changes had even smaller differences. In addition, we estimated the effect of the start of long breaks on the number of infections and found that they lead to a relatively higher level of infections regardless of lecture styles at the end of semesters. This implies that students are more likely to be infected outside than in class.

DEVELOPMENT OF ORGANIZATIONAL MANAGEMENT IN IMPROVING BUSINESS SUSTAINABILITY IN STRUCTURAL KEBANAN (WINNER OF THE STUDENT DIGITAL ENTREPRENEURSHIP INNOVATION CHAMPIONSHIP)

Background- KEBANAN is one of the on demand service platforms created by students at Bachelorwiyata Tamansiswa University as a result of the Student Digital Entrepreneurship Innovation Program championship of the Indonesian Ministry of Education and Culture. KEBANAN is based on a mobile application that can provide a solution to banan when experiencing problems on the road with the tagline "Kebanan, so you are calmer when a tire leaks on the road". Structural Problems KEBANAN is a team of students from the UST (graduatewiyata Tamansiswa University) management study program who are currently taking their 6th semester including the Director, Production and Product Development Team, as well as the market and distribution development Team. Obligations at the end of semesters 6-7 are very high because you are required to do internships, real work studies, and thesis writing which require extra focus in terms of time, energy, and thought, so that the continuity of KEBANAN will be disrupted because the entire structure will focus on graduating on time as a main priority. If problems like this are not immediately addressed and educated, it will be worrying that the business life cycle will be shortened, and if that happens it is very unfortunate because KEBANAN has a strategic role in providing solutions for road users when there is a ban on the road. The aim of developing organizational management is to increase the sustainability of the KEBANAN startup business as the best solution. The solution to overcome this problem is in 7 ways, namely: How the team spends time, How to make a daily activity schedule, How to prioritize time wisely, How to group similar tasks, Set time limits when working on tasks, Learn to say no and eliminate distractions. After discussion, the entire KEBANAN team realized that they needed to change and made a commitment to become motivated again, starting with proper time management.

'I was uncertain, but I was acting on it': A longitudinal qualitative study of medical students' responses to uncertainty.

Uncertainty is ubiquitous within medical practice. Accordingly, how individuals respond to uncertainty, termed uncertainty tolerance (UT), is increasingly considered a medical graduate competency. Despite this, aspects of the UT construct are debated, which may relate to research focused on measuring UT, rather than understanding students' experiences. Therefore, we asked (1) how do medical students describe their responses to uncertainty, (2) how (if at all) do described responses change over time and (3) how do described responses contribute to understanding the UT construct. Engaging an interpretivist worldview, we conducted a longitudinal qualitative study throughout 2020 with 41 clinical medical students at an Australian medical school. Participants completed reflective diary entries across six in-semester time-points (n = 41, 40, 39, 38, 37 and 35) and semi-structured interviews at the end of both semesters (n = 20 per semester). We analysed data using framework analysis. Although participants communicated accepting health care uncertainties, described cognitive appraisals of uncertainty ranged from threatening (e.g. challenging credibility) to opportunistic (e.g. for learning and growth). Emotions in response to uncertainty were predominately described in negative terms, including worry and anxiety. Participants described a range of maladaptive and adaptive behavioural responses, including avoiding versus actively engaging with uncertainty. Despite describing typically negative emotions across time, participants' cognitive and behavioural response descriptions shifted from self-doubt and avoidance, towards acceptance of, and engagement despite uncertainty. Students' descriptions of responses to uncertainty suggest existing UT conceptualisations may not holistically reflect medical students' experiences of what it means to be uncertainty 'tolerant', especially pertaining to conceptualisations of 'tolerance' centred on emotions (e.g. stress) rather than how uncertainty is ultimately managed. Extending from this study, the field could consider redefining characteristics of uncertainty 'tolerance' to focus on adaptive cognitive and behavioural responses, rather than emotional responses as key indicators of 'tolerance'.

