Week For Students Research Articles

Assessment of the Level of Physical Activity and Mood in Students after a Year of Study in a Mixed Mode in the Conditions of Restrictions Resulting from the Pandemic

297 students from the 2nd to 4th year of full-time studies took part in the observation. The academic year 2020/2021 was assessed. Physical activity was assessed using the Global Physical Activity Questionnaire (GPAQ) recommended for this type of analysis by WHO. The GPAQ questionnaire enables the assessment of activity performed at work, movement, and leisure time and assesses the time of sitting or resting in a supine position. The Beck Depression Inventory was used to assess mental health. The subjects also completed a questionnaire concerning selected somatic features and describing their living conditions in the previous year. In the group of Polish students, classes conducted in a completely remote mode accounted for about 50%, while in the group of Belgian students, about 75%. In the described period, 19% of students from Poland and 22% of students from Belgium were infected with COVID-19. The median of the results of the Beck Depression Scale in both groups was lower than 12 points (7 points in the AWF group and 8 points in the ODISSE group, respectively). A detailed analysis showed that in both study groups, more than 30% of students received results showing a depressed mood. A total of 19% of the surveyed students of the University of Physical Education and 27% of the ODISSE students were characterized by a result indicating mild depression. The results of the GPAQ questionnaire show that the total physical activity, including work/study, recreation, and mobility was 16.5 h a week for students from Poland and 7.4 h a week for students from Belgium. Both groups of subjects reached all the thresholds recommended by the WHO as a sufficient level of weekly physical activity. A group of students of the Faculty of Physiotherapy of the University of Physical Education in Wrocław was characterized by more than twice as high (statistically significant) level of weekly physical activity as compared to the group of participants from the ODISSE University in Brussels. In both study groups, more than 30% of students experienced a lowered mood of varying intensity. It is necessary to monitor the mental state of students and, in the event of obtaining control results at a similar level, to implement psychological assistance for willing participants.

Optimizing the Educational Process for Students in Special Schools – Study on the Development of Static and Dynamic Balance through Activation and Toning of the Core Area in Physical Education Lessons

The study assessed the impact of core activation and toning programs on the static and dynamic balance of students with special educational needs (SEN) in middle school physical education classes. We found that over a period of 6 weeks, with 2 lessons per week, these programs led to significant improvements in the students’ balance, regardless of the type of disability. Students with visual impairments and sedentary lifestyles showed the greatest progress. Somatic and functional measurements were conducted on the 15 students with special needs, and 9 tests (Bass Test, Flamingo Test, Functional Reach Test, Unipodal Test with left eye closed, Unipodal Test with right eye closed, Unipodal Test with left eye open, Unipodal Test with right eye open, Y-Balance Test left, Y-Balance Test right) were administered to assess static and dynamic balance. After implementing the core activation and toning program, a correlation analysis between the two variables was conducted, followed by the calculation of the t-test for paired samples to assess if there were significant differences between the two sets of measurements and tests. After 6 weeks of using core activation and toning exercises with a frequency of 2 lessons per week for students with special needs, we observed a favourable increase in both static and dynamic balance for six pairs of tests. The differences were statistically significant at a significance level of 0.05 out of the 9 tests conducted. Proprioceptive stimulation played a crucial role in these improvements in static and dynamic balance among those with various types of disabilities (intellectual, visual, and auditory). We recommend incorporating core activation and toning programs into physical education for children with disabilities to enhance muscle tone and balance. However, the small sample size reminds us that data generalization should be done with caution, and we suggest conducting further studies with a larger number of participants and a longer training duration. This study emphasizes the importance of balance development among students with SEN and the potential benefits of a core-focused approach in middle school physical education.

Time Lag between COVID-19 Diagnosis and Symptoms Onset for Different Population Groups: Evidence That Self-Testing in Schools Was Associated with Timely Diagnosis among Children.

