Preparation For Final Examinations Research Articles

Conceptual Understanding Of Mathematics Lesson With Classical Guidance Tutorial As A Final Examination Preparation On Grade 6 Lentera Harapan Elementary School- Tomohon

The research aim is to know how is the conceptual understanding of mathematics lesson with classical guidance tutorial as a final examination preparation on grade 6 Lentera Harapan Elementary School- Tomohon. The research was done by descriptive methods, with two (2) classes of Grade 6 students Lentera Harapan Elementary School- Tomohon. Data was collected through interviews and tests. Data analysis by using percentage of 40% students can get 6.5 KKM score (a minimum completeness criteria). This researches shows that in general student conceptual understanding of mathematics lesson is not satisfying. This is visible from 40% students of Grade 6 can understood the mathematics concept and 60% still struggling with the concept. The researcher discovered that there were misconception on fraction and memorizing on the units of length, time, weight and temperature and how to convert it on difference unit. Key words: Understanding, concept, mathematics

The Two-Stage Examination: Assessment for Collaborative Learning

The work presented in this paper is related to the use of the two-stage examination assessment to promote collaborative learning that has an impact on students’ engagement, learning and performance. It is an initiative to support Student Success project at Kent University. The project aims to reduce the attainment gap of various cohorts of students and enhance their academic performance. This paper presents the analysis and results obtained by applying the 2-stage examination assessment in a second-year undergraduate computer science module entitled Software Engineering Process. The 2-stage examination used in this study has proven that effective learning can take place when students work collaboratively. The data used for the analysis is students’ overall performance in the module and also the data collected by distributing a questionnaire to students at the end of the academic term in addition to online-survey conducted during the final exam preparation period. Students’ performance of the targeted module has been recorded, analysed and contrasted with the previous year cohort. In addition, students’ feedback related to their learning experience is recorded and anlaysed. As per the students’ performance, questionnaire and survey analysis results, one can consider that the 2-stage examination is a unique assessment, beneficial and very useful for final examination preparation.

Online test design for computer-based final examination preparation

The objective of this research is to describe the way to design an online test for computer-based final examination preparation for Junior High School Students using Schoology application. The method used in this research is research and development. First, the researcher analyzed graduation competence standards for the 2017 and 2018 National Examinations, English basic competences in 2013 Curriculum, test indicators of 2017 and 2018 National Examinations, and 2017 and 2018 paper-based National Examinations. The result of the analysis was used to determine the skills, the basic competences, and the test indicators for the test blue print of the online test. Based on the test blue prints, the researcher developed the online test in Ms-Words. The developed test instrument was consulted with the researcher’s consultants to get the external validity. After the external validity was obtained, the test was uploaded in the Schoology application. The online test in the Schoology was put into a try out to students of Grade IX G and H of SMPN 1 Pengasih. The student’s scores in the test try out were analyzed using SPSS Product Moment. The result showed that the students’ scores in the test try out coincided with their scores in their end-semester test. This proved that the test is effective to be used. The test items which were not valid were revised through English teacher group discussion in SMPN 1 Pengasih. After being revised, the online test was ready to be used.

CONCEPTUAL UNDERSTANDING OF MATHEMATICS LESSON WITH CLASSICAL GUIDANCE TUTORIAL AS A FINAL EXAMINATION PREPARATION ON GRADE 6 LENTERA HARAPAN ELEMENTARY SCHOOL- TOMOHON

The research aim is to know how is the conceptual understanding of mathematics lesson with classical guidance tutorial as a final examination preparation on grade 6 Lentera Harapan Elementary School- Tomohon. The research was done by descriptive methods, with two (2) classes of Grade 6 students Lentera Harapan Elementary School- Tomohon. Data was collected through interviews and tests. Data analysis by using percentage of 40% students can get 6.5 KKM score (a minimum completeness criteria). This researches shows that in general student conceptual understanding of mathematics lesson is not satisfying. This is visible from 40% students of Grade 6 can understood the mathematics concept and 60% still struggling with the concept. The researcher discovered that there were misconception on fraction and memorizing on the units of length, time, weight and temperature and how to convert it on difference unit.

