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Elaraby, Shimaa
- Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement
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PDF Views:231
Authors
Affiliations
1 Associate Professor, Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, EG
2 Assistant Professor, Physiological Department, Fakeeh College for Medical Sciences, Jeddah, SA
1 Associate Professor, Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, EG
2 Assistant Professor, Physiological Department, Fakeeh College for Medical Sciences, Jeddah, SA
Source
Journal of Ecophysiology and Occupational Health, Vol 21, No 3 (2021), Pagination: 116-120Abstract
Students of the first-year nursing program were recently experienced continuous and formative assessment through their training program. This is to improve the achievement of the students and the Course Learning Outcomes (CLOs). Therefore, the aim of the current study was to investigate the relationship between monitoring students’ performance through continuous and formative assessments, student, and CLOs achievements. The study revealed a significant increase in the students’ marks in all assessment methods after the mid-semester exams. In addition, the CLOs achievement is increased when the students got feedback.
Keywords
Feedback, Formative Assessment, Learning Outcomes, Student Assessment; Student Progress.Full Text
References
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- Examining the Psychometrics of the Connor-Davidson Resilience Scale (CD-RISC) among Medical Staff Members at the Faculty of Medicine, Suez Canal University, Egypt
Abstract Views :280 |
PDF Views:121
Authors
Affiliations
1 Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, EG
1 Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, EG
Source
Journal of Ecophysiology and Occupational Health, Vol 22, No 1 (2022), Pagination: 22-28Abstract
Objectives: This study aims to investigate the level of Career Resilience among Medical Staff members and examine the psychometrics of the Connor-Davidson Resilience Scale (CD-RISC). Subjects and Methods: This is a descriptive, cross-sectional study; the study population included medical staff from basic and clinical departments at the Faculty Of Medicine, Suez Canal University (FOM-SCU) (n=75). The instrument was Connor-Davidson Resilience Scale (CD-RISC) to assess medical staffs’ career resilience. Results: This study reveals that the medical staff at FOM-SCU agreed that things happen for a reason, past success gives them confidence for new challenge and, sometimes fate or God can help (78%, 72% and 72%, respectively). Ninety two percent of participants had a resilience score of ?50%. Exploratory Factor Analysis (EFA) of the CD-RISC was conducted. This analysis yielded four factors. These factors were labeled as follows: Factor 1: Personal Competence, Factor 2: Tolerance of Negative Affect; Factor 3: Acceptance of change, secure relationships, and spiritual influences; and Factor 4: Control. Conclusion: The findings revealed that the medical staff received a high level of career resilience, and they especially felt that God gives them confidence. Resilience reveals how the medical staff copes with change and how they face challenges and risk events in the health profession. This study assessed the psychometric properties of the CD-RISC questionnaire and concluded that it is a reliable and valid instrument to measure career resilience in medical staff.
Keywords
Acceptance of Change, Personal Competence, Resilience, Reliability, Secure Relationships, Spiritual Influences, Validity.Full Text
References
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- Relationship between Learning Approaches and Students’ Preferences for Online Learning
Abstract Views :123 |
PDF Views:79
Authors
Affiliations
1 Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, EG
2 Department of Family Medicine, Faculty of Medicine, Suez Canal University, Ismailia, EG
1 Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, EG
2 Department of Family Medicine, Faculty of Medicine, Suez Canal University, Ismailia, EG
Source
Journal of Ecophysiology and Occupational Health, Vol 23, No 2 (2023), Pagination: 71-76Abstract
Objectives: The objective of this study is to enhance the quality of medical education by exploring the learning approaches of students and their relationship with the student’s preference for online learning in a Problem-Based Learning (PBL) Program. Subjects and Methods: The study was a descriptive, cross-sectional one; the target population included a random sample of students in the 1st, 2nd and 3rd years (n = 300). The study was conducted at the Faculty of Medicine, Suez Canal University in Ismailia, Egypt during the academic year 2021-2022. The instrument used for data collection is named “a Two-Factor Study Process Questionnaire (R-SPQ-2F)” (Arabic Version). Results: In this study, the students mostly adopt deep learning strategies (72.3%) compared to superficial learning strategies (27.7%). The current study shows that females mostly adopt deep learning strategies (75.8%) compared to males who adopted deep learning strategies (68.7%). The results of the correlation test in the current study show that learning approaches significantly correlated with gender and skills, also only computer skills and year were significantly correlated with the preferences of the students of distance learning. We conducted a correlation analysis with the subscales of the questionnaire with the preference of the students of distance learning. The only significant one is the first item of the questionnaire. Conclusion: In conclusion, the results of this research show that students in a PBL school adopt a deep learning approach. Older students with good computer skills prefer online learning to face-to-face learning more than younger ones do. In addition, students prefer online learning to increase their satisfaction in their time of studying and there is a significant relationship between their computer skills and the learining approach.
Keywords
Computer Skills, Learning Strategies, Medical Education, Problem-Based Learning (PBL)Full Text
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