Survey Of Student Attitudes Research Articles

Survey of student attitudes towards digital simulation technologies at a dental school in China.

Digital simulation technologies have become widespread in healthcare education, especially in dentistry; these technologies include digital X-ray images, digital microscopes, virtual pathology slides and other types of simulation. This study aimed to assess students' attitudes towards digital simulation technologies at a large, top-ranked dental school in China, as well as find out how students compare the digital technologies with traditional training methods. In April 2015, a custom-designed questionnaire was distributed to a total of 389 students who had received digital technology and simulation-based training in West China Dental School during 2012-2014. Results of a cross-sectional survey show that most students accept digital simulation technology; they report that the technology is stimulating and facilitates self-directed and self-paced learning. These findings, together with the objective advantages of digital technology, suggest that digital simulation training offers significant potential for dental education, highlighting the need for further research and more widespread implementation.

Survey of Student Attitudes towards Team-Based Learning

Survey of Student Attitudes towards Team-Based Learning

Implementation of a Writing Strategy for Students with Learning Disabilities in a Rural Setting

This study reports findings on the fidelity of implementation of the Strategic Instructional Model (SIM), Proficiency in the Sentence Writing Strategy (Schumaker & Sheldon, 1999) in five rural secondary special education classrooms. Participants were 5 special education teachers and 38 secondary students identified with mild to moderate learning disabilities. Major findings indicated a significant difference between the level of fidelity of implementation and student gains in writing complete sentences and identified specific factors that influenced the treatment delivery. Results from student attitude surveys suggested little difference in their perception of the value of writing as a result of the intervention.

Using a class blog for student experiential learning reflection in business courses

ABSTRACTReflective observation is an important component of experiential learning that allows students to draw meaning from their experiences and incorporate that meaning into new learning conceptualizations. However, the present study indicates that business educators rarely incorporate reflection after concrete experiences into curricula. This research explores the use of a class blog as a medium for students to engage in social reflective observation. The authors include a case study of two marketing classes that used class blogs for reflective observation after semester-long group projects. Results from a survey of student attitudes toward the blog assignment indicate positive affective responses and perceived effectiveness of the blog task as a tool for reflection.

Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education

Problem Statement :Science, technology, engineering and mathematics (STEM) education aims at improving students’ knowledge and skills in science and math, and thus their attitudes and career choices intheseareas. The ultimate goal in STEM education is to create scientifically literate individuals whocan survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to designdigital media artifacts using a variety of technological tools. Purpose of the Study : This study investigatesthe impactof science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students’ attitudes towardscience and technology classes, as well as their views about these design processes in after-school science activities. In addition, it demonstratesthe opinions of the classroom teacher regardingthe integration of media design processes in science classes. Method : Using anaction research design, 21 secondary students from a public school participated in this 14-week study. The quantitative data that was collected from the student attitude survey for science and technology classes was analyzed using the Wilcoxon signed-rank test, while the qualitative data (student artifacts, PSA forms, semi-structured interviews, and field notes) was analyzed through open coding and thematic analysis respectively. Findings and Results: The findings indicated that STEM-integrated media design processes positively impacted the participating students’ attitudes toward science and media design activities. In addition, students were more motivated and engaged in the media design processes, which improved their learning ofscience content and participation in class discussions. Conclusion and Recommendations: The literature in STEM education calls for new curricular activities and teaching practices as well as the integration of art in STEM. In addition, the visual technology industry in this century creates a job market for the STEM-literate people who are able to apply their knowledge of STEM fields in visual technologies and art. In response to these demands, the positive outcomes of media design processes used in this study offer an encouragingpremise in meeting the objectives of STEM education. Keywords: science, technology, engineering, andmathematics (STEM) education, media design, public service announcements (PSAs), action research, after-school activities

"Chickens Are a Lot Smarter than I Originally Thought": Changes in Student Attitudes to Chickens Following a Chicken Training Class.