Early identification of COVID-19 cases has been vital for reducing transmission and enabling treatment. In Greece, in autumn 2021 when Delta was the predominant circulating variant, unvaccinated citizens had to be tested before attending activities, and self-testing was required twice a week for students (5–17 years). Here, we describe the time of diagnosis by age group and possible exposure to assess testing strategies (September to November 2021). Information on the presence of symptoms at the time of diagnosis was available for 69,298 cases; 24,855 (36%) were asymptomatic or tested the same day as onset (early diagnosis), 21,310 (31%) reported testing one day after, and 23,133 (33%) did so two or more days after the onset of symptoms. The median lag was 2 days (1–14). Early diagnosis significantly differed among age groups (p-value < 0.001) and was higher among children. For every one-year increase of age, the odds of an early diagnosis were reduced by 1%. Cases exposed during training activities or in settings such as accommodation centers and hospitals were more frequently diagnosed early. The percentage of persons having a positive self-test before a rapid test/PCR diagnosis ranged from 7% in the age group of 60 years and above to 86% in the age group of 5–17 years. The provision of self-tests in schools and increased testing in closed settings led to an earlier diagnosis and probably to a decreased transmission of the virus in the period during which Delta was the predominant variant in Greece. However, more effort is needed for early diagnosis of adults in the community, especially after the onset of symptoms.

Does STEM Education Make a difference to Students’ Views of Nature of Science? A Survey in Elementary Schools

This study aims to examine views of Nature of Science (VNOS) among elementary students, and to determine if STEM education make a difference to their VNOS. Data for this study was gathered from two elementary schools in China. One has never implemented STEM education. The other one implements STEM education as a course once or twice a week for students at different grades. Participants’ VNOS was gathered through responses to Likert scale questions from the Nature of Science “Mars Mission” questionnaire. Some students and their teachers were interviewed after questionnaire survey. It was found that students who have been received STEM education show higher score of VNOS than who have never been exposed to STEM education. In different dimensions, STEM education makes a significant difference to scientific worldview, and makes a difference to scientific inquiry as well as scientific enterprise. For students never received STEM education, no relation was found between grade and their VNOS. With regards to students regularly exposed to STEM education, grade shows a strong positive relation with their VNOS. The earlier students contact with STEM education, the better their view of the nature of science.

Northern Ireland Digital Awareness Week

Abstract Rachel Steenson FBCS, Business Development Manager and Aine McCaughey, Principal Software Engineer at Civica, created and ran Northern Ireland’s inaugural Digital Awareness Week for students and teachers. Here, they talk to Blair Melsom MBCS about its resounding success.

Modern trends in event marketing in promoting the university brand

We consider current trends in event marketing in relation to various areas. Event marketing is focused on building a strong emotional connection between brand and audience. As the practice of domestic and foreign universities shows, event marketing is in demand in promoting the brands of an educational institution. We present the most striking cases of special events of domestic and foreign universities. Despite the downturn in the special events market caused by the pandemic, special events are becoming more diverse in form (a hybrid special event format has been developed) and more original in content. In the university environment, there has been a trend towards a transition from narrowly corporate events to events focused on the widest possible audience, from traditional events (“First-Year Student Day”, “Student Spring Festival”) to branded events that characterize the university as a subject of the public life of the region. As examples of special events aimed at various audiences, the events of the Derzhavin Tambov State University (“Career Forum”, “First-Year Student Week”, “Derzhavin Mile”, “Derzhavin Regatta”, “Derzhavin Ski Track”).

Advantages of mixed-age free play in elementary school: perceptions of students, teachers, and parents

ABSTRACT Mixed-age groups have been shown to be effective in classroom settings, but only a handful of studies have explored mixed-age grouping in play. This research is a case study of one New York public elementary school that places great value on recess and mixed-age groupings. The school has implemented Let Grow Play Club before school one day per week for students in kindergarten through fifth grade. We use child interviews, teacher interviews, and parent surveys to examine the perceptions of mixed-age, outdoor play provided in Play Club and the school more generally. Across the different types of data, stakeholders expressed their support for cross-age interactions in mixed-age groupings. This play was perceived as valuable for helping build friendships and developing social skills, as older children become role models to younger ones. As suggested by Vygotsky’s (1978) theories, children are learning from one another and enhancing their development through unstructured play.

Effects of Four-Day School Weeks on School Finance and Achievement: Evidence From Oklahoma

Motivated by potential financial savings, 4-day school weeks have proliferated across the United States in recent years, reaching public schools in 24 states as of 2019. The consequences of the 4-day school week for students, schools, and communities are largely unknown. This article uses district-level panel data from Oklahoma and a difference-in-differences research design to examine the causal effect of the 4-day schedule on school district finance and academic achievement. Results indicate that 4-day weeks decrease districts’ federal revenues and their noninstructional and support services expenditures. Decreases are concentrated specifically in operations, transportation, and food services expenditures and amount to approximately 2.03% of the average 4-day district’s budget. There is no detectable effect of the 4-day week on academic achievement.