Examination of depth of written reflective practice for speech-language therapy students; the impact of time and clinical competency

ABSTRACT Written reflective practice (WRP) is a teaching and learning activity utilized in clinical programmes. Identifying depth of WRP aims to provide an overall rating of students’ written reflective abilities. Engaging in reflective activities has been proposed to have a positive relationship with clinical competency. Aims: 1. To examine the impact of time on depth of WRP for SLT students across and within each year group of the SLT clinical programme. 2. To determine whether a relationship exists between depth of WRP and clinical competency of SLT students. Methods: Participants were 77 undergraduate SLT students (first, second or final professional year) in the clinical programme. Participants wrote reflections as part of their clinical education experiences. Depth of WRP was measured utilizing a modification of Plack et al.’s [2005. A method for assessing reflective journal writing. Journal of Allied Health, 34(4), 199–208] coding schema. This was completed at four time points across the academic year for each professional year. Level of clinical competency was assessed using the Competency Assessment in Speech Pathology (COMPASS®) at the end of both semesters. Results: There was a statistically significant association between time and development of depth of WRP for students in their final professional year (β = .66 (.30), z = 2.22, p < .05). There was no association between depth of WRP and level of clinical competency. Conclusion: A one-off judgement of WRP depth may be useful for supporting overall judgements of RP ability and provide observable behaviours for competency assessments. This research contributes to the evidence base examining how WRP is assessed and utilized in clinical programmes.

Understanding the role of depressive symptoms in academic outcomes: A longitudinal study of college roommates.

Rising rates of depression among adolescents raise many questions about the role of depressive symptoms in academic outcomes for college students and their roommates. In the current longitudinal study, we follow previously unacquainted roommate dyads over their first year in college (N = 245 dyads). We examine the role of depressive symptoms of incoming students and their roommates on their GPAs and class withdrawals (provided by university registrars) at the end of the Fall and Spring semesters. We test contagion between the roommates on both academic outcomes and depressive symptoms over time. Finally, we examine the moderating role of relationship closeness. Whereas students' own initial levels of depressive symptoms predicted their own lower GPA and more course withdrawals, they did not directly predict the academic outcomes of their roommates. For roommates who form close relationships, there was evidence of contagion of both GPAs and depressive symptoms at the end of Fall and Spring semesters. Finally, a longitudinal path model showed that as depressive symptoms spread from the student to their roommate, the roommate's GPA decreased. The current work sheds light on a common college experience with implications for the role of interventions to increase the academic and mental health of college students.

Patterns of Psychoactive Substance Misuse in Undergraduate University Students: The Case of Mekelle University, Ethiopia

Background: Substance misuse is a public health concern among University students. Understanding the critical times and places for substance misuse among University students helps to inform effective preventive strategies. However, there is a dearth of studies in Ethiopian Universities on this topic. Here, we aimed to explore the patterns of psychoactive substance misuse, specifically about time and places, among undergraduate students at Mekelle University. Subject and Methods: An explorative qualitative study design was conducted in 2017. Five focus-group discussions among substance user students followed by eleven in-depth interviews with the user and non-user students, proctors, and a bar owners were conducted. In addition, four key informant researchers were involved. Participants were purposefully selected. The data were audio taped, transcribed verbatim and imported into Atlas.ti qualitative data analysis software version 7.5 for coding and analysis. Data were analyzed inductively to capture the emerging themes. Results: Our study showed that students consume alcohol in the evenings, on weekend days, holidays, after exams and at celebrations; smoke cigarettes after waking in the morning and after eating lunch. Concurrent substance use like smoking cigarettes, chewing Khat and drinking alcohol was evident. Khat chewing was reported mainly around noon, in the afternoon and on weekends. Substance use generally peaks at weekends, at the start and end of academic semesters, and when graduation approaches. However, students who become addicted may continue using substances. Students easily accessed and used substances around and inside the gates of the campuses. Conclusion: Event-specific celebrations are linked with substance misuse among University students. The ease with which students can access substances around the campuses increases the likelihood of substance misuse. Proactive interventions that include the provision of alcohol-free recreational alternatives to events on campus, high-risk substance misuse surveillance, tobacco cessation interventions, and promoting plain packaging are recommended.

