Improvement Of Student Skills Research Articles

DESIGNING A VIRTUAL LABORATORY FOR DEVELOPING ISLAMIC JOURNALISM

Improvement of student skills can be pursued one of them with practicum activities. Journalism practicum can help students acquire the skills needed by the media industry, such as skills as journalists, editors and layouters. However, from its inception the UINSU KPI Study Program never had a laboratory, especially for online journalism courses. Therefore, the aim of this research is to design a virtual laboratory in the form of a news portal and online magazine as a practicum facility for KPI UINSU students. This research method is Research and Development which starts from problem identification to the manufacture of the final product in the form of news portals and online magazines. The results showed that the design of this virtual laboratory was feasible according to experts and received a positive response from students where most of the students stated that this virtual laboratory helped them to practice journalism needed in the media industry.

The Impact of Freedom to Learn in Kampus Merdeka at Karyadarma University Kupang, East Nusa Tenggara

The purpose of this research is to describe the impact of freedom to learnon Kampus Merdekaat Karyadarma University, Kupang, East Nusa Tenggara, Indonesia. This research was carried out with the Survey Method. The subject of this research is the entire academic community of Karyadarma University Kupang which consists of Lecturers, Education Personnel and Students. The data collection techniques and instruments used in this research are survey techniques using online questionnaires developed by the Spada Dikti Team. The data obtained were analyzed using descriptive analysis techniquesand regresianalysis. The result showed that the impact of freedom to learnon Kampus Merdekaat Karyadarma University Kupang is reflected through the implementation of the learning process, improvement of student soft and hard skills, improvement of student skills and capacity building of lecturers and education staff. The correlation of knowledge about freedom to learnin Kampus Merdekawith an increase in student soft and hard skills and an increase in student skills is in the weak category, while the correlation of knowledge about freedom to learnin Kampus Merdekawith an increase in lecturer capacity is in the high category

Low-Cost Haptic Force Needle Insertion Simulator With Advanced Personalized Learning System

Although needle insertion remains a crucial part of medicine practice, there still exists a gap between theoretical knowledge and real-world practice with live patients. To help bridge this gap, the Low-Cost Needle Insertion Simulator, or the LCNIS, is developed to assist students in gaining more confidence through simulated practice. It does so first through its physical design, which include a physical needle insertion device that can give the feeling of puncturing through multiple layers of human flesh. Its user-interface then provides a variety of simulation options as well as performance feedback that can aid in the improvement of student skills. With these key features, the LCNIS hopes to give students a cheap and yet realistic way of practicing needle insertion without the stress and pressure associated with performing on patients. This study hopes to (1) learn about the current needle insertion education as well as gather feedback on the LCNIS prototype, and (2) use this information to construct a more effective user interface for the LCNIS.

Improvement preclinical and clinical skills for dental preparations using assisted training software.

Digital workflow is currently available for different fields of dentistry. Additionally, to clinical use, digital technology is focused on the education and training of students. The objective of this study was to show the potential benefit of the use of digital CAD / CAM technology and assisted training software in the evaluation and improvement of student skills in preclinical and clinical environments. 30 models of dental preparations were digitalised and analysed by PrepCheck software, after that was used the PrepCheck Report tool, gathering the results of the analysis in an automatically created report and containing the following parameters: analysis of the conicity, distance between a preparation and the opposing jaw, analysis of the type of preparation, quality of the margin and total occlusal convergence. The use of the PrepCheck Pro 2.1 software makes evident the errors made by the students during the biomechanical preparation, since they generally change the inclination, in order to have less difficulties to comply with the parameters established in the preparations. Regarding the evaluated parameters for anterior and posterior fixed prosthesis) such as: 'Conicity', 'Type of preparation' and 'Distance to the antagonist', the preparations, in their majority, were classified within the tolerance range with of 50-60%, 80-93% and 53-67%, respectively. This pilot study demonstrated the benefits of using software and CAD/CAM technology in both preclinical and clinical environments for teaching and learning. Its use on preclinical environments allows the student observe qualitatively and quantitatively a preparation flaws when compared to a master's preparation. Lastly, the ease of visualising errors associated with magnification would allow students to improve their skills.

Developing a Curriculum for Sino-Australia Cooperative Mechanical Engineering Program

Guided by the purpose of fostering international high-quality engineering personnel, based on the problems found in a curriculum setup of Sino-Australian Mechanical Engineering collaborative teaching program. This study is focused on developing the curriculum setup that takes modern electro-mechanical product and system design as the principle, and develops students' fundamental, core and comprehensive employability as the centre, as well as achieves Sino-foreign mechanical engineering curriculum that includes target and contents, theoretical knowledge and practical projects, traditional classroom and online delivery, via research and practice from four aspects including course setup, practical component, teaching mode and assessment scheme, in order to provide theoretical and practical reference for a better Sino-foreign collaborative teaching model and reform of relevant teaching scheme. This paper discusses about the design and implementation of a Curriculum for Mechanical Engineering for the joint program. This Curriculum aims to educate the students, a multidisciplinary knowledge in the domain of Engineering, technology as well as management. The implementation of this curriculum at Wuhan University of Science and Technology has showed a large improvement of student skills that permits it to become a national curriculum. https://doi.org/10.26803/ijlter.17.2.4

