Graduation Examination Research Articles

On Effort and Achievement of Business Undergraduate and Graduate Students under a Disastrous Event

<p class="apa">The 2011 tornado event in Alabama left college students with a choice to be exempt of their final examinations or participate in an attempt to improve their overall grades. This incident provided an opportunity to conduct an observational study with the goal of measuring the academic effort of business undergraduate and graduate students. The observation methodology utilized total enrollment of 3804 with an undergraduate enrollment of 3298 and a graduate enrollment of 506 for the spring term of 2011 which included 969 undergraduates and 276 graduates. A stratified random sampling was used to collect enrollment data according to 8 disciplines within the business college. Findings of this study suggest graduate students outperform undergraduate students in grade improvement. In fact, the eligibility rate and successful rate for obtaining a higher grade after taking a final examination for both undergraduates and graduates were statistically insignificant. However, the participation rate for taking the final examination between undergraduates and graduates was statistically different.</p>

Об одной методике итоговой оценки студентов бакалавриата

This paper proposes methods to increase the objectivity of assessment of graduation examination and the graduation qualifying work of bachelor, realized by using a special information system developed by author as an application of the system “1C: Enterprise”.

The effects of a novel standardized training program on satisfaction and training quality of general practitioners

Objective To investigate the effects of a novel standardized training program on the satisfaction and training quality of general practitioners (GPs). Methods 114 GPs trained in Wuxi People's Hospital between 2009 and 2013 were included, 52 GPs and 62 GPs were trained before and after the reform respectively. The measures of teaching reform included improvements in curriculum provision, theory teaching, learning modality and skills training. The evaluation indexes of satisfaction questionnaire and examination were confirmed by literature method and small-group discussion. Self-report satisfaction ques-tionnaire were distributed to graduate GPs and valid questionnaires were collected, while the results of entrance examination and graduation examination of GPs were recorded before and after the teaching reform. The research data were analyzed by chi-square test using SPSS 16.0 software. Results The basic characteristics of GPs and results of entrance examination before and after the teaching reform were comparable (P> 0.05), however, GPs' satisfaction with curriculum, theoretical education, study form and skill training were increased significantly after teaching reform (P<0.05). Besides that, the results of graduation examination of GPs after the teaching reform, both the theory and skill examination, were improved significantly (P<0.05). Conclusion The study showed that GPs satisfaction with training modality and the results of graduation examination were improved greatly through our innovative teaching reform. Key words: General practitioner; Standardized training; Teaching reform; Training quality

ACADEMIC ACHIEVEMENT AND ITS ASSOCIATED FACTORS AMONG THE FIRST AND SECOND YEAR MEDICAL STUDENTS OF THE COURSE 2012-2018 AT HUE UNIVERSITY OF MEDICINE AND PHARMACY

Objectives: To investigate the 1st and 2nd year academic achievement (AA) and its associated factors among the first and second years medical students of the course 2012-2018 at Hue University of Medicine and Pharmacy (Hue UMP). Methods: Using a cross-sectional study. Four hundred and eighty students were interviewed using the self-developed questionnaire to track the students’ 1st and 2nd year AA, demographics, daily time use for learning and activities, and their appraisal about the curriculum. Data were analysized using STATA 10.0 and applying multiple linear regression analysis. Results: The mean of students’ GPA of the 1st year (6.95±0.90) was statistically higher than that of the 2nd year (6.83±0.92). The mean of activity achievement of the 1st year (81.40±4.10) was significantly lower than that of the 2nd year (83.96±4.13). Factors associated with 1st year AA included gender, 1st year activity achievement, National examination score upon admission into Hue UMP, National high school graduation examination result, self-study time, disappointment from the 1st year and disorientation after the 1st year. Factors associated with the 2nd year AA were age, 1st year AA, 2nd year activity achievement, time spent for non-academic internet use, time spent for participating in classroom management. Conclusion: Further consultation for students on learning methods and effective strategies for coping withadverse learning environment should be extended to improve students’ academic achievement. Lecturers should be more mindful of subject content and teaching methods to optimizeincrease students’ academic achievement. Key words: academic achievement, associated factors, medical students.

