Use Of Student Time Research Articles

Student perceptions of handover diaries and reflective learning in an undergraduate MBChB anatomy course.

The time spent on basic sciences, including clinical anatomy, is decreasing in many medical curricula. While dissection is often seen as a cornerstone of medical education, there is increasing pressure to ensure time spent undertaking dissection is an efficient use of student time. As part of an MBChB clinical anatomy course , 1 st year students were asked to complete 'dissection handover diaries', designed through evidence-based pedagogy on reflection and engagement, which encouraged them to reflect on the dissection session and consider clinical applications of the anatomy covered in the session. Student engagement with an activity is important for it to be beneficial to their educational experience. This engagement is often increased when students perceive the activity to be useful to their learning. A survey was conducted, over two practical lab sessions on the final day of year one dissection in March 2023, using five Likert-type questions and one free-text question to evaluate student perceptions of the newly introduced dissection handover diaries. The survey was developed based on similar studies investigating student preference in dissection-based activities and questions were designed to elicit student perceptions on the usefulness of the diaries with respect to encouraging reflection, clinical application and student engagement in the sessions. Students were asked for constructive comments about the diaries in a free-text response question. Analysis was conducted using quantitative frequency distributions of survey responses as well as qualitative thematic analysis of the free text question. Of a total of 228 students, 64 participated in the survey, a response rate of 28%. The results were positive overall, with many respondents identifying the diaries as beneficial for reflection, consolidation, clinical application, and engagement. Students perceived the dissection handover diaries to be useful to their anatomical learning, as well as encouraging reflection and application of knowledge.

There’s no time for no stress! Exploring the relationship between pharmacy student stress and time use

BackgroundHealth professions students experience significantly more stress than students 20 years ago. While prior studies have explored student time use and other studies have begun to explore factors influencing student stress, little is known about the relationship between student time use and stress. As more efforts are employed to promote student wellness and better understand student stress, it is imperative to recognize the implications of time as a finite resource. Thus, it is important to understand if and how time use relates to student stress so the two can be better managed.MethodsA mixed methods approach exploring the challenge-hindrance stressor framework was used to collect and analyze student stress and time use. First, second, and third year pharmacy students were invited to participate. Participants completed the Perceived Stress Scale (PSS10), a week-long daily time logging activity, and daily stress questionnaire. After the week-long daily time logging, students participated in a semi-structured focus group. Descriptive statistics were used to analyze quantitative data, and inductive coding along with creation of summary reports were created for the qualitative data.ResultsStudents reported moderate stress on the PSS10, and spending the majority of their time on activities of daily life and academic activities. Students shared that academics, co-curriculars, and working for pay increased their stress, whereas discretionary activities such as socializing and exercising alleviated stress. Finally, students reported feeling overwhelmed due to too little time to complete all necessary activities daily, including limited time to invest in discretionary activities to support their wellbeing.ConclusionsIncreased stress levels among students is a concerning trend that affects students’ mental health and therefore limits their ability to perform to their greatest potential. Better understanding of the relationship between time use and stress is critical to improve the quality of life of students in the health professions. These findings provide critical insight into factors contributing towards student stress that can inform curricular strategies that support wellness within health professions education.

Co-curricular engagement among engineering undergrads: do they have the time and motivation?

BackgroundCo-curricular activities are often touted as valuable STEM learning opportunities in higher education settings. Particularly in engineering, industry encourage and seek students with co-curricular experiences. However, many engineering undergraduates do not regularly participate in those experiences. Some researchers have suggested that the rigors of the curriculum leave little time for co-curriculars. Yet, little research has empirically examined the reality of the undergraduate students’ involvement in co-curriculars. Thus, as an initial study, we situated our study in a large public university to explore students’ motivations for co-curriculars. In this paper we report on our efforts to understand student perceptions about the value and costs of that involvement. We considered how undergraduate engineering students used their time and what motivated them to engage (or not) in co-curriculars using Expectancy-Value Theory (EVT). Students’ motivation was investigated with a quantitative research methodology and complemented by interview data.ResultsResults of our motivation survey show that students who participated in co-curriculars perceived less cost than those who never participated. We also found that the achievement values of co-curriculars does not necessarily motivate student involvement. Interview data were used to further interpret quantitative data results.ConclusionsIn the context of study findings and existent literature, we discuss several implications for future research and practice. First, we argue for a more granular investigation of student time use and its impact on co-curricular participation. Second, despite the potential for high impact outcomes, students who have never participated perceived high cost for co-curricular engagement. Those perceptions may aggravate inequitable engagement of student populations, including historically marginalized populations in the STEM field. Third, students do not necessarily associate co-curricular experiences with the types of achievement values and learning that institutions, alumni, and industry might consider most important. Thus, to build and support co-curricular programs that provide the holistic educational experiences and learning that are anticipated, research that supports design of co-curricular programs and policies to improve engagement and persistence in those programs for all students is necessary.