Cooperative learning in physical education: a study of students’ learning journey over 24 lessons

ABSTRACT Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which results from the sustained implementation of the model beyond the initial unit. Purpose: This paper draws on 24 lessons of CL over two academic years investigating students’ learning journey through (a) teachers’ perceptions on students’ learning journey through CL, and (b) students’ experiences of their learning journey through CL. Method: The study is part of a larger participatory action research project and follows students through four related six-week interventions in PE. The study draws on different data sources such as interviews, observation notes and the researcher’s reflective diary in order to acquire an in-depth understanding of students’ learning journey. Through first author’s close presence throughout the project, Lars was very familiar with the data. Hence, the analysis adopted an abductive approach [Alvesson, M., and K. Sköldberg. 2018 Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. Los Angeles, CA: Sage] in which the empirical data were examined with the aid of pre-established theoretical concepts. Findings: Three themes emerged from the analysis. The first, ‘shifting attitudes’ highlighted how students changed their attitudes towards CL from being reluctant to positive. The second, ‘the influence of having learning objectives’ shows that working systematically with learning objectives over time, helped students understand that physical education is, in fact, a subject for learning. The final theme, ‘social- and emotional learning’, identified aspects of students’ learning that eventually results in all students being capable of working alongside their peers to master academic tasks in physical education. Conclusion: After experiencing learning through CL as meaningful, many students developed a positive attitude towards CL and working with their peers in small groups. The paper shows that having learning objectives is something most students appreciate and value. Nevertheless, working with learning objectives must be undertaken systematically over time so that students understand that they are expected to learn in physical education. While other studies have suggested that it took a few weeks for students to work comfortably together [Casey, A., B. Dyson, and A. Campbell. 2009. “Action Research in Physical Education: Focusing Beyond Myself Through Cooperative Learning.” Educational Action Research 17 (3): 407–423. doi:10.1080/09650790903093508], students in this project required up to 17 lessons before they were able to function in their groups. At the same time, all students, with different motor, social, cognitive and affective challenges, can be capable of learning through CL. However, this did not happen by chance, and the teacher must carefully adapt the delivery of the CL model to meet the needs of all students.

A Critical Review of Students’ and Teachers’ Understandings of Nature of Science

There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of instruction. In this context, the main objective of this review is to analyze articles from nine main science education journals that consider the teaching of NOS to K-12 students, pre-service, and in-service science teachers in search of patterns in teaching and learning NOS. After reviewing 52 studies in nine journals that included data regarding participants’ views of NOS before and after an intervention, the main findings were as follows: (1) some aspects of NOS (empirical basis, observation and inference, and creativity) are easier to learn than others (tentativeness, theory and law, and social and cultural embeddedness), and subjective aspects of NOS and “the scientific method” seemed to be difficult for participants to understand; (2) the interventions most frequently lasted 5 to 8 weeks for students, one semester for pre-service teachers, and 1 year for experienced teachers; and (3) most of the interventions incorporated both decontextualized and contextualized activities. Given the substantial diversity in the methods and intervention designs used and the variables studied, it was not possible to infer a pattern of more-effective NOS teaching strategies from the reviewed studies. Future investigation should focus on (a) disentangling whether a difference exists between the easy and difficult aspects of learning NOS and formulating a theoretical explanation for distinguishing the two types of aspects and (b) assessing the effectiveness of different kinds of courses (e.g., history of science, NOS or informal) and strategies (e.g., hands-on vs. drama activities; SSI vs. HOS).