Poor night’s sleep predicts following day’s salivary alpha-amylase under high but not low stress

Although sleep is linked to physiological stress systems like the autonomic nervous system (ANS), research is still limited regarding night-and-day interactions between nocturnal sleep characteristics, stress, and diurnal parameters of salivary alpha-amylase (sAA) as a surrogate marker of ANS activity. Fifty healthy university students rated their chronic stress burden and completed two five-day periods of ecological momentary assessment – under everyday conditions of both low stress (beginning of semester) and high stress (final examination preparation). Participants collected saliva six times daily and reported on the previous night’s sleep (quality, latency, duration, disturbances) immediately after awakening. Additionally, a sub-sample wore actigraphs recording ‘time in bed’. In contrast to previous assumptions, poor sleep predicted lower sAA awakening values, more decreased awakening responses, and steeper diurnal slopes the following day only under high stress, but not under low stress. Diurnal sAA parameters did not predict the following night’s sleep characteristics. The sAA profile does not seem to be sensitive to everyday occurring sleep variations, but rather seems to be an indicator of more prolonged stress induced ANS dysregulation.

Representation of social determinants of health in German medical education: protocol of a content analysis study

IntroductionAction on the social determinants of health has been key for improving health and prolonging life in the past, and remains so today. Against this background, WHO’s Commission on Social...

Evaluating #VetFinals: Can Twitter help students prepare for final examinations?

Twitter is increasingly used in education. In this article, Twitter was evaluated for its potential to aid veterinary students in their preparation for final examinations. “#VetFinals” revision sessions were facilitated by experts on a variety of topics. The initiative was evaluated through consideration of potential participants, session content and student experiences. In analysis of nine sessions, 52 students participated from eight veterinary schools. During a session, the facilitator tweeted 66 times on average, primarily asking a general question. Students on average tweeted 84 times, mostly in response to facilitators. They also asked novel questions and responded to fellow students. Focus groups and interviews with 11 students suggested that: sessions are useful for preparation/self-testing to succeed in exams; the facilitator and session style impact on learning; the sessions feel like personalized learning; there are elements of safety and exposure leading to some fear of tweeting; peer-learning promotes competition; a community of learners was formed; Twitter has become a part of normal professional life. Whilst not all students will take part in this type of social media use, many found it beneficial. The importance of the facilitator suggests the need for faculty development.

Physical activity buffers fatigue only under low chronic stress

Fatigue is one of the most commonly reported complaints in the general population. As physical activity (PA) has been shown to have beneficial effects, we hypothesized that everyday life PA improves fatigue. Thirty-three healthy students (21 women, 22.8 ± 3.3 years, 21.7 ± 2.3 kg/m2) completed two ambulatory assessment periods. During five days at the beginning of the semester (control condition) and five days during final examination preparation (examination condition), participants repeatedly reported on general fatigue (awakening, 10 am, 2 pm, 6 pm and 9 pm) by means of an electronic diary, collected saliva samples for the assessment of cortisol and α-amylase immediately after providing information on fatigue and wore a triaxial accelerometer to continuously record PA. Self-perceived chronic stress was assessed as a moderator. Using hierarchical linear modeling, including PA, condition (control vs. examination), sex and chronic stress as predictors, PA level during the 15 min prior to data entry did not predict momentary fatigue level. Furthermore, there was no effect of condition. However, a significant cross-level interaction of perceived chronic stress with PA was observed. In fact, the (negative) relationship between PA and fatigue was stronger in those participants with less chronic stress. Neither cortisol nor α-amylase was significantly related to physical activity or fatigue. Our study showed an immediate short-term buffering effect of everyday life PA on general fatigue, but only when experiencing lower chronic stress. There seems to be no short-term benefit of PA in the face of higher chronic stress. These findings highlight the importance of considering chronic stress when evaluating the effectiveness of PA interventions in different target populations, in particular among chronically stressed and fatigued subjects.