Plans for Integrating Health Care Personnel between the Two Koreas

In preparing for the unification of North and South Korea, rather than unilaterally over-writing the Norths human resource training system with the Souths health care human resource development system, it is important to understand the Norths system and its ecology and to achieve a balance by seeking out aspects of each of the systems that could be consolidated with each other. The training period in both the North and Souths health care human resource development systems is specified to be 6 years, but there is no system for internships or residencies in the North. South Korea introduced a 6-year system for pharmacist education in 2009, but North Korea has been using such a system since the 1970s (currently 5.5 years). In North Korea, training of health care personnel is conducted at various levels: at universities, at vocational schools, and at institutes for training health officials. Various types of training (daytime training, online, and ad hoc programs) are carried out. Also of interest is the Norths licensure examination system. Rather than a state examination system as in South Korea, the North favors a graduation exam given by a national graduation examination committee composed of university professors, which awards both graduation certificates and permits, that is, licenses for doctors and pharmacists. In working out a plan for the integration of the two Koreas’ systems based on the study and analysis of the Norths educational and testing system for doctors and pharmacists, this paper does not place exclusive focus on the distinctions between the systems or cling to negative views. Rather than claim that unification/integration is a practical impossibility, the paper focuses on the similarities between the two systems and maximizes them to uncover an approach for arriving at solutions. It is hoped that the practical data offered in this paper can contribute to the design of a forward-minded unification/integration model.

Task Analysis as a Resource for Strengthening Health Systems.

Task analysis is a descriptive study methodology that has wide application in the health professions. Task analysis is particularly useful in assessment and definition of the knowledge, skills, and behaviors that define the scope of practice of a health profession or occupation. Jhpiego, a US-based nongovernmental organization, has adapted traditional task analysis methods in several countries in assessment of workforce education and practice issues. Four case studies are presented to describe the utility and adaptability of the task analysis approach. Traditional task analysis field survey methods were used in assessment of the general and maternal-child health nursing workforce in Mozambique that led to curriculum redesign, reducing the number of education pathways from 4 to 2. The process of health system strengthening in Liberia, following a long history of civil war conflict, included a traditional task analysis study conducted among 119 registered nurses and 46 certified midwives who had graduated in the last 6 months to 2 years to determine gaps in education and preparation. An innovative approach for data collection that involves "playing cards" to document participant opinions (Task Master, Mining for Data) was developed by Jhpiego for application in other countries. Results of a task analysis involving 54 nurses and 100 nurse-midwives conducted in Lesotho were used to verify the newly drafted scope and standards of practice for nurses and to inform planning for a competency-based preservice curriculum for nursing. The Nursing and Midwifery Council developed a 100-question licensing examination for new graduates following a task analysis in Botswana. The task analysis process in each country resulted in recommendations that were action oriented and were implemented by the country governments. For maximal utility and ongoing impact, a task analysis study should be repeated on a periodic basis and more frequently in countries undergoing rapid change in development of workforce policy.

Attitudes of Academic Staff and Students towards the Objective Structured Clinical Examination (OSCE) in Obstetrics and Gynaecology

Introduction: The Department of Obstetrics and Gynaecology first implemented the Objective Structured Clinical Examination (OSCE) in the final examinations in 2003 academic year to replace the long case and oral examination on short cases and to evaluate the attitude of staff and medical students towards OSCE as a method of clinical assessment. Methods: Three main groups were evaluated: 1) 96 medical students at their final examination in Obstetrics and Gynaecology and were assessed with OSCE; 2) 30 Kuwait trained doctors who were assessed with OSCE during their undergraduate training; 3) academic staff made up internal faculty staff (12) and external examiners. Results: Perception of examination was highly positive among the students: Quality of instruction and organization (96%), transparency of the process (96%), method of assessing clinical skills (90%), patients’ care (89%), assessment of knowledge (84%) and communication skills (84%). Significantly, more of the trainee doctors that had OSCE during their training (92%) had positive perception of OSCE than those trainees (65%) that did not (P P = 0.85), citing less examiner fatigue and more enjoyable for examiners and students. Conclusion: OSCE may be a more appropriate choice for graduation examinations of compared to the conventional clinical examination. It is expensive in terms of manpower requirement. There should be continuing research to reduce stress to students and examiners.

India's foreign medical graduates: an opportunity to correct India's physician shortage.