Reading Recovery's unrecovered learners: Characteristics and issues

Reading Recovery (RR) was developed in New Zealand in the early 1980s to provide 30 minutes of daily individualised literacy instruction over 20 weeks for students struggling with learning to read after one year of formal schooling. Considerable research has been undertaken on the RR programme. While results indicate short‐term success for some students, each year 15–30% of students do not successfully complete the programme and are therefore ‘unrecovered’. Research on the characteristics of these unrecovered students is sparse. This review examines findings on the characteristics of unrecovered students. These RR students typically have limited phonemic awareness and phonemically based decoding skills, and lower scores on RR screening measures on entry to RR than ‘recovered’ students. In New Zealand, unrecovered students tend to be enrolled in schools serving lower socio‐economic neighbourhoods, and tend to be from Māori or Pasifika (Polynesian Pacific Island heritage) backgrounds. These students typically receive more RR lessons than recovered students. We conclude that RR does not tailor instruction to meet the needs of individual students, as claimed. The RR instructional model, developed in the 1970s, fails to recognise the importance of explicit, systematic instruction in phonemic awareness and the use of letter–sound relations. Such instruction is essential for most students who struggle with literacy learning during their early years of schooling and especially important for students who experience the most difficulty with learning to read. Suggestions are presented for strengthening the RR programme and for reducing the number of unrecovered students.

Exploring nursing students' experiences of a drop-in support-centre: A mixed-methods study

BackgroundThe increased use of blended learning approaches in undergraduate nursing programs has resulted in reduced on-campus contact with academic staff and other students. ObjectivesTo explore student's experiences of a Drop-In-Support-Centre and assess the impact of attendance on academic performance. DesignConcurrent mixed-methods. SettingA large metropolitan, multi-campus university in Sydney, Australia. ParticipantsUndergraduate nursing students enrolled in a 3-year Bachelor of Nursing program. MethodsIn March 2016, to support students' learning, a weekly Drop-In-Support-Centre (DISC) initiative was piloted. The DISC provided an informal, learning space one day a week for students to access academic support. Baseline quantitative data was extracted from the University administrative dataset with a 12-month follow-up Grade Point Average (GPA) in January 2017. Attendance at the DISC was collected progressively throughout 2016. Qualitative data were collected using semi-structured interviews. ResultsOf 1016 undergraduate nursing students enrolled on the campus, 163 (16%) attended DISC at least once. Attendees were older, more likely to be Overseas-born (74% versus 45% native-born, p < 0.001). Sub-group analysis of first year students revealed attendees had a higher grade point average than non-attendees (4.20 versus 3.85, p = 0.005). Controlling for demographic factors, they were over three times more likely (Adjusted Odds Ratio: 3.75, 95% CI: 1.44–9.78) to achieve a higher GPA (>4.0) compared to non-attendees. Thirteen students were interviewed. Two main themes emerged; 1) ‘Home away from home’ and 2) ‘A sense of community: Everyone supports each other’ with three accompanying sub-themes. ConclusionsThis study supports the usefulness of a Drop-In-Support-Centre in enhancing students' learning experiences and outcomes. The success of the program is highlighted by an improvement in academic performance of students who attended the DISC.

Modifying the Sleep Treatment Education Program for Students to include technology use (STEPS‐TECH): Intervention effects on objective and subjective sleep outcomes

University students often have sleep issues that arise from poor sleep hygiene practices and technology use patterns. Yet, technology-related behaviors are often neglected in sleep hygiene education. This study examined whether the Sleep Treatment Education Program for Students-modified to include information regarding managing technology use (STEPS-TECH)-helps improve both subjective and objective sleep outcomes among university students. Results of an experimental study among 78 university students showed improvements in objective indicators of sleep quantity (total sleep time) and sleep quality (less awakenings) during the subsequent week for students in the STEPS-TECH intervention group compared to a control group. Exploratory analyses indicated that effects were driven by improvements in weekend days immediately following the intervention. There were also no intervention effects on subjective sleep quality or quantity outcomes. In terms of self-reported behavioral responses to educational content in the intervention, there were no group differences in sleep hygiene practices or technology use before bedtime. However, the intervention group reported less technology use during sleep periods than the control group. These preliminary findings suggest that STEPS-TECH may be a useful educational tool to help improve objective sleep and reduce technology use during sleep periods among university students.