'A whole lot of uncertainty': A qualitative study exploring clinical medical students' experiences of uncertainty stimuli.

IntroductionUncertainty tolerance (UT) describes how individuals respond to stimuli of uncertainty, with low UT among medical doctors and students linked to negative outcomes such as burnout. UT research in medical education has focused on measuring the construct, with little research seeking to understand how medical students experience uncertainty. Hence, knowledge on how education may shape students' UT development is lacking. As a first step to understanding students' UT, we asked ‘How do medical students, in their clinical years, experience uncertainty stimuli?’MethodsUtilising a social constructionist approach, we undertook a qualitative study with 41 clinical years medical students. Data were collected during the 2020 academic year employing in‐semester reflective diary entries (n = 230 entries), and semi‐structured interviews at the end of semesters (n = 40 interviews). Data were analysed by framework analysis.ResultsStudents described three major themes of uncertainty stimuli: (i) educational uncertainty, (ii) professional uncertainty and (iii) clinical uncertainty. Educational uncertainty was the dominant stimulus described by students and represents unknowns related to what students needed to learn and how to learn within the context of clinical placements. Professional uncertainty encompassed questions about who students are as developing professionals and who they would be as doctors. Clinical uncertainty was the least represented stimulus and concerned aspects of patient care where the body of medical knowledge is unable to provide clear answers.ConclusionsOur findings indicate that clinical learners experience wide reaching uncertainties and suggest that students' stimuli may differ from those of clinicians with more established knowledge and careers. This work now paves the way forward in developing educational interventions to foster UT, such as modifying uncertainties not integral to learning, and purposefully introducing clinical uncertainties relevant to students' learning stage.

Main outcomes of M-bridge: A sequential multiple assignment randomized trial (SMART) for developing an adaptive preventive intervention for college drinking.

Objective: The goal was to develop a universal and resource-efficient adaptive preventive intervention (API) for incoming first-year students as a bridge to indicated interventions to address alcohol-related risks. The aims were to examine: (a) API versus assessment-only control, (b) the different APIs (i.e., 4 intervention sequences) embedded in the study design, and (c) moderators of intervention effects on binge drinking. Method: A sequential multiple assignment randomized trial (SMART) included two randomizations: timing (summer before vs. first semester) of universal personalized normative feedback and biweekly self-monitoring and, for heavy drinkers, bridging strategy (resource email vs. health coaching invitation). Participants (N = 891, 62.4% female, 76.8% White) were surveyed at the end of first and second semesters. The primary outcome was binge drinking frequency (4+/5+ drinks for females/males); secondary outcomes were alcohol consequences and health services utilization. Results: API (vs. control) was not significantly associated with outcomes. There were no differences between embedded APIs. Among heavy drinkers, the resource email (vs. health coach invitation) led to greater health services utilization. Moderator analyses suggested students intending to pledge into Greek life benefited more from any API (vs. control; 42% smaller increase from precollege in binge drinking frequency). Conclusions: Although overall effects were not significant, students at high risk (i.e., entering fraternities/sororities) did benefit more from the intervention. Furthermore, the resource email was effective for heavier drinkers. A technology-based strategy to deliver targeted resource-light interventions for heavy drinkers may be effective for reducing binge drinking during the transition to college. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Proposal for environmental guidelines about a religious foundation university since the global compact principles

