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Lin J, Wang Y. Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19. Acta Psychol (Amst) 2024; 245:104233. [PMID: 38522350 DOI: 10.1016/j.actpsy.2024.104233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 03/18/2024] [Accepted: 03/20/2024] [Indexed: 03/26/2024] Open
Abstract
Online learning has become increasingly prevalent in the era of digitalization, impacted by both internet penetration and the COVID-19 pandemic. Classroom interaction, as a key factor in evaluating students' learning experience in online settings, has been identified to be associated with their academic achievement. While previous research has underscored the significance of classroom interaction in language learning settings, there is relatively limited research on its relationships with student satisfaction and learning. This research intends to explore classroom interaction and its mediating role in the correlation between student satisfaction and perceived online learning in online contexts. Given this, the paper reports a quantitative-method study that examined how Chinese EFL tertiary students perceived three types of classroom interaction (i.e., learner-learner, learner-instructor, and learner-content), their satisfaction, and its influences on their perceived online learning. Data was collected from 319 Chinese university students through convenience sampling and a self-designed questionnaire, and then analyzed with the help of SPSS. The results showed that: 1) the students had moderately positive perceptions of classroom interaction and online learning, but were neutral about their satisfaction; 2) positive correlations were observed between classroom interaction, student satisfaction, and online learning; and 3) student satisfaction predicted perceived online learning, with classroom interaction partially mediating this relationship. The findings of this research have implications for strengthening the effectiveness of online language teaching in the post-COVID-19 era.
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Affiliation(s)
- Jie Lin
- Department of English Language Education, The Education University of Hong Kong, Hong Kong; The Education University of Hong Kong, 10 Lo Ping Road, Taipo 999077, New Territories, Hong Kong.
| | - Yongliang Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, PR China; Nanjing Normal University, No.1 Wenyuan Road, Qixia District, Nanjing 210046, PR China.
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Alberti S, Guasconi M, Bolzoni M, Donnini G, Volpi P, Rovesti S, Monaco F, Bonacaro A, Ferri P. Assessing satisfaction in simulation among nursing students: psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. BMC Nurs 2024; 23:300. [PMID: 38689264 PMCID: PMC11061976 DOI: 10.1186/s12912-024-01974-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Accepted: 04/24/2024] [Indexed: 05/02/2024] Open
Abstract
BACKGROUND The Satisfaction with Simulation Experience scale is a 5-point Likert scale that measures students' satisfaction in medium and high-fidelity simulation scenarios. This study aims at investigating the psychometric properties of the Satisfaction with Simulation Experience - Italian Version scale. METHODS A multi-centre cross-sectional study was conducted. The scale was administered to a sample of 266 undergraduate nursing students from two Italian universities after attending a medium- and high-fidelity simulation session in November 2022 and March 2023. Cronbach's alpha coefficient and item-total correlation were sorted out to assess internal consistency and reliability. The test-retest method was used as a measure of scale stability over time as well as the confirmatory factor analysis to verify construct validity. RESULTS The Cronbach's alpha value was 0.94 for the overall scale, indicating excellent reliability, and it was 0.84 or higher for each subscales, indicating good reliability. A large correlation coefficient of 0.60 or higher was found between each item and its subscale and between each item and the overall scale score. A medium test-retest correlation coefficient was found for most items (r > 0.30). The confirmatory factor analysis confirmed the factorial structure found in the original study. CONCLUSIONS Satisfaction is an important teaching and learning quality indicator along with the achievement of learning outcomes in simulation. The Satisfaction with Simulation Experience - Italian Version scale showed good reliability and validity; therefore, it could be a useful tool to assess simulation impact in Italian nursing students. The extensive utilization of the Satisfaction with Simulation Experience scale, along with its various validated versions, could facilitate assessing satisfaction in simulation across diverse contexts and enable comparisons of findings across studies in different countries.
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Affiliation(s)
- Sara Alberti
- Clinical and Experimental Medicine PhD Program, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy.
| | - Massimo Guasconi
- Department of Medicine and Surgery, University of Parma, via Gramsci n° 14, Parma, 43126, Italy
- Azienda USL of Piacenza, via Taverna 49, Piacenza, 29121, Italy
| | - Marina Bolzoni
- Azienda USL of Piacenza, via Taverna 49, Piacenza, 29121, Italy
| | - Giulia Donnini
- University Hospital Polyclinic of Modena, via del Pozzo 71, Modena, 41124, Italy
| | - Paola Volpi
- University Hospital Polyclinic of Modena, via del Pozzo 71, Modena, 41124, Italy
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
| | - Federico Monaco
- Department of Medicine and Surgery, University of Parma, via Gramsci n° 14, Parma, 43126, Italy
| | - Antonio Bonacaro
- Department of Medicine and Surgery, University of Parma, via Gramsci n° 14, Parma, 43126, Italy
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, str. Giuseppe Campi n° 287, Modena, 41125, Italy
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Roque-Hernández RV, López-Mendoza A, Salazar-Hernandez R. Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico. Heliyon 2024; 10:e27342. [PMID: 38500989 PMCID: PMC10945185 DOI: 10.1016/j.heliyon.2024.e27342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Revised: 02/13/2024] [Accepted: 02/28/2024] [Indexed: 03/20/2024] Open
Abstract
Interactive communication platforms have been widely used to support online teaching. However, during the Coronavirus Diseases 2019 (COVID-19) pandemic they gained unprecedented relevance since they allowed educational processes to continue. This study investigated the relationship among interactive communication technology tools, perceived instructor presence, student satisfaction and engagement in hybrid courses post-COVID-19 lockdown. An electronic questionnaire was administered to 1086 students from a public university in Mexico that implemented a hybrid class model using Microsoft Teams after the lockdown. Jamovi and WarpPLS were used to perform confirmatory factor analysis and structural equation modeling. The findings revealed that interactive technological communication tools positively impact the instructor's perceived presence, student satisfaction and engagement. Similarly, commitment significantly positively impacted student satisfaction. The model demonstrated a good fit. The findings were consistent with studies before and during the lockdown. The instructor's perceived presence promotes student engagement and satisfaction, and Microsoft Teams effectively facilitates this presence. These findings suggest that interactive communication tools are and will be significant in educational contexts and modalities. This study provides useful insights for educators, course designers and educational administrators, emphasizing effective communication with students and implementing interactive technological communication tools to enhance hybrid learning in the post-pandemic era.
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Affiliation(s)
- Ramón Ventura Roque-Hernández
- Facultad de Comercio, Administración y Ciencias Sociales, Universidad Autónoma de Tamaulipas, Nuevo Laredo, Mexico
- Ayuntamiento Sur SN, Infonavit Fundadores, Nuevo Laredo, Tamaulipas, Mexico, Zip Code 88000
| | - Adán López-Mendoza
- Facultad de Comercio, Administración y Ciencias Sociales, Universidad Autónoma de Tamaulipas, Nuevo Laredo, Mexico
- Ayuntamiento Sur SN, Infonavit Fundadores, Nuevo Laredo, Tamaulipas, Mexico, Zip Code 88000
| | - Rolando Salazar-Hernandez
- Facultad de Comercio, Administración y Ciencias Sociales, Universidad Autónoma de Tamaulipas, Nuevo Laredo, Mexico
- Ayuntamiento Sur SN, Infonavit Fundadores, Nuevo Laredo, Tamaulipas, Mexico, Zip Code 88000
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Hung CT, Wu SE, Chen YH, Soong CY, Chiang CP, Wang WM. The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load. BMC Med Educ 2024; 24:326. [PMID: 38519950 PMCID: PMC10960437 DOI: 10.1186/s12909-024-05311-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 03/14/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load. METHODS A total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format. RESULTS In this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0-5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005). CONCLUSIONS Both synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students' cognitive load when designing online curricula.
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Affiliation(s)
- Chih-Tsung Hung
- Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No.325, Sec. 2, Chenggong Rd., Neihu Dist., 114, Taipei, Taiwan
- Graduate Institute of Medical Sciences, National Defense Medical Center, Taipei, Taiwan
| | - Shou-En Wu
- Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No.325, Sec. 2, Chenggong Rd., Neihu Dist., 114, Taipei, Taiwan
| | - Yi-Hsien Chen
- Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No.325, Sec. 2, Chenggong Rd., Neihu Dist., 114, Taipei, Taiwan
| | - Chen-Yeu Soong
- Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No.325, Sec. 2, Chenggong Rd., Neihu Dist., 114, Taipei, Taiwan
| | - Chien-Ping Chiang
- Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No.325, Sec. 2, Chenggong Rd., Neihu Dist., 114, Taipei, Taiwan
- Department of Biochemistry, National Defense Medical Center, Taipei, Taiwan
| | - Wei-Ming Wang
- Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No.325, Sec. 2, Chenggong Rd., Neihu Dist., 114, Taipei, Taiwan.
- Graduate Institute of Medical Sciences, National Defense Medical Center, Taipei, Taiwan.