India's current estimated doctor-population ratio of 1:1700 against targeted ratio of 1: 1000 shows a clear shortage. A mismatch in number of medical aspirants and available seats, intense competition and unaffordable costs of medical education prompt many Indian students to pursue training opportunities abroad. Many later return to India, and these foreign medical graduates (FMGs) must pass a qualification test which is a required to practice medicine in India. This review undertakes a situational analysis of FMGs in India and suggests a roadmap to better utilize this resource pool of physicians. A thorough literature search was carried out using Google Scholar, PubMed and websites of the Central Board of Secondary Education and Medical Council of India. Foreign Medical Graduate Examination (FMGE) data was obtained from India's National Board of Examinations. From 2002 to 2014, growth was seen in the number of FMGs who took the FMGE, with more having trained in China than any other country. However, typically only 25% of FMGs pass the FMGE. In 2013, 9,700 FMGs were unable to pass the FMGE to enter practice in India. At least 7,500 FMG physicians are unable to become licensed each year for failure to pass the FMGE, including those who retake and again fail the exam. There are possible solutions. Additional training and hands-on apprenticeships can be introduced to help FMGs build their skills to then be able to pass the FMGE. FMGs can now learn by participating as observers in the established programs. Opportunities also exist for FMGs to work outside of clinical care, including in research, hospital administration and public health. As of now, FMGs are an untapped resource and lost opportunity to a country with shortages of physicians.

Reform clinical skill training model to improve performance of objective structured clinical examination

Objective To improve the mode of clinical medicine postgraduates for specialty degree by OSCE. Methods Clinical medicine postgraduates for specialty degree of Grade 2010 and 2011 were enrolled as research objects. The OSCE scores of the students of Grade 2010 were analyzed and the problems in clinical skills training were summarized. In the last year of clinical training for the clinical medical students of Grade 2011, the reform of clinical skills training was implemented with such improvement measures as publishing last year achievement, analyzing OSCE assessment, strength-ening the supervision of the department of clinical skill training, strengthening the examination as-sessment efforts and organizing collective training. And finally the OSCE scores of the students of Grade 2011 were compared with the scores of the students of Grade 2010. SPSS 19.0 was used to analyze the OSCE scores. Quantitative data were expressed as ±s. T test and Chi-squared test were em-ployed to do statistical analysis, with the inspection level of α=0.05. Result The graduate exami-nation OSCE scores of clinical medicine professional master's degree postgraduates of Grade 2010 display that the failure rate of SP, Physical, Surgical Operation, CPR and Case analysis are more than 5%. After the improvement of clinical skill training, using independent samples t test and chi square test, and contrasting grade 2010, the failure rate of the OSCE score of Grade 2011 in physical examination, surgical operation, site emergency station, CPR station, and case analysis station is significantly improved (P<0.05). Conclusions Improving the mode of clinical skill training by OSCE and performance analysis can effectively enhance clinical competence. Key words: Objective structured clinical examination; Clinical skill evaluation; Graduation examination

Impeded Attainment? The Role of State Exit Examination-Alternative Route Policy Combinations

Background To allay public concerns that state graduation examination mandates might unfairly hinder some students’ educational attainment prospects, most states with exit exam requirements offer alternative routes to earning a regular high school diploma. In spite of poor public documentation of alternative route usage rates, some exit exam states’ alternative credentialing policies have been linked to their relatively high reported graduation rates. However, there is little empirical evidence that these alternative route policies blunt the reported negative effects of exit exam requirements on diploma attainment in the general student population. Purpose We investigate the consequences of several distinct state exit exam-alternative route graduation policy combinations on the subsequent educational attainment of tenth graders in the graduating class of 2004. Research Design Data for our study are drawn from the cohort of U.S. tenth graders (N = 13,636) sampled by the Education Longitudinal Study of 2002–2006. We use logistic regression models to estimate the relationships between state exam difficulty-alternative route policy combinations and two educational attainment outcomes: high school diploma acquisition and postsecondary school enrollment. Conclusions While we find no relationship between exit exam policies and students’ subsequent postsecondary school enrollment, we conclude that students subject to relatively difficult state exit exams are less likely to earn a regular high school diploma than those not subject to an exam requirement. Estimating our models in the subsample of English language learner students as a model plausibility check, we observe marginally significant, but sizable, negative effects of both minimum-competency and more-difficult exit exams on diploma attainment. Our results suggest that alternative route options neither eliminate, nor appreciably attenuate, more-difficult exit exams’ negative impact on diploma attainment in the general student population or among English language learners.