Simple SummaryOur attitudes to animals are linked to our beliefs about their cognitive abilities, such as intelligence and capacity to experience emotional states. In this study, undergraduate students were surveyed on their attitudes to chickens pre- and post- a practical class in which they learnt to clicker train chickens. Students were more likely to agree that chickens are intelligent and easy to teach tricks to, and that chickens feel emotions such as boredom, frustration and happiness, following the practical class. Similar workshops may be an effective method to improve animal training skills, and promote more positive attitudes to specific animal species.A practical class using clicker training of chickens to apply knowledge of how animals learn and practice skills in animal training was added to an undergraduate course. Since attitudes to animals are related to their perceived intelligence, surveys of student attitudes were completed pre- and post- the practical class, to determine if (1) the practical class changed students’ attitudes to chickens and their ability to experience affective states, and (2) any changes were related to previous contact with chickens, training experience or gender. In the post- versus pre-surveys, students agreed more that chickens are easy to teach tricks to, are intelligent, and have individual personalities and disagreed more that they are difficult to train and are slow learners. Following the class, they were more likely to believe chickens experience boredom, frustration and happiness. Females rated the intelligence and ability to experience affective states in chickens more highly than males, although there were shifts in attitude in both genders. This study demonstrated shifts in attitudes following a practical class teaching clicker training in chickens. Similar practical classes may provide an effective method of teaching animal training skills and promoting more positive attitudes to animals.

Team-Based Learning in a Large Introductory U.S. Government Class

This article describes and evaluates an implementation of team-based learning (TBL) in a large (180 student) section of a U.S. government course. The author argues that TBL presents an opportunity for instructors of large classes to increase student engagement with the course content as well as student interaction with the instructor and with each other. An assessment of these claims is presented, based on open-ended responses to Student Evaluations of Instruction and a student attitude survey.

G506(P) Cry a little tenderness? do doctors cry and is this acceptable?

<h3>Aims</h3> How common is it for doctors to cry? Do paediatricans cry as a sign of humanity and an expression of compassion? Is crying a weakness, a demonstration of incompetence? Or, in the right circumstance, does it enhance the doctor-patient relationship? A review of the literature will aim to answer these questions. <h3>Methods</h3> Literature search <h3>Results</h3> Doctors do cry. Sung¹ found 69% of medical students and 74% of interns cried at work. Wagner² reported 57% of doctors, 31% of medical students and 76% of nurses cried. Women were more likely than men to cry.^1,2 Medical students reported the highest negative social consequence of crying² stating it was often viewed as a sign of weakness.³ But views on crying are debated,⁴ opinions ranging from enthusiastic advocacy, guarded acceptance,⁵ outright rejection and condemnation.⁴ The concept of the detached physician^6,7, remains alive and well. On the BMA Blog⁸ doctors debate learned behaviours to distance themselves from emotionally distressing situations.⁹ Others question if this is healthy^4,8,9,10 debating if it is possible to have compassion, without emotion. The Francis Report 2013¹⁶ highlights the need for Compassion in Practice.¹⁷ Patients expect empathy and the demonstration of emotion by their doctor^11,12 but only up to a point.¹³ Hojat¹⁴ states it contributes to a better doctor-patient relationship with Anderson¹⁵ writing there is nothing wrong with a doctor who makes a patient feel nurtured while still being professional and appropriate. <h3>Conclusion</h3> Humanity is the cornerstone of medicine. Depersonalization, with physicians distancing themselves from potentially emotionally challenging situations threatens the core principles of the profession. As paediatricians we need a balanced mix of rationality and compassion with an attitude of humility. We need to teach medical students how to break bad news, cope with baring witness to the dying process, and support those caught in the aftermath. We need to continue this education throughout medical careers while providing physicians with the resources to seek support as they need it. <h3>References</h3> Sung AD, Collins ME, Smith AK, <i>et al</i>. Crying: experiences and attitudes of 3rd year medical students and interns. Teach Learn Med. 2009; 21(3):180–7 Wanger RE, Hexel M, Bauer WW, <i>et al</i>. Crying in hospital: a survey of doctors, nurses and medical students experience and attitudes. Med J Aust. 1997;166(1):13–6 Angoff. A piece of my mind: crying in the curriculum. JAMA 2001; 286(9):1017–8 Pruthi S, Goel A. Doctors do cry. Indian J Med Ethics 2014; 11(4):249–251 Majhail NS, Warlick ED. To cry or not to cry? physicians emotions at the bedside. Minn Med. 2011; 94(1):40–42 Sir William Osler, 1849 1919: A selection for medical students Lief and Fox. <i>Training for “detached concern” in medical students. The psychological basis of medical practice</i>. New York: Harper and Row, 1963: 12–35 Dawlatly. When did you last cry over a patient? BMJ Blog 18/03/2014 Horn. “I must not burst into tears in front of patients”. What physicians can learn from ethnographers when dealing with emotion. Ethox.ox.ac.uk Wright JG, Khetani N, Stephens D. Burnout among faculty physicians in an academic health science centre. Paediatr Child Health 2001; 16(7):409–13 Rosenblum JL. Why I still cry. Share a young internist’s reflection on death of a patient at the end of a long day. Med Econ. 2002; 79(13):65–66 Krauser PS. A piece of my mind. Tears. JAMA 1989; 261(24):3612 Friedrichsen MJ, Strang PM, Carlsson ME. Breaking bad news in the transition from curative to palliative cancer care – patients’ view of doctor giving information. Support Cancer Care 2000; 8:472–478 Hojat M, Louis DZ, Markham FW, <i>et al</i>. Physicians’ empathy and clinical outcomes for diabetic patients. Acad Med. 2011; 86(3):359–64 Anderson. Stand by her: A breast cancer guide for men. 2009 Francis. Report of the Mid Staffordshire NHS Foundation Trust Public Enquiry, London: The Stationary Office, 2013 Cummings and Bennett. Compassion in practice, NHS England, 2013