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Chu G, Pitt V, Cant R, Johnson A, Inder K. Students' evaluation of professional experience placement quality in a pre-registration nursing programme: A cross-sectional survey. Nurse Educ Pract 2024; 75:103877. [PMID: 38232675 DOI: 10.1016/j.nepr.2024.103877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Revised: 12/29/2023] [Accepted: 01/01/2024] [Indexed: 01/19/2024]
Abstract
AIM To evaluate the quality of student nurses' experiences and overall satisfaction with professional experience placements at a regional Australian University. BACKGROUND Professional experience placements are a crucial component of pre-registration nursing programs. However, the absence of standardised approaches to assess placement quality has created uncertainty on what constitutes a high-quality placement from a student's perspective. DESIGN Cross-sectional survey. METHODS A descriptive cross-sectional survey was administered online to 800 second and third year undergraduate nursing students at an Australian university. The survey contains demographic questions (e.g., year of study, placement specialty, duration, setting and geographic location), a validated Placement Evaluation Tool and free-text comments. The Placement Evaluation Tool is a 20-item questionnaire that measures two key factors: clinical environment (factor 1), learning support (factor 2) and overall satisfaction of students' learning experiences during a professional experience placement. A descriptive analysis was conducted to evaluate the student's overall experience and satisfaction. Multivariate linear regression was used to assess the relationship between the quality of the student experience and demographics and presented as beta coefficient (β) and confidence interval (CI). Free-text comments were thematically analysed. RESULTS A total of 1104 survey responses were received (as students may rate more than one placement), with an estimated 71% response rate. Most responses (60.3%) were third-year students. Most students experienced high-quality placements, reflected in the overall positive placement experience (PET item 1-19 score: mean 85.9 out of 95) and high student satisfaction (PET item 20: mean 8.53 out of 10). Multiple linear regression analyses revealed that the third year of study and public facilities were independent predictors of positive student experiences (β: 2.61, 95% CI: 0.75, 4.47 and β: 3.72, CI: 0.90, 6.55, respectively). Further analysis of PET items related to factor 1 and factor 2 revealed that high positive experiences in public facilities may be due to the higher learning support (β: 2.54, CI: 0.80, 4.27). Three main themes were perceived to be important to students' professional experience: (i) staff and facilitator attitudes, (ii) learning opportunities and (iii) a team-based learning environment. CONCLUSIONS Most students reported high-quality placement experience and high satisfaction; however, a lack of learning support may contribute to less positive student experiences. This finding emphasises the importance of collaboration between clinical facilities and educational institutions to enhance the student's placement experience.
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Affiliation(s)
- Ginger Chu
- School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW, Australia.
| | - Victoria Pitt
- School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW, Australia
| | - Robyn Cant
- Health Innovation and Transformation Centre, Federation University Australia, Berwick, VIC, Australia
| | - Amanda Johnson
- School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW, Australia
| | - Kerry Inder
- School of Nursing and Midwifery, University of Newcastle, Callaghan, NSW, Australia
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Iqbal M, Dias JM, Sultan A, Raza HA, Zaman LU. Effectiveness of blended pedagogy for radiographic interpretation skills in operative dentistry - a comparison of test scores and student experiences at an undergraduate dental school in Pakistan. BMC Med Educ 2024; 24:80. [PMID: 38254138 PMCID: PMC10804605 DOI: 10.1186/s12909-024-05062-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2023] [Accepted: 01/16/2024] [Indexed: 01/24/2024]
Abstract
BACKGROUND Utilizing Blended pedagogy (BP) in radiographic skills may prove to be an effective teaching strategy. However, studies on the use of BP in dentistry are quite limited in Pakistan, where teaching has mostly been via traditional Didactic Lectures (DL); and radiographic interpretation skills of undergraduate dental students are suboptimal. Therefore, this study aims to assess whether utilizing BP to teach radiographic interpretation skills is an effective teaching methodology in Pakistan. METHODS This mixed-method study was conducted on final year dental students at Jinnah Medical and Dental College (JMDC). Two groups of students were utilized for this study, one taught by traditional DL and the other taught by BP for the same module. BP was conducted over six weeks. A post-module test was conducted in both groups. Additionally, the BP group completed a modified Community of Inquiry (CoI) survey tool and volunteered to discuss their experiences through a focused group discussion (FGD). Descriptive statistics were computed and independent sample t-test was used to analyse the difference between the scores of the two groups. Thematic analysis was performed for the qualitative data. RESULTS The mean post-test scores were found to be significantly higher in the BP group (61.0 ± 10.2) compared to the DL group (44.4 ± 12.3) (p = < 0.001, CI = 95%, Cronbach Alpha > 0.8). The mean scores for the modified CoI instrument were 4.0 ± 0.29 for the whole instrument; 4.25 ± 0.22 for Teaching Presence, 3.71 ± 0.23 for Social Presence and 3.97 ± 0.16 Cognitive Presence, with all three having a Cronbach's alpha > 0.75. Thematic analysis revealed that BP students mutually agreed that BP method was beneficial with the appreciation of strong support from the facilitator. However, challenges like interrupted power supply and increased effort requirement from students were pointed out. CONCLUSION Students taught radiographic interpretation skills with BP in comparison to DL had higher test scores and expressed a positive experience demonstrated via a modified CoI survey and FGD. Considering the encouraging results found, dental schools should incorporate BP in their teaching methodology and follow-up studies are needed to further support the use of BP as an effective teaching methodology in Dentistry.
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Affiliation(s)
- Marium Iqbal
- Department of Operative Dentistry, Jinnah Medical and Dental College, Karachi, Pakistan.
| | - Jacqueline Maria Dias
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Amber Sultan
- Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Hussain Ahmed Raza
- Department for Educational Development, The Aga Khan University, Karachi, Pakistan
| | - Laeeq-Uz Zaman
- Question Bank, Jinnah Sindh Medical University, Karachi, Pakistan
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Weng S, Qin Y. Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics? Environ Sci Pollut Res Int 2023; 30:102504-102518. [PMID: 37668774 DOI: 10.1007/s11356-023-29118-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2023] [Accepted: 07/29/2023] [Indexed: 09/06/2023]
Abstract
The built environment may be considered a complex system comprising several parts (including people, organizations, and physical structures). Since the emergence of the COVID-19 virus in recent years, there has been an explosion in the usage of mobile learning applications for classroom instruction. Research on the diffusion of mobile learning is lacking. This study examines the perceptions and experiences of many aspects of online education from the viewpoint of Chinese HEIs and university students who shifted to online modes of instruction during the COVID-19 outbreak. This research aimed to determine whether or not college students were happy with the resources available to them, how their teachers communicated with them, how they were evaluated, and the conditions in which they studied at home. It also looked at the pros and cons of online learning from the students' points of view. For this study, researchers opted for a cross-sectional survey using an online questionnaire. Information was gathered from 450 students from different Chinese tertiary institutions. To this end, we reflect on the experiences and perspectives of postgraduate students in urban design and discuss the results of an online survey conducted during the 2021-2022 academic year's subject delivery period, which included activities such as assessment, feedback, field study visits, workshops, and the use of digital platforms. PLS-SEM, which stands for partial least square structural equation modeling, is used in order to evaluate the proposed model. Therefore, the findings show that the research model offered for this investigation could explain the diversity in the actual use of mobile learning systems. This would provide helpful insight into the effect of educational, environmental, and quality factors on the actual use of remote education systems. It was shown that quality concerns acted as a mediator between institutional policy, change management, and the implementation of mobile learning systems in actual classrooms. The findings also indicate that the level of pleasure students feel acts as a moderating factor between the degree to which the mobile learning system is used and its overall level of quality. According to the findings of these studies, academic institutions may enhance their use of mobile learning applications and get more benefits from these systems if they adhere to the suggestions stated in these studies.
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Affiliation(s)
- Shaobin Weng
- School of Architecture and Civil Engineering, Xihua University, Chengdu, 610039, China
| | - Yuanyuan Qin
- School of Architecture and Civil Engineering, Xihua University, Chengdu, 610039, China.
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Xia J, Wu H, Cheng H, Jiang Z. The impact of student engagement on satisfaction with medical education in china: a supplementary perspective. Adv Health Sci Educ Theory Pract 2023; 28:1265-1288. [PMID: 37052739 DOI: 10.1007/s10459-023-10219-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Accepted: 02/19/2023] [Indexed: 06/19/2023]
Abstract
As one of the indicators reflecting student well-being in medical education practice, student satisfaction is no doubt an important topic. Instead of exploring student satisfaction from the perspectives of education quality and organizational factors, this study focused on student engagement to explore the impact of it on student satisfaction with medical education in China. Student engagement refers to students' actions, efforts and persistence, indicating both time and energy students invested in educationally purposeful activities, especially academic activities. The data used in this study came from the first national survey of clinical undergraduates-the China Medical Student Survey-in which 10,062 clinical medical undergraduates in 33 medical schools participated. We developed a model of medical student engagement and satisfaction and utilized descriptive statistics, ordered logit regression, and path analysis to describe the relationship between medical student engagement and satisfaction. In this study, student engagement was categorized into behavioral, emotional and cognitive dimensions. The findings showed that medical student satisfaction was relatively low and was significantly affected by student satisfaction, especially the behavioral engagement in clinical rotations and professional identity of emotional engagement. These findings could put a supplementary perspective on improving student satisfaction through student engagement, and offer notable implications for future research and practice.