The University whose foundational principles are based on religiosity contemplates the preservation of the environment from its theoretical principles, in this sense it was pertinent to evaluate the Institutional principles postulated in relation to the contemporary trends established by means of the encyclical “Laudato si”. Similarly, this article focused on analyzing how these converge with University Social Responsibility. As a result of the above, the preservation and care of the environment was found as a point of agreement, understanding this as the reflection of the manifestation of God. On the other hand, an environmental pre-diagnosis of the University was carried out, evaluating the consumption from three edges, energy consumption, water consumption and the generation of waste according to the main interest groups, finding seasonality with respect to the increase in use of them, that is, consumption is concentrated in the case of water in the intermediate months, while light consumption increases at the end of the academic semesters. Finally, through the environmental matrix of the Global Reporting Initiative (GRI), the environmental aspects of the university were analyzed and measurement indicators were proposed in order to guide the University to the principles proposed by the Global Compact, aiming at reducing environmental impacts, generating awareness towards the preservation of the environment and the implementation of new technologies to reduce environmental impact.

Use of Adaptive Learning Technology to Promote Self-Directed Learning in a Pharmacists’ Patient Care Process Course

Objective. To evaluate student changes in self-directed learning (SDL) in a Pharmacists' Patient Care Process (PPCP) course using adaptive learning technology (ALT).Methods. The Pharmacists' Patient Care Process was delivered using traditional teaching methods in fall 2018 and ALT in spring 2019. First-year student pharmacists were surveyed three times throughout the academic year on SDL factors. Focus groups were conducted at the end of the spring semester to identify perceptions of course delivery. Multilevel linear modeling and qualitative content analysis were used to evaluate survey responses and focus group feedback, respectively.Results. Ninety-two of 106 students completed all three surveys. Scores on stress management and examination management increased from the beginning to the end of the academic year. Scores on seminar (lecture) learning proficiency, procrastination management, and time management decreased from the beginning to the end of the year. Assignment management and comprehension competence trends varied from the end of the first semesters to the end of the second semester. Themes identified from the focus groups were student learning preferences, semester comparisons, value, and technology.Conclusion. Student pharmacists struggled with the integration of ALT into their previously established study routines. Focus groups helped add context to students' SDL scores. Although significant differences were found between some SDL factors, it was not possible to conclude that implementation of ALT improved SDL.

Perfil da Qualidade de Sono de um grupo de estudantes de Medicina

Introdução: O ingresso numa universidade gera grandes impactos na vida dos estudantes de medicina, pois a mudança na rotina e o novo nível de cobrança, devido à responsabilidade da futura profissão, podem causar impactos na saúde e na qualidade do sono. Objetivo: Avaliar a quantidade e a qualidade de sono de estudantes de Medicina da Universidade Federal de Alfenas. Metodologia: Fizeram parte da amostra estudantes do curso de medicina que responderam a três instrumentos de coleta de dados: I) Questionário Sociodemográfico; II) Escala de Sonolência de Epworth; e III) Índice de Qualidade de Sono de Pittsburgh, que foram aplicados pelos pesquisadores tanto no início, quanto ao final do segundo e do terceiro períodos do curso, totalizando quatro inquéritos. Resultados: Observou-se um decréscimo do número de horas de sono por noite e um aumento da sonolência diurna durante o período de aulas, com intensificação do agravo nos questionários referentes ao final do semestre letivo. Conclusão: Os estudantes demonstraram pior qualidade e quantidade de sono quando comparado o início e o término dos semestres letivos.