The undergraduate as global citizen: A survey of student attitudes and engagement on global issues

The undergraduate as global citizen: A survey of student attitudes and engagement on global issues

A CASE STUDY: EFL LEARNERS’ AND WRITING TEACHERS' ATTITUDES TOWARDS PERFORMANCE BASED PORTFOLIO IN A UNIVERSITY CONTEXT

This study has been carried out to investigate the attitudes of students and writing teachers towards the performance-based portfolio. In the study, both qualitative and quantitative research methods have been used. Within the process of qualitative research, teacher reflection papers have been used and interviews with the teachers and students have been made. Within the quantitative research process, an attitude survey designed by Brooks (1999) has been used and the student attitudes have been investigated. The participants of the study are 89 university students and 5 writing teachers. In the light of the findings obtained from this study, it has been concluded that the majority of the writing teachers and the interviewed students have a positive attitude towards the performance based portfolio while the findings from the student attitude survey displays the opposite. According to the findings from the general attitude survey, the majority of the students show a negative attitude towards the performance-based portfolio.

Taiwanese Students’ Experiences and Attitudes towards English-Medium Courses in Tertiary Education

The recent trend of university internationalization has seen a rapid increase of English as medium of instruction (EMI) courses in Taiwanese tertiary education. Yet, few large-scale studies have been conducted to investigate student learning in EMI courses. This study surveyed 476 students from 25 EMI courses at six universities in Taiwan to probe their learning experiences and general attitudes towards EMI courses. Results revealed that the instructor exerted an important influence on students’ course selection, while seeking English improvement was the second highest-rated reason for enrolling in EMI courses. Students generally reported their learning in EMI courses as satisfactory, though some of them attributed their learning difficulties to their own insufficient English competence. To compensate for comprehension problems, students tended to adopt cognitive learning strategies such as concentrating and taking notes in class. Finally, the survey of student attitudes towards EMI suggested that students generally agreed with its broadly touted benefits, such as boosting English ability, facilitating students’ employability and further studies, and enhancing the competitive edge of Taiwan. Analysis into students’ affective responses also indicated their fairly positive attitudes towards EMI courses. Three implications are drawn based on the findings.

Who's Really Converging Anyway: A Survey of Broadcast and Print Journalism Student and Faculty Attitudes on Cross-Platform Journalism Education

This study uses self categorization theory to explore whether convergence is perceived as more pertinent to print than broadcast education. The findings suggest that print-focused students and faculty embrace the web more than broadcast students and faculty. The research also suggests that print-oriented students and faculty adopt a more converged attitude and value convergence skills more than their broadcast counterparts. Participants identifying as broadcasters appear to adopt an attitude of superiority regarding their own medium and are less inclined toward convergence in general. This study also shows that broadcast education is not reflecting the profession's emphasis on integration.