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Affiliation(s)
- Jie Xia
- Faculty of Education, The Open University of China, Beijing, China
| | - Hongbin Wu
- Institute of Medical Education, National Center for Health Professions Education Development, Peking University, Beijing, China.
| | - Huaqin Cheng
- Institute of Medical Education, National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Zhehan Jiang
- Institute of Medical Education, National Center for Health Professions Education Development, Peking University, Beijing, China
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Kaur R, Hakim J, Jeremy R, Coorey G, Kalman E, Jenkin R, Bowen DG, Hart J. Students' perceived research skills development and satisfaction after completion of a mandatory research project: results from five cohorts of the Sydney medical program. BMC Med Educ 2023; 23:502. [PMID: 37438817 DOI: 10.1186/s12909-023-04475-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Accepted: 06/24/2023] [Indexed: 07/14/2023]
Abstract
BACKGROUND Research activities undertaken during University studies contribute to preparation of medical students for practice of evidence-based medicine. This study aimed to understand medical students' experiences, perceived research skills development and satisfaction associated with completion of mandatory research projects. METHODS An online survey was sent to five cohorts of students (n = 1375) from years 2017-2021 at the completion of their research projects. Univariate analysis was conducted to understand students' perception of research skills development, followed by linear regression modeling to explore factors influencing satisfaction with their research project. Manifest content analysis employing a framework approach was used to analyse qualitative data from responses to open ended questions. RESULTS Response rate was 42%, with 513 (89%) returned surveys being complete and included in analysis. Whilst 37% of students felt they had requisite research skills before undertaking the research project, 84% reported they had these skills after completing the project (χ2 = 8.99, P = 0.02). Mean satisfaction score of the students was 5.0/10 (+/- 2.5, median = 6 (IQR = 3.0-7.0) with 59% of students reporting satisfaction scores higher than the average. Higher satisfaction scores were reported by those who perceived that: research methods and teaching was useful in preparing them for conducting research; the research project helped them acquire new skills; the project resulted in peer-reviewed publication; and, who felt supported by their supervisors. Responses to open ended questions offered important insights into student experience and emphasised the importance of supportive supervisors and the need for a dedicated research block in the busy medical program. CONCLUSIONS The majority of students reported positive outcomes from the mandatory research project. Student satisfaction can be improved by ensuring supportive research environments and high-quality supervision, and inclusion of dedicated research time in the medical curriculum.
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Affiliation(s)
- Rajneesh Kaur
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia.
| | - Jonathan Hakim
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Richmond Jeremy
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Genevieve Coorey
- School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Eszter Kalman
- Office of the Deputy Vice Chancellor (Education), Educational Innovation Team, DVC(E) Portfolio, University of Sydney, Sydney, 2006, Australia
| | - Rebekah Jenkin
- School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - David G Bowen
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
| | - Joanne Hart
- School of Medicine, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, Australia
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Kroufek R, Cincera J, Kolenaty M, Zalesak J, Johnson B. "I had a spider in my mouth": What makes students happy in outdoor environmental education programs. Eval Program Plann 2023; 99:102326. [PMID: 37263148 DOI: 10.1016/j.evalprogplan.2023.102326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Revised: 05/26/2023] [Accepted: 05/26/2023] [Indexed: 06/03/2023]
Abstract
The study contributes to program design and evaluation practice in outdoor environmental education by identifying instructional strategies crucial for student satisfaction. Student satisfaction is a major factor in the overall success of outdoor environmental education programs. While the impact of these programs on student knowledge, attitudes, and behavior has been assessed often, student satisfaction has been subject of much less research. This study analyzes student satisfaction with four outdoor environmental education programs in the Czech Republic. The authors collected qualitative (N = 68) and quantitative (N = 323) data from the program participants after they had completed their respective programs. According to the results, the students appreciate a clearly defined program with meaningful activities. Also important is the role of the program leader and the students' having the opportunity to influence the activities during their free time in the program. Student satisfaction can in some cases be decreased by challenging weather and by demanding social interactions with their peers.
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Affiliation(s)
- Roman Kroufek
- Department of Preschool & Primary Education, Faculty of Education, Jan Evangelista Purkyne University, Usti nad Labem, Czech Republic.
| | - Jan Cincera
- Department of Environmental Studies, Faculty of Social Studies, Masaryk University, Brno, Czech Republic
| | - Miloslav Kolenaty
- Department of Environmental Studies, Faculty of Environment, Jan Evangelista Purkyně University, Usti nad Labem, Czech Republic
| | - Jan Zalesak
- Department of Environmental Studies, Faculty of Social Studies, Masaryk University, Brno, Czech Republic
| | - Bruce Johnson
- College of Education, University of Arizona, Tucson, United States
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Singh HK, Lyons KM, Brock TP, Malone DT. Effect of a curriculum transformation on pharmacy student self-efficacy, self-reported activities, and satisfaction in degree and career choice. BMC Med Educ 2023; 23:304. [PMID: 37131174 PMCID: PMC10152417 DOI: 10.1186/s12909-023-04280-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 04/20/2023] [Indexed: 05/04/2023]
Abstract
BACKGROUND Curriculum revision in healthcare programs occurs frequently, but to undergo a whole degree transformation is less common. Also, the outcomes of curriculum redesign interventions on the selfreported clinical decision making, experiences, and perceptions of graduates of health education programs is unclear. This study evaluated these factors as an outcome of a pharmacy degree whole-curriculum transformation. METHODS A 25-item cross-sectional end-of-course survey was developed to evaluate pharmacy student decisions, experiences, and perceptions upon completion of degree, pre- and post- curriculum transformation. A two-way analysis of variance (ANOVA) was used to determine whether the responses to the items classed within the main factors differed across the two cohorts. Independent t-tests were used to examine the student responses to the individual questions between the two cohorts. RESULTS Graduates from the transformed degree had greater self-efficacy in clinical activities, were more satisfied with their education, found course activities more useful, and were more confident in their career choice. Transformed pharmacy degree students also reported spending more time on weekdays and weekends on activities such as attending lectures and working. Student satisfaction with their choice to attend pharmacy school was also significantly higher in transformed degree students. CONCLUSIONS Responses to the end of degree survey indicate that students who completed the transformed pharmacy curriculum have had positive experiences throughout their degree and felt more prepared for practice as pharmacists in comparison to students who completed the established degree. These results add value to those collected from other sources (e.g., student evaluations, assessment scores, preceptors focus groups, and other stakeholder inputs) consistent with a comprehensive quality improvement model.
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Affiliation(s)
- Harjit Kaur Singh
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, VIC, Australia
| | - Kayley Marie Lyons
- Centre for Digital Transformation of Health, University of Melbourne, Melbourne, Australia
| | - Tina Penick Brock
- University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, Melbourne, U.S
| | - Daniel Thomas Malone
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, VIC, Australia.
- Faculty of Pharmacy and Pharmaceutical Sciences, 407 Royal Parade, Parkville, VIC, 3052, Australia.
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Alenezi S, Al-Eadhy A, Barasain R, AlWakeel TS, AlEidan A, Abohumid HN. Impact of external accreditation on students' performance: Insights from a full accreditation cycle. Heliyon 2023; 9:e15815. [PMID: 37187912 PMCID: PMC10176056 DOI: 10.1016/j.heliyon.2023.e15815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 04/14/2023] [Accepted: 04/21/2023] [Indexed: 05/17/2023] Open
Abstract
Background The process of external academic accreditation involves quality control and auditing measures that focus on the design, delivery, and outcomes of education. It is a demanding and disruptive process in terms of effort, time, money, and human resources. Nevertheless, the extent to which external quality assurance and accreditation procedures affect students' performance at the end of the learning cycle has not been well studied thus far. Methods A retrospective quantitative secondary data analysis was conducted in The King Saud University (KSU) undergraduate medical program, with a before-after comparison research design to assess the impact of external accreditation on students' mean grade scores during an accreditation cycle. Results Overall, the data pertaining to 1090 students who attended 32,677 examination encounters were included in the analysis. The pre- and post-accreditation analysis revealed a statistically significant improvement in the students' mean scores-80 ± 9 (pre) versus 87 ± 11 (post), with a p-value of (p = 0.003) and a Cohen's d value of 0.591. On the other hand, there was no statistically significant difference in the students' mean passing percentages-96 ± 5 (pre) versus 96 ± 9 (post), with a p-value of (p = 0.815) and a Cohen's d value of 0.043. Conclusion The actions involved in the planning phase and the journey through the self-study evaluation not only verify the program's competencies but also functioned as critical boosters for quality improvement processes and, hence, students' learning experiences.
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Affiliation(s)
- Shuliweeh Alenezi
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh, 11362, Saudi Arabia
- King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Corresponding author. College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia.
| | - Ayman Al-Eadhy
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Pediatric Department, King Saud University Medical City, King Saud University, Riyadh, 11362, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Rana Barasain
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Trad S. AlWakeel
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Abdullah AlEidan
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
| | - Hadeel N. Abohumid
- College of Medicine, King Saud University, Riyadh, 11362, Saudi Arabia
- Vice-Deanship of Quality and Development, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Ma T, Li Y, Yuan H, Li F, Yang S, Zhan Y, Yao J, Mu D. Reflection on the teaching of student-centred formative assessment in medical curricula: an investigation from the perspective of medical students. BMC Med Educ 2023; 23:141. [PMID: 36864421 PMCID: PMC9980864 DOI: 10.1186/s12909-023-04110-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Formative assessment (FA) is becoming increasingly common in higher education, although the teaching practice of student-centred FA in medical curricula is still very limited. In addition, there is a lack of theoretical and pedagogical practice studies observing FA from medical students' perspectives. The aim of this study is to explore and understand ways to improve student-centred FA, and to provide a practical framework for the future construction of an FA index system in medical curricula. METHODS This study used questionnaire data from undergraduate students in clinical medicine, preventive medicine, radiology, and nursing at a comprehensive university in China. The feelings of medical students upon receiving student-centred FA, assessment of faculty feedback, and satisfaction were analysed descriptively. RESULTS Of the 924 medical students surveyed, 37.1% had a general understanding of FA, 94.2% believed that the subject of teaching assessment was the teacher, 59% believed that teacher feedback on learning tasks was effective, and 36.3% received teacher feedback on learning tasks within one week. In addition, student satisfaction results show that students' satisfaction with teacher feedback was 1.71 ± 0.747 points, and their satisfaction with learning tasks was 1.83 ± 0.826 points. CONCLUSION Students as participants and collaborators in FA provide valid feedback for improving student-centred FA in terms of student cognition, empowered participation, and humanism. In addition, we suggest that medical educators avoid taking student satisfaction as a single indicator for measuring student-centred FA and to try to build an assessment index system of FA, to highlight the advantages of FA in medical curricula.