Parental and Student Time Use Around the Academic Year

Parental and Student Time Use Around the Academic Year

Parental and Student Time Use Around the Academic Year

Parental and Student Time Use Around the Academic Year

Parental and Student Time Use Around the Academic Year

Parental and Student Time Use Around the Academic Year

Effects of social isolation caused by the COVID-19 pandemic on changes in daily activity: A case study of physical education students

Background: The study sought to describe student time use and to analyse the effects of the COVID-19 pandemic (lockdown) on changes in the time use and their role within the context of health and social aspects. Material & Methods: The research was carried out every year from 2017 to 2020 in the same period of time. The study included 340 students of physical education. In their time budget diaries, the participants noted down the amount of time devoted to activities performed in a typical week. Results: The study showed that during the lockdown, students devoted less time to sports training, social meetings or cultural activities as compared to previous years. During the COVID-19 pandemic, the amount of time devoted to the majority of activities was different on weekdays and at weekends. The results also showed that women devoted more time to personal hygiene and individual study, while men spent more time doing sports training. Conclusions: The crisis sparked off by COVID-19 resulted in considerable changes in student time use. The findings show that the allocation of time to various activities depends on gender, days of the week, legal regulations and recipients.

LEARNING NOT BURNING (OUT): SUSTAINABLE TIME MANAGEMENT IN ENGINEERING EDUCATION

In recent years, there has been some concern raised regarding decreased mental health andwellbeing and increased reports of surface-learning tendencies in Canadian engineering students. Prior papers have noted possible links between these trends and the manner in which students use their time. Having completed a study on student time use, this paper presents some initial results – including a frequency assessment of reasons for student absences – which seem to support some of the previously hypothesized systemic problems. Following this, an overview of institution- andinstructor-imposed constraints precedes a discussion on how these constraints may be contributing to student time use difficulties, and ultimately to decreased wellbeing and learning capacity. A sampling of possible interventions are then presented, and important validity considerations for conducting such research are discussed. Research into the efficacy of these interventions, due to lack of existing empirical proof, should be conducted.

Who Has the Time? Community College Students’ Time-Use Response to Financial Incentives

We evaluate the effect of performance-based scholarship programs for post-secondary students on student time use and effort and whether these effects are different for students we hypothesize may be more or less responsive to incentives. To do so, we administered a time-use survey as part of a randomized experiment in which community college students in New York City were randomly assigned to be eligible for a performance-based scholarship or to a control group that was only eligible for the standard financial aid. This paper contributes to the literature by attempting to get inside the “black box” of how students respond to a monetary incentive to improve their educational attainment. We find that students eligible for a scholarship devoted more time to educational activities, increased the quality of effort toward and engagement with their studies, and allocated less time to leisure. Additional analyses suggest that students who were plausibly more myopic (place less weight on future benefits) were more responsive to the incentives, but we find no evidence that students who are arguably more time constrained were less responsive to the incentives.

When Goal-Setting Forges Ahead But Stops Short

In this study, we use at scale randomized control trial among 18,000 secondary students in 181 schools in Tanzania (Zanzibar) to examine the effects of personal best goal-settings on students' academic performance. We also offer non-financial rewards to students to meet the goals they set. We find that goal-setting has a significant positive impact on student time use, study effort, and self-discipline. However, we do not find any significant impact of goalsetting on test scores. We find that, this could be partially because about 2/3rd of students do not set realistic goals. Third, we find weaker results on time use, study effort, and discipline when we combine goal-setting with non-financial rewards, suggesting that typing goal-setting to extrinsic incentives could weaken its impact. We also find that female students improved on outcomes much more than male students and that students coming from relatively weaker socio-economic backgrounds improved more than their counterparts.