Introduction of interactive learning into French university physics classrooms

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie, one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory electricity and magnetism, enrolling approximately 500 and 250 students, respectively, introduced ILS into some, but not all, of the sections of each class. The specific ILS utilized were think-pair-share questions and Peer Instruction in the main lecture classrooms, and University of Washington Tutorials for Introductory Physics in recitation sections. Pre- and postinstruction assessments [Force Concept Inventory (FCI) and Conceptual Survey of Electricity and Magnetism (CSEM), respectively] were given, along with a series of demographic questions. Since not all lecture or recitation sections in these classes used ILS, we were able to compare the results of the FCI and CSEM between interactive and noninteractive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that multiple linear regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple linear regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as grade point average and hours studied per week. Analysis of student and instructor attitudes shows that both groups believe that ILS improve student learning in the physics classroom and increase student engagement and motivation. All of the instructors who used ILS in this study plan to continue their use.

Parametric virtual laboratory development: A hydropower case study with student perspectives

In order to take advantage of trends such as genetic-design students need to be familiar, and comfortable, with the concept of parametric computer models and how their parameters relate to physical-forms. Virtual learning software can aid in creating that understanding and help support studies at all undergraduate levels in engineering design disciplines. As an example, hydropower rotors are complex and largely rely on computational analysis of geometries for single rotor types. That problem can be significantly overcome using a parametric algorithm capable of creating an almost-infinite variety of computer models. Therefore, this paper investigates the shared parametric properties of common crossflow hydropower rotor geometries, resulting in a generic model that is then used to illustrate application in real-time interactive virtual learning software capable of producing accurate stereoscopic images and stereolithography files for 3D printing, as well as linking to constructive solid geometry software for slower, but more detailed, analysis. A pilot survey of student attitudes to the virtual learning prototype and resulting geometries is then discussed, illustrating the potential for 3D graphics as an effective addition to virtual learning of parametric design methods, and giving initial direction for future work.

How can we Enhance Undergraduate Medical Training in the Operating Room? A Survey of Student Attitudes and Opinions

Teaching in the operating room (OR) may add substantial value to undergraduate medical education but at present, the value of this as a core-learning environment is unclear. We assessed student attitudes to see how the experience may be improved. All medical students from University of Leeds, UK were invited to complete an online-based questionnaire. The questionnaire gathered quantitative and qualitative responses relating to previous experiences, acquired benefits, and desired improvements. Students rated their overall satisfaction on a 10-point scale. A total of 292 students (20.8%) responded to the survey, out of whom 91.4% had previous OR experience. The median overall satisfaction was 7/10; 43.1% described bad or unfavorable experiences. Common themes included feeling intimidated, unwelcome, or ignored by staff, unrealistic expectations of knowledge, and poor or inadequate learning experiences. Benefits of attending the OR were improvements in scrub technique (82.3%), knowledge of anatomy (72.3%), anesthetics (67.5%), and surgical procedures (86.1%). Desired improvements included more opportunity to participate in the procedure (74.4%), encouragement from supervisors (73.6%), improved teaching (71.4%), and better induction to the OR environment (56%). Overall satisfaction of OR teaching is reasonable and many benefits are derived from attending the OR. However, bad experiences are common and this is detrimental to the student learning experience. The experience may be of increased value to undergraduate medical education within a dedicated and structured surgical teaching program.

Collaboration factors, teamwork satisfaction, and student attitudes toward online collaborative learning

This study examined online courses with collaborative learning components from 197 graduate students across three consecutive academic years. A student attitude survey containing 20 items and a student teamwork satisfaction scale containing 10 items on a 5-point Likert-type scale with three open-ended questions regarding their online collaborating experiences were collected during the final week of each semester. Results revealed that the three extracted online collaboration factors (Team Dynamics, Team Acquaintance, and Instructor Support) from the student attitude survey had moderate to high degrees of correlation with teamwork satisfaction. Results also revealed that the three collaboration factors accounted for 53% of the variance in online teamwork satisfaction. In addition, results from both surveys and open-ended questions revealed students favored working collaboratively in an online environment.