An inquiry-based freshman biochemistry lab set to enhance students' autonomy

Inquiry-based laboratory sessions are recognized for contributing to enhancing students' autonomy and they were used in the reorganization of the Biochemistry laboratory offered to freshman Biology students in this university. Students were previously asked to follow rigid laboratory protocols attempting to achieve the correct results of their experiments. The inquiry-based activities were designed to develop students autonomy to plan and to perform experiments, as well as communicating and discussing their results. The inquiry-based and autonomy approach followed is classified in the literature as Organizational, Procedural, and Cognitive. The levels of autonomy required from students were increased sequentially. The first activity was the least demanding, since the students received detailed instructions from the worksheet. The activities became gradually more complex, transferring to students most decisions on setting up and performing the experiments. Student skill improvement was obtained, as verified by excerpts from student reports, by data obtained from content analysis of the exams, and scientific report scores indicate that this approach may have stimulated the improvement of several skills related to different autonomy aspects. Most important, students showed increased ownership of the laboratory materials, reagents, laboratory environment and especially of learning, showing a sense of active participation in the experimental activities.

A major trauma course based on posters, audio-guides and simulation improves the management skills of medical students: Evaluation via medical simulator

BackgroundMedical competence requires the acquisition of theoretical knowledge and technical skills. Severe trauma management teaching is poorly developed during internship. Nevertheless, the basics of major trauma management should be acquired by every future physician. For this reason, the major trauma course (MTC), an educational course in major traumatology, has been developed for medical students. Our objective was to evaluate, via a high fidelity medical simulator, the impact of the MTC on medical student skills concerning major trauma management. MethodsThe MTC contains 3 teaching modalities: posters with associated audio-guides, a procedural workshop on airway management and a teaching session using a medical simulator. Skills evaluation was performed 1 month before (step 1) and 1 month after (step 3) the MTC (step 2). Nineteen students were individually evaluated on 2 different major trauma scenarios. The primary endpoint was the difference between steps 1 and 3, in a combined score evaluating: admission, equipment, monitoring and safety (skill set 1) and systematic clinical examinations (skill set 2). ResultsAfter the course, the combined primary outcome score improved by 47% (P<0.01). Scenario choice or the order of use had no significant influence on the skill set evaluations. ConclusionThis study shows improvement in student skills for major trauma management, which we attribute mainly to the major trauma course developed in our institution.

Advanced teamworking in emergency surgical situations: Improving patient safety through the design of a multi-professional, multi-disciplinary course focusing on non-technical skills

Advanced teamworking in emergency surgical situations: Improving patient safety through the design of a multi-professional, multi-disciplinary course focusing on non-technical skills

A New Curriculum for Manufacturing & Industrial Engineering and Engineering Management for BS and MS Degrees

This paper deals with the design and implementation of a new Curriculum for Manufacturing & Industrial Engineering and Engineering Management for Bachelor and Master Degrees at Tlemcen University, Algeria. This Curriculum aims to give to the student a multidisciplinary knowledge in the domain of Engineering, technology as well as management. The implementation of this curriculum at Tlemcen University has showed a large improvement of student skill that permits it to become a national curriculum.

Teaching Research Design and Practice One Bite at a Time in the MT/CLS Curriculum

The curriculum for clinical laboratory sciences (CLS) majors is tightly packed with basic and applied science, math, education, and management courses. In the past few years, clinical laboratory science program directors have been charged with adding a component on research to comply with the new #9B8 of the standards that programs must meet to pass accreditation by the National Accrediting Agency for Clinical Laboratory Sciences (now CLSI). The standard reads: “the CLS/MT will possess knowledge, skills and relevant experiences in research design/practice sufficient to evaluate published studies as an informed consumer.” 1 Graduate and professional schools spend years teaching their students how to evaluate research. How can CLS students pick it up as an add-on? This is akin to the riddle: “how do you eat an elephant? One bite at a time.” In the first bite, establish what you want the student be able to do with the new skills: the expected student learning outcomes (SLOs). For the second bite, design a series of research experiences that can be integrated into the established curriculum. In the third bite, measure student success at meeting the SLOs from both the instructor’s and student’s perspectives. For the fourth bite, assess the success of the project in its entirety and make plans to improve the process. These steps should sound familiar. They are plan, implement, assess, and improve. In a clinical laboratory, the implementation of a plan like this happens over a long period of time. In the CLS curriculum, it should also happen over time. What follows is a case study on how NAACLS standard #9B8 Research Design has been integrated into the clinical laboratory science curriculum at the University of West Florida in an active learning model embedded in core CLS courses, with an increasing level of student engagement and responsibility. The comprehensive plan also satisfies a component of the quality enhancement plan (QEP) of the university itself, which calls for a written plan for improvement in student skills of content, communication, project management, and critical thinking.

Grade Expectations: Informed or Uninformed Optimism, or Both?

We investigated optimistic grade expectations among 258 college students from 2 contrasting perspectives: optimism as uninformed wishfulness and as an informed aspirational judgment. Results revealed considerable grade optimism; most students (70%) overestimated an average of 1 full grade. Grade expectations moderately predicted final grade but not course effort after adjusting for cumulative grade point average (GPA). Grade optimism and predictive accuracy differed as a function of GPA. For most students (upper two thirds on GPA), grade expectations accurately predicted performance, suggesting a mixture of self-knowledge and realistic aspirations, or informed optimism. For less accomplished students, grade optimism may be more uninformed wishfulness, the solution to which may be student skill improvement.