Changes in teaching delivery by foundation doctors.

Contributing to the education of students as a junior doctor, with a busy rota, in an ever-evolving health care system can be challenging. A 4-month timetable was organised to fit in with both the commitments of 60 foundation doctors and 120 final-year medical students. Using the already established online undergraduate timetable system, foundation doctors created regular sign-up teaching sessions for students to attend. Foundation doctors had their teaching assessed by senior colleagues, enabling work-based assessments to be completed and mapped to their curriculum. Feedback from both students and foundation doctors was collected using free-text answers and scale ratings. A total of 49 foundation doctors and 70 medical students were involved in the pilot teaching scheme. Using thematic analysis from the feedback, 76 per cent of foundation doctors reported an increased confidence in delivering teaching. In relation to the students, 75 per cent attended regular teaching sessions, 80 per cent found the teaching sessions relevant to their learning and preparation for final examinations, and 97 per cent would recommend this scheme to the next cohort of students. Teaching hospitals should encourage regular undergraduate teaching led by foundation trainees. Incorporating a flexible timetable and ensuring teacher availability can allow the delivery of high-quality teaching that is not only beneficial for the student but also for junior doctors keen to enhance their teaching ability. By being involved in regular teaching, junior doctors are able to build the skills, attitudes and practices of being competent clinical teachers, thereby preparing them to become the educators and trainers of the future.

The ATLAS project: The effects of a constructionist digital laboratory project on undergraduate laboratory performance

Anatomical education is a dynamic field where developments in the implementation of constructive, situated-learning show promise in improving student achievement. The purpose of this study was to examine the effectiveness of an individualized, technology heavy project in promoting student performance in a combined anatomy and physiology laboratory course. Mixed-methods research was used to compare two cohorts of anatomy laboratories separated by the adoption of a new laboratory atlas project, which were defined as preceding (PRE) and following the adoption of the Anatomical Teaching and Learning Assessment Study (ATLAS; POST). The ATLAS project required the creation of a student-generated, photographic atlas via acquisition of specimen images taken with tablet technology and digital microscope cameras throughout the semester. Images were transferred to laptops, digitally labeled and photo edited weekly, and compiled into a digital book using Internet publishing freeware for final project submission. An analysis of covariance confirmed that student final examination scores were improved (P < 0.05) following the implementation of the laboratory atlas project (PRE, n = 75; POST, n = 90; means ± SE; 74.9 ± 0.9 versus 78.1 ± 0.8, respectively) after controlling for cumulative student grade point average. Analysis of questionnaires collected (n = 68) from the post group suggested students identified with atlas objectives, appreciated the comprehensive value in final examination preparation, and the constructionism involved, but recommended alterations in assignment logistics and the format of the final version. Constructionist, comprehensive term-projects utilizing student-preferred technologies could be used to improve performance toward student learning outcomes.