Exploration and practice of "325" graduated comprehensive examination model for nursing specialty

Objective To explore an effective applied assessment method for comprehensive quality of graduates. Methods Based on the added course 'Nursing Comprehensive Skills Training’ and centralized opening labs training before examination, we constructed 325 comprehensive examination model drawing lessons from national nurse qualification examination, clinical case examination and objective structuring clinical examination. Results The average score of comprehensive graduate examination for 77 nursing students was (83.92±5.18); the average score of two subjective nursing qualification examination was 101.03, and pass rate 96.13% at the first time. Conclusions This model is a good method to judge the training quality of applied graduates, but it consume money, human resource and material resource, so if the graduates are too much, it might restrict. Key words: Nursing; Education examination; 325graduated comprehensive exam; Plan evaluation

Student achievement in the university entrance examination and the effects of preparation classes – a case study of civil engineering students

Preliminary notes This paper presents the achievement in the university entrance examination of secondary school graduates who applied for matriculation in The Faculty of Architecture, Civil Engineering and Geodesy, course Civil Engineering, Banja Luka University, in June 2012. The applicant achievement in the mathematics and physics parts of the examination is analysed with regard to attendance in the preparation courses and academic achievement in secondary school. Based on the findings, the authors make certain conclusions and recommendations intended to help improve the quality of secondary education, especially the teaching of mathematics and physics, through syllabus modification. They also recommended making a comprehensive analysis of university student achievement relative to the type of secondary school completed, and holding thematic meetings with teachers in technical/vocational secondary schools, in order to point to the specific topics or units that students find exceptionally challenging to deal with in university.

In-House Monitoring over Student Competence Formation

The paper offers a special model of monitoring over dynamics of student competence formation that deals with the connection between the study performances of a student and/or a student group and the quantitative assessment of the student competence level being formed during the whole training period of the major educational program. The methodological approaches to the competence formation assessment in the Final Certifying Examination of graduates have been considered in many researches. However, the control over competence formation within a coursework, search for the tools effecting on a timely correction of teaching methods and techniques aiming at individualization of a competence-based portrait of a student also make an essential task of a higher education institution. Such a task can be solved on the base of the competence-oriented curriculum with the main component being a matrix of the competences to be formed and the subjects to be studied. The model of monitoring system over competence formation is founded on integration of the subject study performances (including their weighted contribution) into competence formation. The monitoring over a competence formation level is an integrated part of an education system and fulfills two main functions. The first one is a control function over provision of educational performances, i.e. dynamics of competence formation in the mastery of an educational program. The second one is a forecasting function for a qualification level after completion of the educational program. The model of the assessment of the competence formation level on the different stages of education allows to assess the performance both of a student and a student group, to build up an individual curriculum, to improve the efficiency of an employer-sponsored education.

Allodynia and osmophobia proposed in a "case approach textbook" for graduate examination of the seventeenth century.

Allodynia and osmophobia proposed in a "case approach textbook" for graduate examination of the seventeenth century.

Evaluation and certification of Foreign Medical Graduates: Roots, global practice, and methodology

Instituted by the Medical Council of India in 2002 through a duly vetted legal process, the Foreign Medical Graduates Examination conducted by the National Board of Examinations is a licensure exam, which aims to sift the charlatans from those who have acquired their medical degrees from another country, but are knowledgeable and skilled enough to bolster the country's physician workforce. Set up on the lines of similar screening exams held by countries across the world, the exam is an exercise in transparency, with a well-defined curriculum, which specifies the distribution and weightage of each subject, has no negative marking, and no limit on the number of attempts. Bereft of any competitive edge, the exam is extremely candidate-friendly, and yet, a positive step intent on preserving the piety and nobility of the medical profession.

Establishment and Practice of Rehabilitation Therapy Professional Graduation Examination Norms

Establishment and Practice of Rehabilitation Therapy Professional Graduation Examination Norms

Comparing the Impact of a High School Exit Examination on Science Teachers' Instructional Practices

The purpose of this study was to compare the impact of a high school exit examination with different consequences attached to the results on biology teachers' instructional practices in Mississippi and Tennessee. Self-reported survey data were obtained from a representative sample of teachers who taught the same content tested on their respective state's high-stakes graduation examination. An analysis showed that both groups used a balance of student-centered (e.g., critical-thinking activities) and teacher-centered practices (e.g., lectures) on average at least 2 to 4 days per week. At least 83% of participants indicated an interest in helping their students earn test scores required for graduation and improving graduation examination scores as factors that influenced their use of specific practices and tools. This study presents a detailed picture of which practices were used and factors influencing their use by biology teachers who prepare students for state-mandated examinations with different consequences attached to results.