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Affiliation(s)
- Tianjiao Ma
- School of Nursing, Jilin University, Changchun, Jilin Province, China
- Institute of Communication and Social Governance, Jilin University, China, Changchun, Jilin Province
| | - Yin Li
- School of Public Health, Jilin University, Changchun, Jilin Province, China
| | - Hua Yuan
- School of Nursing, Jilin University, Changchun, Jilin Province, China
| | - Feng Li
- School of Nursing, Jilin University, Changchun, Jilin Province, China
| | - Shujuan Yang
- School of Public Health, Jilin University, Changchun, Jilin Province, China
| | - Yongzhi Zhan
- School of Public Health, Jilin University, Changchun, Jilin Province, China
| | - Jiannan Yao
- School of Nursing, Jilin University, Changchun, Jilin Province, China
| | - Dongmei Mu
- Division of Clinical Research, The First Hospital of Jilin University, Changchun, Jilin Province, China.
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Matczak A, Akdogan H, Ashmore D. The paradox of technology in online education during the COVID-19 pandemic: the experiences of safety and security students in a Dutch university. High Educ (Dordr) 2022; 86:1-24. [PMID: 36532259 PMCID: PMC9734304 DOI: 10.1007/s10734-022-00971-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/17/2022] [Indexed: 06/17/2023]
Abstract
The purpose of this paper is to reflect on the experiences of safety and security management students, enrolled in an undergraduate course in the Netherlands, and present quantitative data from an online survey that aimed to explore the factors that have contributed to students' satisfaction with, and engagement in, online classes during the COVID-19 pandemic. The main findings suggest an interesting paradox of technology, which is worth further exploration in future research. Firstly, students with self perceived higher technological skill levels tend to reject online education more often as they see substantial shortcomings of classes in the way they are administered as compared to the vast available opportunities for real innovation. Secondly, as opposed to democratising education and allowing for custom-made, individualistic education schedules that help less-privileged students, online education can also lead to the displacement of education by income-generating activities altogether. Lastly, as much as technology allowed universities during the COVID-19 pandemic to continue with education, the transition to the environment, which is defined by highly interactive and engaging potential, may in fact be a net contributor to the feelings of social isolation, digital educational inequality and tension around commercialisation in higher education.
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Affiliation(s)
- Anna Matczak
- Safety and Security Management Studies, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521EN The Hague, Netherlands
| | - Huseyin Akdogan
- Safety and Security Management Studies, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521EN The Hague, Netherlands
| | - Dillon Ashmore
- Safety and Security Management Studies, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521EN The Hague, Netherlands
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Gerber A, Fischetti B. The Impact of Escape Room Gamification Using a Teleconferencing Platform on Pharmacy Student Learning. Med Sci Educ 2022; 32:1159-1164. [PMID: 36160293 PMCID: PMC9483870 DOI: 10.1007/s40670-022-01641-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 09/12/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE The purpose of this study is to design and implement a virtual escape room game using the Zoom video conferencing platform to enhance third professional doctor of pharmacy students' knowledge of self-management of sexual health and pregnancy prevention and to assess student's perception of the activity. METHODS Students were divided into five pre-assigned breakout rooms of five to six students each using the Zoom video conferencing platform, following the conclusion of the self-care sexual health and pregnancy prevention lecture. Once in the breakout room, students worked as a group to complete seven activities to gain access to a code needed to "escape the room." At the completion of the activity, students were asked to fill out a perceptions survey. RESULTS Twenty-six students participated in the virtual escape room activity, with all students completing the activity within the allotted time. Overall, students expressed positive attitudes toward the escape room activity, reporting it helped them check their knowledge of the subject, remain motivated, and connect with their classmates. CONCLUSIONS Overall, the virtual escape room had a positive impact on student learning and application of subject material.
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Affiliation(s)
- Anthony Gerber
- New York City Health + Hospitals/Coney Island, 2601 Ocean Parkway, Brooklyn, NY 11235 USA
| | - Briann Fischetti
- Arnold and Marie Schwartz College of Pharmacy, Long Island University, 1 University Plaza, Brooklyn, NY 11201 USA
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16
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Ortu M, Frigau L, Contu G. Topic based quality indexes assessment through sentiment. Comput Stat 2022; 39:1-23. [PMID: 36157066 PMCID: PMC9486801 DOI: 10.1007/s00180-022-01284-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 09/12/2022] [Indexed: 11/24/2022]
Abstract
This paper proposes a new methodology called TOpic modeling Based Index Assessment through Sentiment (TOBIAS). This method aims at modeling the effects of the topics, moods, and sentiments of the comments describing a phenomenon upon its overall rating. TOBIAS is built combining different techniques and methodologies. Firstly, Sentiment Analysis identifies sentiments, emotions, and moods, and Topic Modeling finds the main relevant topics inside comments. Then, Partial Least Square Path Modeling estimates how they affect an overall rating that summarizes the performance of the analyzed phenomenon. We carried out TOBIAS on a real case study on the university courses' quality evaluated by the University of Cagliari (Italy) students. We found TOBIAS able to provide interpretable results on the impact of discussed topics by students with their expressed sentiments, emotions, and moods and with the overall rating.
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Affiliation(s)
- Marco Ortu
- Department of Economics and Business Sciences, University of Cagliari, Viale Fra Ignazio 17, Cagliari, 09123 Italy
| | - Luca Frigau
- Department of Economics and Business Sciences, University of Cagliari, Viale Fra Ignazio 17, Cagliari, 09123 Italy
| | - Giulia Contu
- Department of Economics and Business Sciences, University of Cagliari, Viale Fra Ignazio 17, Cagliari, 09123 Italy
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Seo YJ, Um KH. The role of service quality in fostering different types of perceived value for student blended learning satisfaction. J Comput High Educ 2022; 35:1-29. [PMID: 36033976 PMCID: PMC9398053 DOI: 10.1007/s12528-022-09336-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/27/2022] [Indexed: 06/15/2023]
Abstract
The present study aims to conceptualize service quality and perceived value in the context of blended learning by redefining and modifying the existing SERVQUAL model, reviewing prior marketing literature on perceived value, and examining the relationships between service quality, perceived value, and student satisfaction. The sample was restricted to colleges in South Korea, where blended learning programs have started to receive much attention. We examined our hypotheses by using regression analysis via the statistical programs Amos 22.0 and SPSS 23.0. The following results are produced. First, the conceptualization of service quality and perceived value was confirmed. Second, the different effects of online and offline service quality on each perceived value are confirmed. Offline service quality is more effective in generating perceived epistemic value, perceived social value, and perceived emotional value than online service quality, whereas online service quality is more effective in triggering perceived conditional value than offline service quality. Finally, perceived emotional value and perceived conditional value are the important determinants of student satisfaction. We address the theoretical implications that (1) service quality and perceived value are conceptualized through modification, refinement, and empirical testing and develop a multidimensional scale for service quality and perceived value, and (2) the sequential and causal relationships among service quality, perceived value, and student satisfaction are confirmed. Practically, we expect that our measurement scales for service quality and perceived value, which have high validity and reliability, can serve as diagnostic tools for blended learning program evaluation from students' perspective.
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Affiliation(s)
- Young-Jin Seo
- General Education, Osan University, 45, Cheonghak-ro, Osan-si, Gyeonggi-do 18119 Republic of Korea
| | - Ki-Hyun Um
- College of Business Administration, Pukyong National University, 45, Yongso-ro, Nam-gu, Busan, 48513 Republic of Korea
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Flølo TN, Gjeilo KH, Andersen JR, Haraldstad K, Hjelmeland IHH, Iversen MM, Løyland B, Norekvål TM, Riiser K, Rohde G, Urstad KH, Utne I, Beisland EG. The impact of educational concerns and satisfaction on baccalaureate nursing students' distress and quality of life during the Covid-19 pandemic; a cross-sectional study. BMC Nurs 2022; 21:185. [PMID: 35820841 PMCID: PMC9274954 DOI: 10.1186/s12912-022-00962-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Accepted: 06/22/2022] [Indexed: 11/10/2022] Open
Abstract
Background High levels of psychological distress and poor overall quality of life (QOL) have been identified among nursing students during the COVID-19 pandemic. The pandemic necessitated improvised reconstructions of educational curriculums and restrictions in clinical placement and training at campuses, possibly reducing educational quality. Objectives We explored whether baccalaureate nursing students’ concerns and satisfaction with the educational curriculum, focusing on the conduct of clinical training, were associated with perceived psychological distress and overall QOL. Methods Baccalaureate nursing students (N=6088) from five Norwegian universities were invited to an internet-based, cross-sectional survey during the second wave of the pandemic. The survey included COVID-19 specific questions on health, education and clinical training, the Fear of COVID-19 scale (FCV-19S), The Hopkins Symptom Checklist (SCL-5) and overall QOL. Data from national surveys on satisfaction with the educational curriculum, before and during the pandemic were used for comparison. Results In total, 2605 (43%) students responded, of whom 1591 (61%) had been engaged in clinical training during the pandemic. Overall, 53% were either satisfied or fully satisfied with their educational curriculum, with the level of satisfaction being significantly lower than pre-pandemic reference values. Also, 79% were concerned or highly concerned about the educational quality. In multiple regression analyses for all students, lower levels of satisfaction and higher levels of quality concerns were associated with worse SCL-5 scores. Furthermore, satisfaction with the educational curriculum was positively associated with overall QOL. For students engaged in clinical training, only concerns about infecting others were additionally associated with psychological distress. None of the items related to clinical training were associated with overall QOL. Conclusion Nursing students’ educational satisfaction and quality concerns may significantly impact perceived psychological distress and overall QOL during a pandemic. However, with necessary adaptations implemented, concerns regarding the conduct of clinical training account for little of these associations.
