251 research outputs found
Exploring examiner judgement of professional competence in rater based assessment
No full textExercise physiology courses have transitioned to competency based, forcing Universities to rethink assessment to ensure students are competent to practice. This study built on earlier research to explore rater cognition, capturing factors that contribute to assessor decision making about students’ competency. The aims were to determine the source of variation in the examination process and document the factors impacting on examiner judgment. Examiner judgement was explored from both a quantitative and qualitative perspective. Twenty-three examiners viewed three video encounters of student performance on an OSCE. Once rated, analysis of variance was performed to determine where the variance was attributed. A semi-structured interview drew out the examiners reasoning behind their ratings. Results highlighted variability of the process of observation, judgement and rating, with each examiner viewing student performance from different lenses. However, at a global level, analysis of variance indicated that the examiner had a minimal impact on the variance, with the majority of variance explained by the student performance on task. One anomaly noted was in the assessment of technical competency, whereby the examiner had a large impact on the rating, linked to assessing according to curriculum content. The thought processes behind judgement were diverse and if the qualitative results had been used in isolation, may have led to the researchers drawing conclusions that the examined performances would have yielded widely different ratings. However, as a cohort, the examiners were able to distinguish good and poor levels of competency with the majority of student competency linked to the varying ability of the student
The influence of individualist and collectivist attributes on responses to Likert-type scales
No full textSubscription resource available via Digital Dissertations only.Collectivism and individualism are culturally-related psychological structures which have been used to distinguish people within and across various societies. From a review of the literature, it is argued that the most salient feature of individualism is valuing personal independence, which includes self-knowledge, uniqueness, privacy, clear communication, and competitiveness. Collectivism is associated with a strong sense of duty to group, relatedness to others, seeking others' advice, harmony, and working with the group. The purpose of the thesis is to explore how collectivist and individualist attributes affect the way people respond to Likert-type questionnaires. In the first study, a new measurement tool for individualism and collectivism was developed to address critical methodological issues in this field of cross-cultural psychology. This new measure the “Auckland Individualism and Collectivism Scale” defined three dimensions of individualism: (a) Responsibility (acknowledging one's responsibility for one's actions), (b) Uniqueness (distinction of the self from the other) and (c) Compete (striving for personal goals is one's prime interest); and two dimensions of collectivism: (d) Advice (seeking advice from people close to one, before taking decisions), and (e) Harmony (seeking to avoid conflict). The AICS avoids the need for measuring horizontal and vertical dimensions of collectivism and individualism, and the confounding effect of familialism on the collectivism-individualism constructs. The second study investigated the relationship between collectivism and individualism and various response sets that have been reported relating to the way in which individuals respond to Likert-type scales. Using structural equation modelling, the Collectivism-Individualism Model of Response Bias was developed. This model suggests two types of response sets: (a) the Impression-Response Bias which includes response sets such as social desirability and context, that affect the first four stages of responding to questions, namely receiving and retrieving data and making decisions; and (b) the Expression-Response Bias which includes response sets such as the extreme response set and the neutral response set that relate to the application of the responses, namely the actual answer chosen by the respondent. Collectivism is negatively correlated with context and with self deception enhancement whereas individualism is positively correlated with context and self deception enhancement and impression management. Context is positively correlated with extreme response set and negatively correlated with neutral response set. The Collectivism-Individualism Model of Response Bias suggests that collectivist and individualist attributes directly affect the Impression-Response Bias response sets and indirectly affect the Expression-Response Bias response sets. It was concluded that attributes of collectivism and individualism affect the decision made by the respondents and therefore lead to different responses to Likert-type questionnaires. Nevertheless, the effect of collectivism and individualism on the magnitude of the responses would be limited as it is mediated by the Impression-Response Bias response set
Do extra-curricular activities in schools improve educational outcomes? A critical review and meta-analysis of the literature
No full textAI software solutions adoption in healthcare - Facilitators, Barriers, Enablers and Impediments
No full textThe adoption of AI (Artificial Intelligence) technology solutions by clinicians in healthcare systems is influenced by multiple factors, including both technology-related and humancentric aspects. However, comprehensive studies quantifying the impact of the humancentric factors are limited.