Effect of health promotion program with collaborative approach on physical activity of overweight school-age girls

Background: Nowadays, due to ineffectiveness of interventions in the prevention of obesity in school-age children, collaborative approach in order to prevent and control the obesity seems necessary. Aim: to assess the impact of health promotion programs with collaborative approach on physical activity levels of overweight school-age girls. Methods: This quasi-experimental and pretest/post-test study was conducted among 80 overweight female students which were randomly selected. Data were collected via activity checklist. In the test groups, health promotion programs were administered in 3 stages of assessment, supportive planning and evaluation in 6 to 8 one-hour sessions for four consecutive weeks (2 sessions per week for students, parents and teachers), activities suitable with children’s condition 3 sessions per week, and evaluation for 3 months. Level of children's activity in both groups were evaluated by the child and parents before and 3 months after intervention and analyzed by SPSS software version 16, independent and paired t-tests, and chi-square. Results: Before the intervention, the two groups were similar in terms of age, place of birth, history of disease, nutrition, parental age, education, occupation and income, and duration of exercise. After the intervention, both groups had significant differences in duration of exercise (P<0.001). Conclusion: Health promotion programs with collaboration of children, parents and teachers could increase exercise duration in overweight children.

Association Between Asthma and Physical Activity in Adolescents: Analysis of Representative National Data from the 2011 Youth Risk Behavior Survey

Purpose: Moderate physical activity (PA) has been shown to be beneficial for alleviating some of the symptoms of asthma in teens. Unfortunately, many youth with asthma avoid rigorous PA for fear of an asthma attack. Decreased PA is linked to being overweight or obese. If teens with asthma are at increased risk of being overweight or obese, then it is important to determine if their decreased activity is secondary to their asthma or their weight status. Previous analyses of national data have not accounted for the effect of BMI on PA in asthmatics. Using data from the 2011 Youth Risk Behavior Survey, this study will analyze the association between: (1) asthma and obesity, (2) asthma and PA, and (3) asthma and total sedentary behavior (TSB) in high school adolescents (HSS) while controlling for BMI. Methods: Subjects were in the 9th to 12th grades (N 1⁄4 12286) and were categorized into current asthma (N 1⁄4 1499), past-not current asthma (N1⁄4 1339) and never had asthma groups (N1⁄4 9448) based on their answers to two questions: “Has a doctor or nurse ever told you that you have asthma?” and “Do you still have asthma?”. Primary analyses compared HSS with current asthma with HSS who never had asthma (controls) across the following domains: overweight, obesity, physical activity, and TSB while controlling for age, sex, grade, race/ethnicity and BMI using analyses specifically suited for survey data in SAS 9.2. Overweight was defined by BMI between 85th and 95th %, and obese as> 95th %. Physical activity was assessed with a single question: “During the past 7 days, on how many days were you physically active for a total of at least 60 minutes per day?” TSB was determined by adding the responses to two questions regarding hours spent daily watching television and/or playing video games. Results: 12.6% of HSS reported having current asthma and 76.52% never had asthma (10.90% had past asthma). Asthmatics were more likely to be obese (16.37% vs. 11.84%; adjusted Odds Ratio [aOR]1⁄4 1.513, 95% CI1⁄4 1.248,1.835; p< .0001). A similar trendwas noted for being overweight (aOR 1⁄4 1.17, 0.986, 1.396; p 1⁄4 .07). Teens with current asthma reported having sufficient PA (being physically active for 60 minutes for 5+ days per week) than those who never had asthma (aOR 1⁄4 1.161, 95% CI 1⁄4 1.012, 1.332). Students with current asthma reported being physically active for 60+ minutes on an average of 5.16 (Standard error of mean [SEM] 1⁄4 .10) days per week versus 5.10 (SEM1⁄4 .07) days each week for students without asthma. No significant differences in TSB (1⁄4 5 hours) were found between the two groups. Past asthmatics did not differ from the other groups in any of the outcome variables examined. Conclusions: Studies not controlling for BMI suggest asthmatics are less active than non-asthmatics. Analysis of the 2011 YRBS data shows that teens with asthma, though more likely to be heavy, are no less active than non-asthmatics when adjusted for BMI. Greater efforts to reduce obesity in asthmatics would likely result in even greater PA and overall health. Sources of Support: None. 103.