Overnight Call: A Survey of Medical Student Experiences, Attitudes, and Skills

Background : Residency work hour restrictions in 2003 changed medical student participation in overnight call. Purposes : The goal is to compare experiences, attitudes, and skills between medical students who did and did not participate in overnight call. Methods : Using a retrospective cohort design, all students at one medical school received a survey at the end of their 3rd-year internal medicine clerkship. Students at 3 clerkship sites were required to take overnight call, and students at 2 sites were not. Results : One hundred four of 167 (62%) students participated. Sixty-one of 104 (59%) took overnight call. Overnight call students reported improved team relationships and were able to evaluate more unstable “cross-cover” patients. Students who took overnight call were more likely to state it was worthwhile (58% vs. 34%; p = .034). Overnight call led to fatigue and the perception of interference with didactics. Conclusions : Overnight call within the internal medicine clerkship has positive and negative effects. With new residency work hour restrictions, schools may consider innovative ways to preserve the positive experiences while working to minimize fatigue and interference with learning.

Student attitudes toward flipping the general chemistry classroom

The idea of “flipping the classroom” to make class time more engaging and student-centred has gained ground in recent years. The lecture portion of General Chemistry I and General Chemistry II courses were pushed outside the classroom using pre-recording technology and streaming delivery of content, in order to make in-class time more interactive. This paper reports the results of surveys of student attitudes toward aspects of flipping the classroom, such as having lecture delivered outside the classroom, leaving more in-class time for questions and problem solving. Based on the survey results, the flipped classroom model will continue to be used for the foreseeable future.

Discrepancies Between Perceptions of Real and Ideal Yoga Teachers and Their Relationship to Emotional Well-Being

Although more individuals are adopting yoga into their lives, little research has examined practitioners' expectations and experiences of their yoga instructor's behavior. Discrepancies between real and ideal behaviors of yoga instructors may lead to unsatisfactory experiences and decrease the potential impact of yoga practice. This study investigated differences between yoga practitioners' real and ideal perceptions of their yoga teacher's behavior and the relationship between discrepant beliefs and students' symptoms of depression, anxiety,and stress. The Perceptions of Yoga Teacher Questionnaire (PYTQ), a recently developed survey of student attitudes regarding yoga teachers' behavior, was administered ina national online survey of yoga students and teachers. Greater discrepancy between real and idea yoga teacher behavior was anticipated to be positively associated with practitioners' symptoms of depression, anxiety, and stress. Pearson correlations corrected for multiple comparisons revealed that yoga students and teachers are generally satisfied with their teacher's behaviors. Significant discrepancies between real and ideal teacher behavior were found for both groups. Higher discrepancy scores were associated with symptoms of stress and anxiety but not depression for students, but not for teachers. These preliminary findings provide insight into the relationship between expectancies and real yoga teacher behaviors and their links to student emotional adjustment.More research in this area is warranted.

Promoting student learning and increasing organizational capacity to host students in residential aged care: A mixed method research study

In Australia, the Federal government's agenda to increase clinical training places to address the forecast shortfall of nurses is driving innovation in clinical education. A student leadership model of clinical education, named the Student Nurse Led Ward model, was designed for the aged care context to provide a high number of clinical placements for pre-service Bachelor of Nursing students in an under-utilized clinical education setting. The research aimed to determine the viability of the innovation by (1) developing a preliminary understanding of what students were learning and (2) exploring stakeholders' perceptions about student learning. A mixed methods design included an ageing knowledge test and ageing attitudes survey, both administered before and after the placement, student narratives of a learning event written after the placement, as well as focus group and individual interviews with stakeholders. Three residential aged care facilities partnering with one university in one Australian jurisdiction. Included 35 of the 45 students who began placement in the aged care facilities during one semester, a convenience sample of 15 staff and each of the managers and educators from the three agencies. Descriptive statistical analysis of student pre-post knowledge test and attitude survey, hermeneutic analysis of student narratives, and content analysis of individual and group interview data. There was an increase in student knowledge around sensory changes, delirium, and drug reactions in older people. There was a slight increase in students' expression of ageist attitudes following the clinical experience. The clinical educator position was considered to be critical to the success of the model. This Student Nurse Led Ward model is a viable model to increase clinical placements, with preliminary evidence in this study suggesting that students benefit through increased knowledge, understanding and capacity to work with older people.