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Affiliation(s)
- Tone Nygaard Flølo
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, NO-0130, Oslo, Norway. .,Department of Surgery, Voss Hospital, Haukeland University Hospital/The Western Norway Health Region Authority, Sjukehusvegen 16, 5704, Voss, Norway.
| | - Kari Hanne Gjeilo
- Department of Public Health and Nursing, NTNU, Norwegian University of Science and Technology, NO-7491, Trondheim, Norway.,Department of Cardiology and Department of Cardiothoracic Surgery, St. Olav Hospital, Trondheim University Hospital, NO-7006, Postbox 3250, Torgarden, Trondheim, Norway
| | - John Roger Andersen
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, 5063 Kronstad, Bergen, Norway.,Førde Hospital Trust, Post Office Box 1000, N-6807, Førde, Norway
| | - Kristin Haraldstad
- Department of Health and Nursing Sciences, University of Agder, P.O Box 422, 4604, Kristiansand, Norway
| | - Inger Helene Hardeland Hjelmeland
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, 5063 Kronstad, Bergen, Norway
| | - Marjolein Memelink Iversen
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, 5063 Kronstad, Bergen, Norway
| | - Borghild Løyland
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, NO-0130, Oslo, Norway
| | - Tone Merete Norekvål
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, 5063 Kronstad, Bergen, Norway.,Department of Heart Disease, Haukeland University Hospital, Jonas Lies vei 65, NO-5021, Bergen, Norway
| | - Kirsti Riiser
- Department of Physiotherapy, Faculty of Health Sciences, Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, NO-0130, Oslo, Norway
| | - Gudrun Rohde
- Department of Health and Nursing Sciences, University of Agder, P.O Box 422, 4604, Kristiansand, Norway.,Department of Clinical Research, Sorlandet Hospital, SSHF, P.O. Box 416, 4604, Kristiansand, Norway
| | - Kristin Hjortland Urstad
- Department of Quality and Health Technology, University of Stavanger, Kjell Arholms gate 41, 4021, Stavanger, Norway
| | - Inger Utne
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, NO-0130, Oslo, Norway
| | - Elisabeth Grov Beisland
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences, Inndalsveien 28, 5063 Kronstad, Bergen, Norway
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Yalley AA. Student readiness for e-learning co-production in developing countries higher education institutions. Educ Inf Technol (Dordr) 2022; 27:12421-12448. [PMID: 35668901 PMCID: PMC9157035 DOI: 10.1007/s10639-022-11134-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 05/23/2022] [Indexed: 06/15/2023]
Abstract
This study set out to conceptualize and empirically establish the determinants and consequences of student readiness for e-learning co-production in the context of higher education institutions in developing countries. Using an online systematized questionnaire and structural equation modeling, data were collected and analyzed from 317 university students in Ghana. The analysis of the findings identified firm resource commitment, student resource commitment, task socialization, self-efficacy, motivation, and effective communication as the determinants of student readiness for e-learning co-production and student satisfaction as its consequence. The findings provide higher education managers with the critical factors for enhancing students' readiness for e-learning co-production. It also provides higher education policymakers with the strategic factors when assessing institutions as well as developing and implementing national policies on higher education e-learning. For academic researchers, this study was limited to the Ghanaian context, thus, limiting the robustness of the conceptual model and the ability to generalize the findings to another cultural context. Thus, future studies should undertake a cross-national comparison between developed and developing countries.
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20
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Wong WH, Chapman E. Student satisfaction and interaction in higher education. High Educ (Dordr) 2022; 85:957-978. [PMID: 35669591 PMCID: PMC9159046 DOI: 10.1007/s10734-022-00874-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/16/2022] [Indexed: 06/15/2023]
Abstract
Given the pivotal role of student satisfaction in the higher education sector, myriad factors contributing to higher education satisfaction have been examined in the literature. Within this literature, one lesser-researched factor has been that of the quality and types of interpersonal interactions in which students engage. As existing literature has yet to fully explore the contributions made by different forms of interaction to student satisfaction in higher education, this study aimed to provide a more fine-grained analysis of how different forms of interaction between students, their peers and their instructors relate to different aspects of student satisfaction. A total of 280 undergraduate students from one of the largest higher education institutions in Singapore participated in the study. Results provided an in-depth analysis of eight aspects of student satisfaction (i.e. satisfaction with the program, teaching of lecturers, institution, campus facilities, student support provided, own learning, overall university experience and life as a university student in general) and suggested that the different aspects of student satisfaction were associated with three different forms of interaction: student-student formal, student-student informal and student-instructor.
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Affiliation(s)
- Wan Hoong Wong
- Singapore Institute of Management, Singapore, Singapore
- University of Western Australia, Perth, Australia
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21
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Kornpitack P, Sawmong S. Empirical analysis of factors influencing student satisfaction with online learning systems during the COVID-19 pandemic in Thailand. Heliyon 2022; 8:e09183. [PMID: 35345401 PMCID: PMC8944182 DOI: 10.1016/j.heliyon.2022.e09183] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2021] [Revised: 12/25/2021] [Accepted: 03/18/2022] [Indexed: 01/24/2023] Open
Abstract
Starting in early 2020, Thailand's education system came to a grinding halt due to the global COVID-19 pandemic, which created a fervor-like effort to move from traditional classrooms to online education. However, the process has experienced significant troubles. Therefore, starting in June 2021, multiple-stage random sampling and simple random sampling were used to select a sample of 270 Thai high school students across nine Thai provinces. Using a network of Thai teachers, students were assisted with their questionnaire input using Google Form. LISREL 9.1 software was used to conduct the subsequent goodness-of-fit (GOF) assessment and the confirmatory factor analysis (CFA). A structural equation model (SEM) was used for the 53-item questionnaire, which contained eight latent variables, 18 observed variables, and ten hypotheses. Descriptive statistics were used to analyze the SEM's output and ten hypotheses. After that, it was calculated that the model's causal variables had a positive effect on SS, which had an R2 of 54%. The analysis also revealed that when ranked by total effect (TE) values, performance expectancy (PE = 0.43) was most significant, followed by actual use (AU = 0.30), learner interaction (LI = 0.18), and behavioral intention (BI = 0.12). Overall, hypotheses testing established three moderately strong correlations, four weak correlations, and three unsupported hypotheses. The novelty of our study is the growing concern of stakeholders for how online learning affects student satisfaction due to the deadly global COVID-19 pandemic. This study's research contribution is that it is unique in that it was conducted during the pandemic lockdown while students were participating in Thai Ministry of Education (MOE) online courses. This paper contributes to the online education domain by providing research directions and implications for future researchers. In conclusion, the study confirmed that the model adequately explained causal relationships between variables and presented direct and indirect significant impacts on online SS, promoting learners' better academic performance and knowledge acquisition.
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Yüksel HG. Remote learning during COVID-19: cognitive appraisals and perceptions of english medium of instruction (EMI) students. Educ Inf Technol (Dordr) 2022; 27:347-363. [PMID: 34404973 PMCID: PMC8361402 DOI: 10.1007/s10639-021-10678-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Accepted: 07/13/2021] [Indexed: 05/02/2023]
Abstract
Many countries responded to the Covid-19 pandemic by transforming all face-to-face (F2F) courses to emergency remote teaching with a sudden decision. This rapid shift was unexpected and staggering for the university students. The purpose of the present study is to explore how students studying in English Medium Instructed (EMI) programs cognitively appraised the transformation from F2F to online learning, and to examine if there is any relation between perceived self-efficacy in academic second language (L2) use, quality of interaction, and course satisfaction. Using an online survey, data was collected from a total of 306 graduate and undergraduate students studying in different universities in Turkey. The study found that the majority of the students appraised the transformation as a threat. The students' cognitive appraisals and perceived level of interactional quality, and satisfaction negatively correlated. There was a strong positive correlation between the perceived level of interactional quality and satisfaction. Observed gender, major and year level differences are also reported. The findings have significant implications for decision makers and instructors. Universities are likely to continue remote teaching for a while, thus institutions need to capture how students are affected by the remote learning experience to envisage short and long-term scenarios, and to optimize the quality of their services accordingly.
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Affiliation(s)
- H. Gülru Yüksel
- Department of Foreign Languages Education, Faculty of Education, Yıldız Technical University, İstanbul, 34180 Turkey
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Baherimoghadam T, Hamedani S, Mehrabi M, Naseri N, Marzban N. The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students. BMC Med Educ 2021; 21:463. [PMID: 34461883 PMCID: PMC8405388 DOI: 10.1186/s12909-021-02903-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 08/22/2021] [Indexed: 06/04/2023]
Abstract
INTRODUCTION The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. METHOD Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. RESULTS The results of the reliability test showed that Cronbach's alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. CONCLUSION The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.
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Affiliation(s)
- Tahereh Baherimoghadam
- Department of Orthodontics, School of Dentistry, Shiraz Branch, Islamic Azad University, Shiraz, Iran
| | - Shahram Hamedani
- Oral and Dental Disease Research Center, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Manoosh Mehrabi
- Department of e-Learning in Medical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Navid Naseri
- Department of Orthodontics, School of Dentistry, Shiraz Branch, Islamic Azad University, Shiraz, Iran.