2015 개정 교육과정의 「과학탐구실험」이 고등학생의 과학 및 일반 핵심역량에 미치는 효과: 교수학습 방법을 중심으로

This study investigated the effect of 「Science Inquiry Experiment」 of 2015 Revised National Curriculum towards high school students’ science and general core competencies. To discern its own effect from that of 「Integrated Science」, researchers focused on the teaching &amp; learning methods within the classes. We utilized pre- and post-test design between the end of 1st and 2nd semesters. Research data were from 489 high school 1st grader students from 5 regions of South Korea, using questionnaires about 5 science and 6 general core competencies. As a result, all the 5 science core competencies and total science competency score were increased significantly, but only 2 general core competencies were increased significantly and total general core competency score did not. In the regression analysis, among teaching &amp; learning methods ‘hands-on’ and ‘others’ showed significant positive effect on science and general core competencies. And significant negative effect were shown in ‘non-lab activity’ for science core competency, and ‘minds-on’ for science and general core competencies. It is probably because those teaching &amp; learning methods were different in the extent of guiding students to actively engage in the classes. Thus, the subject can foster students’ core competencies when introducing enough hands-on sessions. Referring to the teacher survey, researchers suggested that the subjectivity of science teachers should be emphasized and supported to help their practice in the 「Science Inquiry Experiment」classes. And ultimately, to help students foster core competencies which are required in the future society, hands-on experiment centered science subject should remain in the next national curriculums.

Diagnóstico do desperdício alimentar num restaurante universitário: O Caso do refeitório da ESALQ-USP Brasil

According to the FAO about 30% of the annual food production is lost or wasted along agri-food chains. Food service wastes between 9 and 20% of this volume. Universities dining halls serve thousands of meals daily and have losses and wastage due to poor management, dining hall environment and patrons’ behaviour. Using a mix methods approach this preliminary study aims to understand what are the main determinants of waste as well as the patrons’ attitudes to and perception of waste. The questionnaires applied to users allow us to conclude that patron values attitudes to waste, food quality and quantity served are main determinants factors of waste. It was also possible to establish that the end of the year semesters and menus based on animal protein led to high levels of food waste at ESALQ dining halls.

Challenges and implementation of the German maternity protection act for female medical students in macroscopic anatomical education.

Background: Recent decades have seen controversial discussions on the validity of dissection courses in medical education, with alternative programs tested for various reasons. On April 1, 2015 the classification of formaldehyde as a hazardous substance was upgraded by the EU, leding to some universities precluding the participation of pregnant and breastfeeding students in dissection course. However, the revision to the Maternity Protection Act, implemented in Germany on January 1, 2018, now protects student mothers from being disadvantaged in their studies as a consequence of their pregnancy or breastfeeding. Therefore, universities must offer alternatives to dissection courses using formaldehyde to these female students.Project description: As an alternative to regular dissection courses, which use the abovementioned chemical, the Centre for Anatomy at Charité has opted for developing dedicated courses for student mothers. These new courses use plastinated prosection material instead of formalin-treated cadavers of body donors. As the core of the anatomical education takes place during the third and fourth semester in the current curriculum of human medicine at Charité the alternative courses are limited to those two semesters. Additionally, alternative exams at the end of both semesters had to be developed. The alternative courses were designed to offer pregnant and breastfeeding students a study program as close as possible to the one in which their peers learn human anatomy.Results: For the new courses, plastinates had to be produced and further specimens are still needed. Additionally required sets of bones, models and radiological images were readily available at the Centre for Anatomy. The planning and conceptualization of the courses took half a year of intense preparation. The courses for the third and fourth semester were first running during summer semester 2017. There is a clear demand for courses among pregnant and breastfeeding students. At least 5 student participants per course were registered, corresponding to every fortieth female student in their semester cohorts. The highest number of student participants was 13 in one course so far. The performances of the participants in the anatomical examinations were matching that of students attending the regular courses.Discussion: The alternative macroscopic anatomy courses enable the implementation of the revised Maternity Protection Act. The targeted student group is highly satisfied with the offered alternative courses. Considering the number of participants and their examination performance so far, the Centre for Anatomy regards the efforts involved in planning and implementing the courses as justified. The courses allow pregnant and breastfeeding students to address the same anatomical themes at the same time as their fellow students. However, due to restricted flexibility of plastinates and because students cannot prepare specific anatomical structures independently the scope of topographic learning is limited. That being said, well-produced plastinates can display anatomical structures which often cannot be dissected in regular courses. The alternative macroscopic anatomy courses using plastinates constitute suitable alternatives to the regular dissection courses with formalin-treated cadavers for pregnant and breastfeeding students.