Who Has the Time? Community College Students’ Time-Use Response to Financial Incentives

We evaluate the effect of performance-based scholarship programs for postsecondary students on student time use and effort and whether these effects are different for students we hypothesize may be more or less responsive to incentives. To do so, we administered a time-use survey as part of a randomized experiment in which community college students in New York City were randomly assigned to be eligible for a performance-based scholarship or to a control group that was only eligible for the standard financial aid. This paper contributes to the literature by attempting to get inside the “black box” of how students respond to a monetary incentive to improve their educational attainment. We find that students eligible for a scholarship devoted more time to educational activities, increased the quality of effort toward and engagement with their studies, and allocated less time to leisure. Additional analyses suggest that students who were plausibly more myopic—place less weight on future benefits—were more responsive to the incentives, but we find no evidence that students who are arguably more time constrained were less responsive to the incentives.

Valence and Motivation as Predictors of Student Time Use in Everyday Life: An Experience Sampling Study.

Popular descriptions of studying frequency show remarkable discrepancies: students complain about their workload, and alumni describe freedom and pleasure. Unfortunately, empirical evidence on student time use is sparse. To investigate time use and reveal contributing psychological factors, we conducted an e-diary study. One hundred fifty-four students reported their time use and valence hourly over 7 days, both at the start of the semester and during their examination period. Motivational problems, social support and self-control were assessed once via questionnaires. Whereas the mean academic time use was in the expected range, the between-subject differences were substantial. We used multilevel modeling to separately analyze the within- and between-subject associations of valence as within factor and time use and social support, self-control, and motivation as between factors and time use. The analyses revealed the importance of affective factors on a within-subject level. Before studying, valence was already low, and it deteriorated further during studying. As expected at the between-subject level, motivational problems were related to less time studying, whereas surprisingly, self-control had no effect. The findings at the start of the semester were replicated in the examination period.

The Effects of Japan Student Services Organization (JASSO) Scholarship Loans on Student Time Use

The Effects of Japan Student Services Organization (JASSO) Scholarship Loans on Student Time Use

High times: The effect of medical marijuana laws on student time use

Medical marijuana laws (MMLs) represent a major change of marijuana policy in the U.S. Previous research shows that these laws increase marijuana use among adults. In this paper, we estimate the effects of MMLs on secondary and post-secondary students’ time use using data from the American Time Use Survey. We apply a difference-in-differences research design and estimate flexible fixed effects models that condition on state fixed effects and state-specific time trends. We find no effect of MMLs on secondary students’ time use. However, we find that college students in MML states spend approximately 20% less time on education-related activities and 20% more time on leisure activities than their counterparts in non-MML states. These behavioral responses largely occur during weekends and summer when students have more spare time. Finally, the impacts of MMLs are heterogeneous and stronger among part-time college students, who are more likely to be first-generation college goers and to come from underrepresented racial and ethnic groups.

The time-varying role of the family in student time use and achievement

In this paper, I use a unique dataset linking administrative school data with birth records to quantify the importance of time-varying family factors for child achievement and time use. Specifically, I take a model of academic achievement commonly used in the test score literature, and I augment it to include a family-year effect. Identification comes from the large number of sibling pairs observed in the same year. While prior literature has focused on specific shocks, such as job loss, I capture the full set of innovations that are shared across siblings in a given year. The distributions of fixed effects reveal that annual family innovations, relative to what was expected based on the previous year, are more important than teacher assignment for student achievement and also play a substantial role in the time students spend on homework, free reading, and television.JEL ClassificationI21, J13, J24

Financial Incentives and Educational Investment: The Impact of Performance-based Scholarships on Student Time Use

We evaluate the effect of performance-based scholarship programs for postsecondary students on student time use and effort. We find evidence that financial incentives induced students to devote more time and effort to educational activities and allocate less time to other activities. Incentives did not generate impacts after eligibility ended and did not decrease students’ interest or enjoyment in learning. Evidence also suggests that students were motivated more by the incentives than simply the effect of additional money. A remaining puzzle is that larger scholarships did not generate larger responses in terms of effort.