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Uebel K, Iqbal MP, Carland J, Smith G, Islam MS, Shulruf B, Nathan S. Factors Determining Medical Students' Experience in an Independent Research Year During the Medical Program. Med Sci Educ 2021; 31:1471-1478. [PMID: 34457986 PMCID: PMC8368575 DOI: 10.1007/s40670-021-01340-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/23/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND There is ongoing debate about best practice models to support active learning by encouraging medical students to conduct independent research projects. This study explored student satisfaction, experiences, and learning outcomes of a unique, mandatory research program in an Australian medical school. METHODS Students were invited to complete an anonymous survey ranking statements using Likert scales and completing open-ended questions. Factors predicting student satisfaction with the research year were analysed using a generalised linear regression model. A content analysis of open-ended questions was conducted. RESULTS The survey was completed in October 2019 by 117 of 252 students (46%). The majority (84%) reported satisfaction with the research year. Factors associated with satisfaction were research skills learnt (OR 2.782, 95% CI 1.428-5.421; p < 0.003), supervision and support (OR = 2.587, 95% CI 1.237-5.413; p < 0.012), and meaningfulness and experience (OR = 2.506, 95% CI 1.100-5.708; p < 0.029). Qualitative results confirmed support from the faculty and supervisors, perceiving their research as meaningful, and the opportunity to learn research skills were highly regarded by students. CONCLUSIONS This study has shown that learning outcomes for basic research skills and high satisfaction rates can be achieved in a mandatory undergraduate research programme when students have dedicated time for their research, opportunities to negotiate their own project, and good support from faculty and mentors. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01340-9.
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Affiliation(s)
- Kerry Uebel
- School of Population Health, University of New South Wales, Sydney, Australia
| | - Maha Pervaz Iqbal
- School of Population Health, University of New South Wales, Sydney, Australia
| | - Jane Carland
- Department of Clinical Pharmacology and Toxicology, St Vincent’s Hospital, Sydney, Australia
- Department of Pharmacology, School of Medical Sciences, University of New South Wales, Sydney, Australia
| | - Greg Smith
- Department of Pharmacology, School of Medical Sciences, University of New South Wales, Sydney, Australia
| | - Md Saiful Islam
- School of Population Health, University of New South Wales, Sydney, Australia
| | - Boaz Shulruf
- Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Sally Nathan
- School of Population Health, University of New South Wales, Sydney, Australia
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Abstract
Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.
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Affiliation(s)
- Iwona Bodys-Cupak
- Department of Nursing Fundamentals, Jagiellonian University Medical College, Faculty of Health Sciences, Institute of Nursing and Midwifery, 12 Michałowskiego Str., 31-126, Krakow, Poland.
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Tavitiyaman P, Ren L, Fung C. Hospitality students at the online classes during COVID-19 - How personality affects experience? J Hosp Leis Sport Tour Educ 2021; 28:100304. [PMID: 36569349 PMCID: PMC9759989 DOI: 10.1016/j.jhlste.2021.100304] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 12/29/2020] [Accepted: 02/15/2021] [Indexed: 05/19/2023]
Abstract
The recent COVID-19 pandemic has forced all teaching and learning activities to shift to online platforms. Hospitality students are not exempted from this transition even though they are used to offline learning environment and often take a blended learning of theoretical and practical components. This sudden change has caused disruptions in their learning process and created all kinds of anxieties. Thus, this study aimed to explore how the personality traits of hospitality students are associated with their level of anxieties and how their learning experience is affected. A survey was conducted in Hong Kong shortly after the affected semester ended. Results showed that students with high levels of agreeableness and openness to experience perceive a high degree of learning, technical, and financial anxiety. By contrast, students with high levels of conscientiousness, extraversion, and neuroticism partially sense a low degree of these anxieties. Results also revealed that a low degree of learning and financial anxiety can enhance students' perceived online learning and consequently improve student satisfaction. Theoretical development and managerial implications are further discussed.
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Affiliation(s)
- Pimtong Tavitiyaman
- School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
| | - Lianping Ren
- School of Tourism Management, Macao Institute for Tourism Studies, Macao
| | - Chloe Fung
- School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
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Park Y, Chun K, Kwon M. Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice. Korean J Med Educ 2021; 33:27-36. [PMID: 33735554 PMCID: PMC7973074 DOI: 10.3946/kjme.2021.184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Revised: 02/05/2021] [Accepted: 02/08/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE The purpose of this study was to identify the possible correlations of 'satisfaction with clinical practice (SA)' with 'clinical learning environment (EN)' and 'clinical practice stress (ST).' We searched for the mediating effect of 'clinical practice stress' on 'satisfaction with clinical practice' when the clinical learning environment influences 'satisfaction with clinical practice.' METHODS This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model. RESULTS Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA. CONCLUSION The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.
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Affiliation(s)
- Youngsoon Park
- Department of Medical Education, Konyang University College of Medicine, Daejeon, Korea
| | - Kyunghee Chun
- Department of Medical Education, Konyang University College of Medicine, Daejeon, Korea
| | - Mihye Kwon
- Department of Internal Medicine, Konyang University College of Medicine, Daejeon, Korea
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Alzahrani L, Seth KP. Factors influencing students' satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study. Educ Inf Technol (Dordr) 2021; 26:6787-6805. [PMID: 33841029 PMCID: PMC8023780 DOI: 10.1007/s10639-021-10492-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2020] [Accepted: 03/04/2021] [Indexed: 05/17/2023]
Abstract
COVID-19 has impacted educational processes in most countries: some educational institutions have closed, while others, particularly in higher education, have converted to online learning systems, due to the advantages offered by information technologies. This study analyzes the critical factors influencing students' satisfaction with their continuing use of online learning management systems in higher education during the COVID-19 pandemic. Through the integration of social cognitive theory, expectation confirmation theory, and DeLone and McLean's IS success model, a survey was conducted of 181 UK students who engaged with learning management systems. It was found that, during the pandemic, service quality did not influence students' satisfaction, although both information quality and self-efficacy had significant impacts on satisfaction. In addition, the results revealed that neither self-efficacy nor satisfaction impacted personal outcome expectations, although prior experience and social influence did. The findings have practical implications for education developers, policymakers, and practitioners seeking to develop effective strategies for and improve the use of learning management systems during the pandemic.
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Affiliation(s)
- Latifa Alzahrani
- Department of Management Information Systems, College of Business Administration, Taif University, P.O. Box 11099, Taif, 21944 Saudi Arabia
| | - Kavita Panwar Seth
- College of Business, Arts and Social Sciences, Brunel Business School, Brunel University London, London, UK
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Vermeulen J, Buyl R, D'haenens F, Swinnen E, Stas L, Gucciardo L, Fobelets M. Midwifery students' satisfaction with perinatal simulation-based training. Women Birth 2020; 34:554-562. [PMID: 33384256 DOI: 10.1016/j.wombi.2020.12.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 12/10/2020] [Accepted: 12/10/2020] [Indexed: 11/26/2022]
Abstract
BACKGROUND Simulation-based training has proved to be an effective teaching and learning approach in healthcare. Nevertheless, any assessment of its effectiveness should also take the students' perspective into account. AIM To validate the Satisfaction with Simulation Experience Scale (SSES) for use with midwifery students and evaluate midwifery students' satisfaction with perinatal simulation-based training. METHODS Satisfaction with simulation was assessed using the SSES, a measurement tool translated from English to Dutch. Data was collected in four consecutive years (2016-19). A mixed methods design was used to capture both qualitative and quantitative data. Using the quantitative data, factor analysis was performed to assess the construct validity, while Cronbach's alpha was used to assess internal consistency. Qualitative data was assessed using thematic content analysis. FINDINGS 367 SSES questionnaires were completed by 251 students. The exploratory factor analysis resulted in a three-factor model covering debriefing and reflection, clinical reasoning and clinical learning. Cronbach's alpha showed good internal consistency. Students were very satisfied with perinatal simulation-based training for all three factors: 4.30 (SD=0.47) for debriefing and reflection, 3.97 (SD=0.55) for clinical reasoning and 4.10 (SD=0.46) for clinical learning. Satisfaction scores remained high and stable over the years investigated. Thematic content analysis identified 6 categories: simulation-based training is valuable, the need for more simulation-based training, fidelity, students, negative feelings, and preparation is vital. CONCLUSION Students were satisfied with the simulation-based training, experiencing it as providing added value to their education. Simulations gave them the opportunity to make and learn from mistakes in a safe learning environment.
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Affiliation(s)
- Joeri Vermeulen
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium.
| | - Ronald Buyl
- Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
| | - Florence D'haenens
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium
| | - Eva Swinnen
- Faculty of Physical Education and Physiotherapy, Rehabilitation Research, Vrije Universiteit Brussel (VUB), Pleinlaan 2, 1050 Brussels, Belgium
| | - Lara Stas
- Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
| | - Leonardo Gucciardo
- Faculty of Medicine and Pharmacy, Department of Obstetrics and Prenatal Medicine, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium; Department of Obstetrics and Prenatal Medicine, University Hospital Brussels, Laarbeeklaan 101, 1090 Brussels, Belgium
| | - Maaike Fobelets
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus Brussels University of Applied Sciences and Arts, Laarbeeklaan 121, 1090 Brussels, Belgium; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, 1090 Brussels, Belgium
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Raja H, Syed L, Yaseen A, Umar S, Shakanti Y, Farooq S. Response to "Medical student satisfaction and confidence in simulation-based learning in Rwanda - Pre and post-simulation survey research". Afr J Emerg Med 2020; 10:291. [PMID: 33299768 PMCID: PMC7700949 DOI: 10.1016/j.afjem.2020.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Accepted: 07/08/2020] [Indexed: 11/04/2022] Open
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Fatani TH. Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC Med Educ 2020; 20:396. [PMID: 33129295 PMCID: PMC7602774 DOI: 10.1186/s12909-020-02310-2] [Citation(s) in RCA: 50] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Accepted: 10/15/2020] [Indexed: 05/19/2023]
Abstract
BACKGROUND The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students' educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. METHODS One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students' Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. RESULTS 82% of respondents were highly satisfied with the WVC CBD session's teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). CONCLUSIONS WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers' educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.