PND47 ANNUAL PRESCRIPTION STIMULANT FILL TRENDS: AN ANALYSIS OF 17 STATES UTILIZING MEDICAID CLAIMS DATA

The objectives of the study were 1) to determine trends of prescription stimulant use over the course of a calendar year, 2) to identify geographic variation in patterns of prescription stimulant use, and 3) to identify the social determinants of health that predict trends in prescription stimulant fills. This study employed a retrospective analysis utilizing 2014 Medicaid claims data from 17 states (CA, GA, IA, ID, LA, MI, MN, MO, MS, NJ, PA, SD, TN, UT, VT, WV, WY). Prescription stimulant fills were identified using NDC codes, and weekly trends were analyzed over the 2014 calendar year at the county level. Known social determinants of health were mapped onto the fill trends to identify predictors of stimulant use. A total of 29,856,293 eligible Medicaid recipients were included in the study. A total of 5,631,234 prescription stimulants were filled in 2014 within the 17 states by 747,366 individuals (2.50% of total eligible population). The highest prevalence of use was observed in Louisiana (5.93%) and the lowest prevalence was observed in California (0.75%). The maximum number of fills was observed in Pennsylvania (866,927 total fills) and the minimum was observed in Wyoming (25,463 total fills). The maximum number of total fills was observed during week 49 (December 1st – 7th) and the minimum was observed during week 27 (June 30th – July 6th). The overall trends demonstrated peaks during the beginning and end of academic semesters while fills decreased during academic holidays and summer weeks. Further analyses are still being conducted. The weekly trends of prescription stimulant use are in line with expected academic motivations of use. The results present a concern for misuse opportunity due to the high number of fills during certain periods. Further research should be conducted to determine misuse liability.

The impact of group cohesion on key success measures in higher education

ABSTRACTHigher education institutions (HEIs) are increasingly being measured using key performance indicators (KPIs) such as student retention, success, achievement and attendance. There is a dearth of research focusing on group dynamics within classroom settings, with very little focusing on cohesion. There is, however, evidence, in organisational and sports settings, that cohesion can have a positive impact upon performance and adherence to group activities. More cohesive classes may therefore result in improved performance in higher education (HE) . This study aimed to examine whether group cohesion was related to markers of student success in higher education (HE) classes in three English colleges. Participants were 107 first-year sports students who completed the Perceived Cohesion Scale for Small Groups (PCS) at the end of semesters one and two. Responses were correlated with student attendance, success, achievement and retention. Results indicated that attendance was positively correlated with cohesion (r = 0.4, p = 0.01), but no other relationships emerged. The effect sizes were higher in semester two than in semester one, which suggests that cohesion may develop over time in student groups. The findings indicate that cohesion may be important to enhance attendance at colleges and that building cohesion should be a priority for classroom managers.

Detecting and understanding urban changes through decomposing the numbers of visitors\u2019 arrivals using human mobility data

In recent years, mobility data from smart cards, mobile phones and sensors have become increasingly available. However, they often lack some of the key information including the purposes of trips for each individual user. Information on trip purposes is crucial for projecting the future travel patterns as well as understanding the characteristics of each area of a city and how it is changing. This paper proposes a method called EAT-CD (Extraction of Activity Types and Change Detection). It estimates the volume of passengers by activity types (e.g. commuting, leisure) using non-negative matrix factorization and detects changes in the number of visitors for each activity (e.g. increase in shopping trips triggered by the development of a new commercial facility). Validity of EAT-CD is tested through empirical analysis using smart card data of public transportation in Western Japan. The results showed that EAT-CD is effective in deriving activity patterns, which showed strong correlation with travel survey data. The results also confirmed that EAT-CD detects changes in travel patterns (e.g. start and end of semesters) and land uses (e.g. establishment of new facilities).