Evaluating an evidence-based approach to learning physical examination

Learning physical examination is an essential facet of undergraduate medical education and how doctors examine a patient is often influenced more by tradition than by evidence, depending in large part on the medical education and clinical experience of the teacher. We advocate that undergraduate medical students should learn physical examination in order to reflect on the evidence base. Encouraging and teaching students to scrutinise the best available evidence is an important element of medical education. In addition to the best evidence, good doctors also use individual clinical expertise. We already know that many hours of practice are necessary to become an expert. The student who is well prepared for physical examination assessment will have seen, experienced and learned more medicine through practice on a high volume of cases. Furthermore, it has been shown that deliberate practice of a task is a far better method of acquiring expertise than simple unstructured practice. With this in mind we conceived the Physical Examination Audit Tool (PEAT). This is a checklist of the stages of an ‘ideal’ physical examination, which is written up by each student using the best available evidence and used to audit performance. This has the manifold benefits of empowering students to learn, promoting a deeper (evidence-based) understanding of the physical examination and facilitating structured practice. We conducted a qualitative study of final-year medical students at Bristol University who adopted this method in their preparation for final examinations. Data were collected using interviews and questionnaires, and analysed using grounded theory. Full ethical approval was granted and each participant gave fully informed consent. The PEAT was introduced to a population of 16 students during a tutorial in week 1 of an 8-week attachment and an evidence-based clinical skills textbook was recommended as a starting point for reviewing evidence. Each student was allocated a junior doctor mentor to help with problems encountered while writing his or her own PEAT. Each student was encouraged to practise physical examination on as many patients as possible, each time using the PEAT to make note of procedures forgotten or performed incorrectly. Data analysis identified two core shared themes. Firstly, it was agreed by 75% of PEAT users that PEAT encouraged them to bring evidence-based enquiry into their examination technique. Secondly, all candidates who used PEAT made comments relating to a theme of ‘improved technique’: 50% of candidates commented that it helped to identify areas frequently missed in the examination and one candidate commented that it helped him become ‘more thorough, efficient and structured’. Of note, no respondents highlighted the same areas in which their practice changed, which implies that this approach is well tailored to individual student needs. In conclusion, this method empowers the student to scrutinise accepted checklists, promotes self-directed, structured practice and highlights areas of weakness through the self-audit of performance.

Near-peer videos for physical examination instruction

element of medical education. Why the idea was necessary In addition to the best evidence, good doctors also use individual clinical expertise. We already know that many hours of practice are necessary to become an expert. The student who is well prepared for physical examination assessment will have seen, experienced and learned more medicine through practice on a high volume of cases. Furthermore, it has been shown that deliberate practice of a task is a far better method of acquiring expertise than simple unstructured practice. What was done With this in mind we conceived the Physical Examination Audit Tool (PEAT). This is a checklist of the stages of an ‘ideal’ physical examination, which is written up by each student using the best available evidence and used to audit performance. This has the manifold benefits of empowering students to learn, promoting a deeper (evidencebased) understanding of the physical examination and facilitating structured practice. Evaluation of results and impact We conducted a qualitative study of final-year medical students at Bristol University who adopted this method in their preparation for final examinations. Data were collected using interviews and questionnaires, and analysed using grounded theory. Full ethical approval was granted and each participant gave fully informed consent. The PEAT was introduced to a population of 16 students during a tutorial in week 1 of an 8-week attachment and an evidence-based clinical skills textbook was recommended as a starting point for reviewing evidence. Each student was allocated a junior doctor mentor to help with problems encountered while writing his or her own PEAT. Each student was encouraged to practise physical examination on as many patients as possible, each time using the PEAT to make note of procedures forgotten or performed incorrectly. Data analysis identified two core shared themes. Firstly, it was agreed by 75% of PEAT users that PEAT encouraged them to bring evidence-based enquiry into their examination technique. Secondly, all candidates who used PEAT made comments relating to a theme of ‘improved technique’: 50% of candidates commented that it helped to identify areas frequently missed in the examination and one candidate commented that it helped him become ‘more thorough, efficient and structured’. Of note, no respondents highlighted the same areas in which their practice changed, which implies that this approach is well tailored to individual student needs. In conclusion, this method empowers the student to scrutinise accepted checklists, promotes self-directed, structured practice and highlights areas of weakness through the self-audit of performance.

Effect of examination stress on the alteration of blood pressure in young normotensives

It is known that stress alters mental status and biological processes. Acute mental stress due to stressful interviews increases blood pressure. To assess the effect of chronic stress due to preparation of examination on cardiovascular function. The blood pressure of young normotensive medical students (n=55) was measured using a mercury sphygmomanometer during a casual (less stressful) period and during the period of preparation for final examinations. Data were analysed by Student's t-test. In the period of preparation for final examinations a significant rise in diastolic and mean blood pressure took place in both sexes (P<0.05). The aforesaid result may be due to the vestibulo-sympathetic reflex elicited by head down and neck flexed posture (the conventional position of study) for a prolonged time.