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Affiliation(s)
- Tarah H Fatani
- Department of Pediatrics, Pediatric Endocrinology, King Abdulaziz University, Jeddah, 21589, Saudi Arabia.
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Van TD, Thi KCN, Thi HPT. Data survey on the factors affecting students' satisfaction and academic performance among private universities in Vietnam. Data Brief 2020; 33:106357. [PMID: 33088872 PMCID: PMC7567913 DOI: 10.1016/j.dib.2020.106357] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Revised: 09/24/2020] [Accepted: 09/24/2020] [Indexed: 11/25/2022] Open
Abstract
This paper presents the dataset that estimate the effect of factors on students' satisfaction and their academic performance. The questionnaire with a five-Likert scale ware adapted and developed from prior researches. The sample consisted of 430 fulfilled respondents using stratified random sampling, which recruited from eight private universities in the North of Vietnam. A quantitative method was employed to examine the data. Cronbach's Alpha, Exploratory Factor Analysis, Confirmatory Factor Analysis were utilized to test the reliability and validity of each variable as well as the model fit. Then, the structural equation modeling was used to estimate path coefficients, which can serve as a good reference for further researches.
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Affiliation(s)
- Tien Dinh Van
- Hanoi University of Business and Technology, Viet Nam
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Plakogiannis R, Stefanidis A, Hernandez N, Nogid A. A heart failure themed escape room approach to enhance pharmacy student learning. Curr Pharm Teach Learn 2020; 12:940-944. [PMID: 32564996 DOI: 10.1016/j.cptl.2020.04.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2019] [Revised: 02/11/2020] [Accepted: 04/04/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION The purpose of this study was to design, pilot, and evaluate the efficacy of an educational escape room to enhance second professional year doctor of pharmacy students' knowledge of heart failure medicinal chemistry, pharmacology, and therapeutics in an integrated Modular Organ Systems Therapeutics (MOST) course and to assess students' perceptions of the game. METHODS Heart failure pharmacology, medicinal chemistry, and pharmacotherapeutics were taught in MOST prior to the escape room activity. Students were randomized into groups of approximately eight. At the completion of the activity, students were asked to fill out a perceptions survey. A follow up survey of their perceptions was again administered four weeks after the activity. RESULTS One-hundred-ninety-three students participated in the escape room activity. Overall, performance indicated that the escape room satisfactorily reinforced students' learning of the course material. Students expressed satisfaction toward the escape room activity on both surveys, with response rates of 92.22% and 56.99% for the initial and follow up surveys, respectively. Findings revealed no statistically significant differences between the first and the second group of responses, confirming that positive attitudes toward the activity did not alter over time. Students' satisfaction levels were inversely related to their grade point average (r = -0.20, p = 0.05). CONCLUSIONS Positive student perceptions reported immediately after the completion of the escape room activity and measured in the follow-up survey demonstrated that the escape room is a satisfying learning activity that can engage all students.
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Affiliation(s)
- Roda Plakogiannis
- Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, 1 University Plaza, Brooklyn, NY 11201, United States.
| | - Abraham Stefanidis
- Department of Management, Peter J. Tobin College of Business, St. John's University, 101 Astor Place, New York, NY 10003, United States.
| | - Nubriel Hernandez
- State University of New York (SUNY) Downstate Medical Center, 450 Clarkson Ave., Brooklyn, NY 11203, United States.
| | - Anna Nogid
- Arnold and Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, 1 University Plaza, Brooklyn, NY 11201, United States.
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Davies H, Schultz R, Sundin D, Jacob E. 'Ward for the day': A case study of extended immersive ward-based simulation. Nurse Educ Today 2020; 90:104430. [PMID: 32305570 DOI: 10.1016/j.nedt.2020.104430] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 02/29/2020] [Accepted: 04/05/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Simulation is an important teaching strategy in the preparation of nursing students for professional practice. The focus of simulation has shifted from single patient encounters to multiple case studies provoking immersion in all the activities that are regularly performed on the ward. Extended immersive simulation cannot replicate completely the stresses of working on a 'real' ward, but it does provide a safe environment for students to practice the role of being a registered nurse. OBJECTIVE To evaluate satisfaction associated with student experiences of mentorship by industry partners, self-reflection on performance, and responses to clinical situations following an episode of extended immersive ward-based simulation. DESIGN Mixed methods case study. SETTING School of Nursing and Midwifery metropolitan Western Australian university. PARTICIPANTS A cohort of 278 final year students enrolled in a three-year Bachelor of Nursing program. METHOD Eight demonstration rooms were re-configured to resemble a mixed medical/surgical ward. Nursing students and manikins in each room simulated different patient scenarios. Students were organised in three-hour shifts in which to undertake the role of a registered nurse. Industry partners undertook shift coordinator and senior nursing roles. Surveys were distributed to students at the end of the two-day simulation. Student satisfaction was evaluated using the Satisfaction with Simulation Experience scale and content analysis of open-ended questions. RESULTS A total of 243 students (87.4%) responded to the survey. None of the scaled items had a mean score of below 4.5. Content analysis of 458 written responses identified three themes: simulation, role of registered nurse and learning. CONCLUSION Extended immersive ward-based simulation offers the opportunity for educators to mirror what happens in clinical practice. Students value the opportunity to safely experience simulated demands of working on a busy ward and learn how to meet workplace pressures in the delivery of patient care.
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Affiliation(s)
- Hugh Davies
- School of Nursing & Midwifery, Edith Cowan University, Joondalup, Western Australia 6027, Australia.
| | - Rebecca Schultz
- School of Nursing and Midwifery, Edith Cowan University, Australia
| | - Deb Sundin
- School of Nursing and Midwifery, Edith Cowan University, Australia
| | - Elisabeth Jacob
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Australia
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Hosny S, Ghaly M, Eldesouki R, Hegazy G. Application of Modified Team-Based Learning Approach for Enhancing Undergraduate Medical Educational Seminars. Med Sci Educ 2019; 29:1163-1170. [PMID: 34457597 PMCID: PMC8368138 DOI: 10.1007/s40670-019-00776-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Team-Based Learning (TBL) is an instructor-led, structured form of cooperative learning that promotes self-directed learning and teamwork while equipping students with the problem-solving and collaborative skills needed to meet the demands of their future professions. This study examines the impact of applying a modified TBL approach to enhance educational seminars in a PBL-adopted curriculum. METHODS A total of 300 students participated in the study. Students' Individual Readiness Assurance Test (IRAT) mean scores were compared with mean scores of the same students' Group Readiness Assurance Test (GRAT). Student satisfaction was determined on a scale with 6 options in response to 13 questions to compare different aspects of traditional and TBL educational seminars. RESULTS Comparison between IRAT and GRAT scores showed consistently higher GRAT scores. The majority of students expressed their overall satisfaction in favor of the TBL seminar, especially regarding seminar organization, knowledge acquisition, and team work skills. CONCLUSION Application of the TBL approach in educational seminars increased second- and third-year medical students' engagement and satisfaction and improved their test performance.
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Affiliation(s)
- Somaya Hosny
- Department of Histology, Faculty of Medicine, Suez Canal University, Ismailia, 41522 Egypt
| | - Mona Ghaly
- Department of Physical Medicine, Rheumatology & Rehabilitation, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Raghda Eldesouki
- Genetics Unit, Department of Histology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Ghada Hegazy
- Faculty of Medicine, Suez Canal University, Ismailia, Egypt
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Al Shaikh A, Aldarmahi AA, Al-Sanie E, Subahi A, Ahmed ME, Hydrie MZ, Al-Jifree H. Learning styles and satisfaction with educational activities of Saudi Health Science University Students. J Taibah Univ Med Sci 2019; 14:418-424. [PMID: 31728139 PMCID: PMC6838813 DOI: 10.1016/j.jtumed.2019.07.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Revised: 07/23/2019] [Accepted: 07/23/2019] [Indexed: 11/13/2022] Open
Abstract
Objectives Medical knowledge is constantly changing; this puts pressure on educators to adapt instructional strategies to their students' learning styles (LSs). Therefore, identifying the LSs of medical students could help teachers to develop teaching strategies to achieve better outcomes. The purpose of this study was to determine the LSs of health science university students, and to assess the relationship between LSs and student satisfaction with educational activities. Methods This cross-sectional descriptive study was conducted in the Colleges of Medicine and Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) Jeddah. We used Kolb's LS and a modified Student Satisfaction Survey from Mott Community College, Michigan. All participants received self-administered questionnaires; LS and demographic data were used as predictor variables. Students' satisfaction levels were considered the outcome variable. Results A total of 359 students were recruited (mean age 19.0 ± 1.4 years; 53.5% males). The most popular LS was Accommodator (29.2%), followed by Assimilator (27.9%) and Diverger (25.6%), while the Converger style (17.3%) was the least preferred LS. The satisfaction scores of the students showed that they were generally satisfied with a mean score of 64.4%. Males were found to have higher satisfaction across all variables than females (p = 0.002). Conclusions This study could not find a predominant LS or satisfaction difference across LSs among health science students. Thus, the current educational programmes in KSAU-HS meet students' LSs and satisfaction. Educators need to broaden their strategies for instruction, so as to build an effective learning environment.