A systematic literature review was conducted using SCOPUS® with a Boolean search criterion to identify relevant articles examining different AI adoption factors. The PRISMA® protocol was applied for screening, removing duplicates, and selecting the most relevant articles based on titles, abstracts, and full texts. The identified articles were categorised into three groups: quantitative, qualitative, and reviews (of all types). Effect sizes (ES) were extracted from the quantitative studies, converted into Cohen’s d to enable comparison of the results, and pooled into seven-factor groups after eliminating sample duplications. Overall ES, homogeneity, and heterogeneity were calculated for each factor group.
Of 4,771 initially identified articles, 105 met the inclusion criteria: 51 qualitative studies, 35 reviews, and 19 quantitative studies. From the quantitative studies, 49 ES’ were extracted, with 26 unique ES from 11 relevant quantitative articles grouped into seven-factor categories.
The ES for the seven-factor groups ranged from 0.838 for Organisational readiness to use AI to (-0.319) for the Risk factor. Among these seven factors, AI familiarity, Risk, Trust, and Perceived ease of use were statistically significant based on a 95% confidence interval, homogeneity, and heterogeneity analyses.
This study is one of the first to provide a comprehensive and rigorous quantitative overview of the human-centric factors affecting AI healthcare systems clinicians’ adoption and discuss additional factors that require further quantitative study to become statistically evident
Public Participation in Health Care: Exploring the Co-Production of Knowledge
Get PDFThis eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
It’s what you do, not the way you do it – online versus face-to-face small group teaching in first year medical school
No full textAbstract Background Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format. Methods At the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts. Results From a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively). Conclusion In this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students’ learning processes
Admission Model and Equity in Higher Education
No full textEquity in higher education is mostly related to the context in which it is discussed. Most commonly, equity is sought for enhancing access to higher education for under-represented groups such as minorities, low income groups, or any other type of disadvantaged group of people. The plethora of research in this area mostly focuses on different types of affirmative action aiming to enroll more under-represented groups in higher education, whereas in the research on equity, within the context of educational outcomes and quality, the interaction between equity and quality in higher education is scarce. This paper discusses the entangled issues of equity and quality in higher education and explores the possible solutions to promoting both. It concludes that admission models aiming to achieve equity in higher education should be more outcomes-based (e. g., increase success) rather than process-based (e. g., increase participation)
Who benefits from cooperative learning with movement activity?
No full text The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and pre- and post-tests. The analysis identified three behavioural clusters: ‘active’, ‘social’ and ‘passive’. The results suggest that students who are physically active while seeking knowledge and/or solutions are more successful than their peers who are more socially active, even if initially they were lower achievers. Passive students demonstrated the lowest academic achievements. This study points to a possible solution for the problems that cooperative group learning, based mainly on verbal interaction, often encounter at the primary education level. </jats:p
How the admission criteria to a competitive-entry undergraduate programme could be improved
No full textParent Influence on Outcomes for Children: HIPPY as a Cost-Effective Option
No full textChildren development is affected by home environment, such as mother-child communication, effective discipline methods, home safety and educational activity provided by parents. Among these, parenting practices are the most influential factors affecting children's outcomes. In order to improve parenting practices, a number of parenting programmes and strategies have been implemented worldwide as well in New Zealand. In particularly, HIPPY (Home Interaction Programme for Parents and Youngsters) has been successfully operated in New Zealand and overseas. HIPPY is a home-based programme that trains parents to help their young children with their learning and reducing antisocial behaviour in school or later life. This paper discusses the effects of parental practices on children's lives with a focus on HIPPY implemented to improve parenting skills and their cost effectiveness. The paper concludes with recommendations for action
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