The Validation of an Endoscopic Sinus Surgery Skills Training Model: A Pilot Study

Performing functional endoscopic sinus surgery (FESS) requires a trainee surgeon to develop both thorough anatomic understanding and new manual dexterity skills. Traditionally, these skills were learned in the operating room setting. In an era of available surgical simulation, this practice introduces ethical concerns about exposing patients to unnecessary risks during surgical skills development. Additionally, cost-effective rhinologic training has become increasingly important. To address these problems, a low-cost, intermediate-fidelity FESS training model was developed, and both speed and accuracy of task completion were measured to assess both immediate and intermediate-term skills retention. Preliminary data were collected on 12 medical students and 10 resident-level (PGY1, -2, and -3) learners. Distinct tasks were performed five times on the initial day of testing and repeated after 2 weeks. Both groups attained statistically significant improvement in time to complete both tasks by the second iteration of each task and retained this effect after 2 weeks. Similarly, statistically significant improvement was seen for accuracy relative to the initial attempt by the fifth iteration for residents. This effect was also seen by the third through fifth iterations and after 2 weeks for students. Additionally, when the 2-week follow-up testing was compared with the fifth attempt, the only skills that deteriorated significantly were the resident group with the complex task times and the students with measures of accuracy. However, in both cases a highly significant improvement from initial attempts was maintained (p = 0.02 and p = 0.005, respectively). Residents were significantly faster than medical students at both simple and complex tasks for attempts 1 through 4, but this difference was not significant for attempt 5 and after 2 weeks. Residents had significantly fewer errors for all but the 2-week data point. The data from this pilot study support improved FESS skills for both medical students and residents using this low-cost, intermediate-fidelity model.

CDIO and the Liverpool Constructionarium

The Constructionarium initiative can be classified as the implement section of the conceive, design, implement, operate (CDIO) innovative educational framework for civil engineering students. CDIO is an international learning and teaching initiative which is based on the principle of embedding active learning into engineering education at all levels. The Constructionarium provides a practical construction experience for various civil engineering structures such as a gravity concrete oil rig, a cable-stayed steel bridge, a transmission tower, a subway entrance hall and a clay core dam, all at a reduced scale. Students are required to follow the same professional and health and safety procedures that a construction contractor follows on a real construction project. A collaborating construction contractor and a design consultant offer close supervision, support and guidance for all site activities, typically covering preparation of method statements, risk assessments, construction planning, costing, setting-out, use of construction tools, and so on. The Constructionarium is a concentrated learning week for students for which there is no other equivalent replacement activity. In this paper, the Liverpool Constructionarium is presented in detail, including pre-Constructionarium preparation, learning objectives, running projects, associated problems and learning outcomes. In addition the results from pre- and post-Constructionarium questionnaires are presented to show measurement of learning outcomes from student feedback.

International Schools for Young Astronomers (ISYA): a programme of the International Astronomical Union

AbstractThis paper outlines the main features of the International Schools for Young Astronomers (ISYA), a programme developed by the International Astronomical Union (IAU) in 1967. The main goal of this programme is to support astronomy in developing countries by organizing a school lasting 3 weeks for students with typically a M.Sc. degree. The context in which the ISYA were developed has changed drastically over the past 10 years. We have moved from a time when access to any large telescope was difficult and mainly organized on a national basis, to the situation nowadays where data archives are established at the same time that any major telescope, ground-based or in space, is built, and these archives are accessible from everywhere. The concept of the virtual observatory reinforces this access. However, the rapid development of information and communications technologies and the increasing penetration of internet have not yet removed all barriers to data access. The role of the ISYA is addressed in this context.

What do medical students actually do on clinical rotations?

As medical schools make use of an increasing variety of clinical teaching settings, it is of interest to find that that there is very little published research that explores the actual learning activities undertaken by students in different environments. This study was designed to describe and analyse a typical week for students learning the same curricular material in one of three Australian settings: an urban tertiary teaching hospital, a remote secondary referral hospital and a rural community-based programme. Twenty-eight students completed week-long learning logs in weeks 9 and 35 of a 40-week academic year. Each student recorded his or her activity in 15-minute intervals for each week. Analysis of these data revealed that, compared with the hospital-based students, the community-based students reported greater patient contact, more time spent in clinical settings and increased time supervised by experienced clinicians. Whilst the community-based students valued their learning in clinical settings more highly than the learning they undertook at their home, the opposite was found for the tertiary hospital-based students. This study, the first to compare student activity in these three prototypical settings in the medical education literature, provides empirical evidence supporting community-based programmes as credible alternatives to traditional teaching hospital-based environments.

Colleges Use Aggressive Outreach To Prevent, Identify MH Problems

Colleges Use Aggressive Outreach To Prevent, Identify MH Problems