The Impact of a Holistic Conditional Cash Transfer Program in New York City on Parental Financial Investment, Student Time Use, and Educational Processes and Outcomes

ABSTRACTThis article examines the impacts of Opportunity New York City–Family Rewards, the first holistic conditional cash transfer (CCT) program evaluated in the United States, on parental financial investments in children, and high school students' academic time use, motivations and self-beliefs, and achievement outcomes. Family Rewards, launched by the Center for Economic Opportunity in the Mayor's Office of the City of New York in 2007 and codesigned and evaluated by MDRC, offered cash assistance to low-income families conditioned on family investments in three areas: children's education, family preventive health care, and parents' employment. Results that rely on a random assignment design find that Family Rewards resulted in statistically significant increases in parental spending and saving on education for all students, and increased savings for those students most academically prepared at baseline and for girls, as well as statistically significant increases in academic time use and achievement outcomes for these same academically prepared students. There were no impacts on student motivations and self-beliefs. Implications are discussed for conditional cash transfer programs as well as for interventions targeting high-risk children and families.

High Times: The Effect of Medical Marijuana Laws on Student Time Use

Medical marijuana laws (MMLs) represent a major change of marijuana policy in the U.S. Previous research shows that these laws increase marijuana use among adults. In this paper, we estimate the effects of MMLs on secondary and post-secondary students’ time use using data from the American Time Use Survey. We apply a difference-in-differences research design and estimate flexible fixed effects models that condition on state fixed effects and state-specific time trends. We find no effect of MMLs on secondary students’ time use. However, we find that college students in MML states spend approximately 20% less time on education-related activities and 20% more time on leisure activities than their counterparts in non-MML states. These behavioral responses largely occur during weekends and summer when students have more spare time. Finally, the impacts of MMLs are heterogeneous and stronger among part-time college students, who are more likely to be first-generation college goers and to come from underrepresented racial and ethnic groups. © This manuscript version is made available under the CC-BY-NC-ND 4.0 license https://creativecommons.org/licenses/by-nc-nd/4.0/

Financial Incentives and Educational Investment: The Impact of Performance-Based Scholarships on Student Time Use

Using survey data from a field experiment in the U.S., we test whether and how financial incentives change student behavior. We find that providing post-secondary scholarships with incentives to meet performance, enrollment, and/or attendance benchmarks induced students to devote more time to educational activities and to increase the quality of effort toward, and engagement with, their studies; students also allocated less time to other activities such as work and leisure. While the incentives did not generate impacts after eligibility had ended, they also did not decrease students’ inherent interest or enjoyment in learning. Finally, we present evidence suggesting that students were motivated more by the incentives provided than simply the effect of giving additional money, and that students who were arguably less time-constrained were more responsive to the incentives as were those who were plausibly more myopic. Overall these results indicate that well-designed incentives can induce post-secondary students to increase investments in educational attainment.

Advancing interprofessional education through the use of high fidelity human patient simulators

Modern medical care increasingly requires coordinated teamwork and communication between healthcare professionals of different disciplines. Unfortunately, healthcare professional students are rarely afforded the opportunity to learn effective methods of interprofessional (IP) communication and teamwork strategies during their education. The question of how to best incorporate IP interactions in the curricula of the schools of health professions remains unanswered. We aim to solve the lack of IP education in the pharmacy curricula through the use of high fidelity simulation (HFS) to allow teams of medical, pharmacy, nursing, physician assistant, and social work students to work together in a controlled environment to solve cases of complex medical and social issues. Once weekly for a 4-week time period, students worked together to complete complex simulation scenarios in small IP teams consisting of pharmacy, medical, nursing, social work, and physician assistant students. Student perception of the use of HFS was evaluated by a survey given at the conclusion of the HFS sessions. Team communication was evaluated through the use of Communication and Teamwork Skills (CATS) Assessment by 2 independent evaluators external to the project. The CATS scores improved from the HFS sessions 1 to 2 (p = 0.01), 2 to 3 (p = 0.035), and overall from 1 to 4 (p = 0.001). The inter-rater reliability between evaluators was high (0.85, 95% CI 0.71, 0.99). Students perceived the HFS improved: their ability to communicate with other professionals (median =4); confidence in patient care in an IP team (median=4). It also stimulated student interest in IP work (median=4.5), and was an efficient use of student time (median=4.5). The use of HFS improved student teamwork and communication and was an accepted teaching modality. This method of exposing students of the health sciences to IP care should be incorporated throughout the curricula.