Overseas doctors to face tougher GMC licensing exam

International medical graduates will have to pass a tougher licensing examination if they wish to practise medicine in the UK, the General Medical Council has announced. The GMC has accepted the recommendations of a panel that was established to review the Professional and Linguistic Assessment Board (PLAB) test.1 The test is a two part language and clinical competency examination for international medical graduates wishing to register with the GMC. The panel, led by Ian Cumming, chief executive of Health Education England, recommended that the test include a broader assessment of ethical values, perhaps by using a situational judgment test. It also said …

Results of the 2013 Non-RD Baccalaureate-DPD Graduate Dietetics Practice Audit

The 2013 Dietetics Non-RD Baccalaureate DPD Graduate Practice Audit was developed by the Audit Task Force of the Commission on Dietetic Registration. Task Force members: Kevin L. Sauer, PhD, RD, LD, chair; Rayane AbuSabha, PhD, RD; Cathy English PhD, RD, LDN; Caleb Frazier, RD, LD; Kathryn K. Hamilton, MA, RD, CSO, CDN; Kendra K. Kattelmann, PhD, RD, LN; Marie Y. Kamp, MBA, RD, LDN; Paula Kellogg Leibovitz, MS, RD, CDE, CD-N; Anne Kendall, PhD, RD, LDN; Rachel Kossover, MPH, RD; Jin Kuo, DTR; Stefanie Mittelbuscher, DTR; Elaine Fontenot Molaison, PhD, RD; Beatrice W. Phillips, EdD, RD, LD; Annalynn Skipper, PhD, RD, FADA; Abigail Sullivan, DTR; Cassi Sturtz. Research execution, analysis, and reporting were undertaken by Dick Rogers, senior vice president, Readex Research (Stillwater, MN). Address correspondence to: Commission on Dietetic Registration, 120 South Riverside Plaza, Suite 2000, Chicago, IL 60606-6995. The Non-RD Baccalaureate-DPD Graduate Practice Audit Task Force was appointed in 2012 to conduct a comprehensive audit to develop the examination content specifications for a new baccalaureate-level examination for graduates who had met Didactic Program in Dietetics (DPD) requirements. The Task Force also sought to describe the level and frequency of involvement and perceived risk associated with dietetics-related performance activities for employed DPD graduates. The 2013 Dietetics Non-RD Baccalaureate DPD Graduate Practice Audit was developed by the Audit Task Force of the Commission on Dietetic Registration. Task Force members: Kevin L. Sauer, PhD, RD, LD, chair; Rayane AbuSabha, PhD, RD; Cathy English PhD, RD, LDN; Caleb Frazier, RD, LD; Kathryn K. Hamilton, MA, RD, CSO, CDN; Kendra K. Kattelmann, PhD, RD, LN; Marie Y. Kamp, MBA, RD, LDN; Paula Kellogg Leibovitz, MS, RD, CDE, CD-N; Anne Kendall, PhD, RD, LDN; Rachel Kossover, MPH, RD; Jin Kuo, DTR; Stefanie Mittelbuscher, DTR; Elaine Fontenot Molaison, PhD, RD; Beatrice W. Phillips, EdD, RD, LD; Annalynn Skipper, PhD, RD, FADA; Abigail Sullivan, DTR; Cassi Sturtz. Research execution, analysis, and reporting were undertaken by Dick Rogers, senior vice president, Readex Research (Stillwater, MN). Address correspondence to: Commission on Dietetic Registration, 120 South Riverside Plaza, Suite 2000, Chicago, IL 60606-6995.

Sentimento de mulheres atendidas por graduandos de Medicina na realização do exame ginecológico em ambulatório de Ginecologia e Obstetrícia da Fundação Santa Casa de Misericórdia do Pará

Introduction: The classes are crucial for medical training. However, issues such as obstetrics and gynecology, physical examination is deeply intimate, dealing with areas of the human body which prevail prejudices and taboos. Objective: Evaluate the consent form from women assisted by undergraduate students of medicine at teaching hospital in the state of Para Reference.Method: The study will be conducted in the months from March to April 2013, with a sample of 110 women attended by undergraduate’s medicine in obstetrics and gynecology clinic of a teaching hospital.Results: The majority of women at study had clarifi cation on the gynecological examination to be performed (79%) and claim that consent was required for the exam (58%), which occurred without pain or discomfort (55%), and 66% of graduates went on to conduct the test in the presence of pain or discomfort. After performing the same 41% of women reported feeling ashamed and who did not receive clarifi cation revealed that they would feel better (48%) or indifferent (48%) if they received. 62% reported not being asked to participate in the graduate examination, however his conduct was considered adequate (64%), and seriously environment during the exam (65%). 55% of women report having knowledge of an academic teaching hospital.Conclusion: Most women got clarifi cation about the gynecological examination, especially by the physician preceptor, claim that consent was required for the exam, and was not questioned the participation of the student in the meantime.