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Affiliation(s)
- Adnan Al Shaikh
- King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center, Ministry of National Guard - Health Affairs, Jeddah, KSA
| | - Ahmed A Aldarmahi
- King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center, Ministry of National Guard - Health Affairs, Jeddah, KSA
| | - Ebtehal Al-Sanie
- King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center, Ministry of National Guard - Health Affairs, Jeddah, KSA
| | - Ahmad Subahi
- King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center, Ministry of National Guard - Health Affairs, Jeddah, KSA
| | - Mohamed E Ahmed
- King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center, Ministry of National Guard - Health Affairs, Jeddah, KSA
| | - Mohd Zafar Hydrie
- Department of Community Medicine, Baqai Institute of Health Sciences, Baqai Medical University, Gadap, Karachi, Sindh, Pakistan
| | - Hatim Al-Jifree
- King Saud bin Abdulaziz University for Health Sciences, King Abdullah International Medical Research Center, Ministry of National Guard - Health Affairs, Jeddah, KSA
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Wang R, Liu C. The relation of dental students' learning styles to their satisfaction with traditional and inverted classroom models. BMC Med Educ 2019; 19:315. [PMID: 31438946 PMCID: PMC6704638 DOI: 10.1186/s12909-019-1749-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2019] [Accepted: 08/13/2019] [Indexed: 05/04/2023]
Abstract
BACKGROUND The authors' medical school has adopted an inverted classroom model (ICM) for physiology classes. This study aimed to determine students' learning styles and investigate the relationship between learning style and satisfaction with different instruction approaches and components of the ICM. METHODS One hundred and twenty-one second-year dental students participated in this study, which had a 77.6% participation rate. The Kolb Learning Style Inventory, a sociodemographic questionnaire, and a satisfaction survey were administered after course completion. RESULTS In both the traditional and ICM classes, most of the participants were convergers (56.9 and 54%) and assimilators (20.7 and 25.4%), and the rest of the participants were accommodators (15.5 and 12.7%) and divergers (6.9 and 8%). Learning style did not influence participants' satisfaction and did not predict their satisfaction with the traditional and ICM approaches. The satisfaction scores for the four components of the ICM were not significantly different by learning style. The mean satisfaction scores of the ICM approach were higher than those of the traditional approach in all learning style groups. All of the participants in the ICM class were more satisfied with the online and teacher-student interaction components than the student group discussion and presentation components. CONCLUSIONS Learning style may not be a potential contributing factor for optimizing the implementation of the ICM. Instead of focusing on learning styles, further research must investigate how to design more efficient online courses, determine appropriate levels of learning materials, provide more online instructional interaction, and help students overcome their feelings of fear.
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Affiliation(s)
- Rong Wang
- Department of Physiology and Pathophysiology, Shandong University, Cheeloo College of Medicine, Jinan, 250012 China
| | - Chuanyong Liu
- Department of Physiology and Pathophysiology, Shandong University, Cheeloo College of Medicine, Jinan, 250012 China
- Key Lab of Mental Disease, Shandong Province, Jinan, 250012 China
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Nurunnabi M, Abdelhadi A, Aburas R, Fallatah S. Does teaching qualification matter in higher education in the UK? An analysis of National Student Survey data. MethodsX 2019; 6:788-799. [PMID: 31032182 PMCID: PMC6479069 DOI: 10.1016/j.mex.2019.04.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2018] [Accepted: 04/02/2019] [Indexed: 11/19/2022] Open
Abstract
This article investigates the relationship between the teaching quality and student satisfaction in higher education institutions in the United Kingdom (UK). 121 universities were randomly selected for this data article. The findings reveal that a higher percentage of Higher Education Academy (HEA) qualification among universities' staff is positively associated with higher ratings of student satisfaction. Non-Russell Group universities have a greater proportion of HEA qualified teachers than do Russell Group universities. Of the 10 highest-ranking universities for student satisfaction, only two are Russell Group Universities (Newcastle University and University of Oxford). The findings may inform policy implications. •Little research has focused on the relationship between teaching qualification and student satisfaction. This article adds value by identifying an association between teaching qualifications and student satisfaction in UK higher education institutions.•The validity of the data was assured through its collection from various sources, including a survey questionnaire from the National Student Survey (NSS), The Russell Group (UK), The Higher Education Academy (HEA), and Higher Education Funding Council for England (Hefce), UK.•The data can be used by the scientific community to understand the prevalence of teaching qualification in higher education, and factors associated with student satisfaction in the UK. The data can also be useful for higher education policymakers in the UK. The data could be applied to exploring differences in student perceptions of teaching quality (e.g. between local and international students, or students of different genders).
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Affiliation(s)
- Mohammad Nurunnabi
- Prince Sultan University, P.O. Box 66833, Riyadh, 11586, Saudi Arabia
- St Antony’s College, University of Oxford, 62 Woodstock Road, Oxford, OX2 6JF, UK
- Corresponding author at: Prince Sultan University, P.O. Box 66833, Riyadh, 11586, Saudi Arabia.
| | | | - Rehab Aburas
- Prince Sultan University, P.O. Box 66833, Riyadh, 11586, Saudi Arabia
| | - Samaher Fallatah
- Prince Sultan University, P.O. Box 66833, Riyadh, 11586, Saudi Arabia
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Abstract
Undeniably, student satisfaction in higher education is one of the important key factors for university ranking and league table. Accordingly, this article describes the student satisfaction data between Russell Group and Non-Russell Group universities in United Kingdom (UK). The data includes 19 Russell Group and 102 Non-Russell Group universities. We present some descriptive statistics of the variables included in the dataset. The results of the article are based on the two-Sample t-Test and CI. The findings from the data suggest that there is no statistically significant difference on student satisfaction rating between Russell Group and Non-Russell Group universities. This study has policy implications for the higher education in the UK.
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Affiliation(s)
- Mohammad Nurunnabi
- Prince Sultan University, Rafha Street, PO Box - 66833, Riyadh 11586, Saudi Arabia.,St Antony's College, University of Oxford, 62 Woodstock Road, Oxford OX2 6JF, UK
| | - Abdelhakim Abdelhadi
- Prince Sultan University, Rafha Street, PO Box - 66833, Riyadh 11586, Saudi Arabia
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Jones S, Gopalakrishnan S, Ameh CA, Faragher B, Sam B, Labicane RR, Kanu H, Dabo F, Mansary M, Kanu R, van den Broek N. Student evaluation of the impact of changes in teaching style on their learning: a mixed method longitudinal study. BMC Nurs 2018; 17:24. [PMID: 29983637 PMCID: PMC6003106 DOI: 10.1186/s12912-018-0293-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2016] [Accepted: 06/01/2018] [Indexed: 11/10/2022] Open
Abstract
Background Maternal and Child Health Aides are the largest nursing cadre in Sierra Leone providing maternal and child health care at primary level. Poor healthcare infrastructure and persistent shortage of suitably qualified health care workers have contributed to high maternal and newborn morbidity and mortality. In 2012, 50% of the MCHAides cohort failed their final examination and the Government of Sierra Leone expressed concerns about the quality of teaching within the programmes. Lack of teaching resources and poor standards of teaching led to high failure rates in final examinations reducing the number of newly qualified nurses available for deployment. Methods A mixed-methods approach using semi-structured observations of teaching sessions and completion of a questionnaire by students was used. Fourteen MCHAide Training Schools across all districts of Sierra Leone, 140 MCHAide tutors and 513 students were included in the study. In each school, teaching was observed by two researchers at baseline, 3 and 6 months after the tutor training programme. Students completed a questionnaire on the quality of teaching and learning in their school at the same time points. Results A total of 513 students completed the questionnaire, 120 tutors took part in the training and 66 lessons across all schools were observed. There was a statistically significant (p < 0.05) improvement in mean student evaluation of teaching and learning in 12/19 areas tested at follow-up compared to baseline. Observation of 66 teaching sessions demonstrated an increase in the number of student-focused, interactive teaching methods used. Conclusion Prior to the teaching and learning workshops there was little student-focused learning within the schools. Teaching was conducted predominantly using lectures even for practical sessions. Training tutors to move away from didactic teaching towards a more student-focused approach leads to increased student satisfaction with teaching and learning within the schools.
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Affiliation(s)
- Susan Jones
- 1School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH UK
| | - Somasundari Gopalakrishnan
- 2Centre for Maternal and Newborn Health, Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, L3 5QA UK
| | - Charles A Ameh
- 2Centre for Maternal and Newborn Health, Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, L3 5QA UK
| | - Brian Faragher
- 2Centre for Maternal and Newborn Health, Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, L3 5QA UK
| | - Betty Sam
- Centre for Maternal and Newborn Health, Liverpool School of Tropical Medicine, Wilkinson Road, Freetown, Sierra Leone
| | | | - Hossinatu Kanu
- 5Ministry of Health and Sanitation, Youi Building, Freetown, Sierra Leone
| | | | - Makally Mansary
- 5Ministry of Health and Sanitation, Youi Building, Freetown, Sierra Leone
| | - Rugiatu Kanu
- 5Ministry of Health and Sanitation, Youi Building, Freetown, Sierra Leone
| | - Nynke van den Broek
- 2Centre for Maternal and Newborn Health, Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, L3 5QA UK
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Phillips KF, Mathew L, Aktan N, Catano B. Clinical education and student satisfaction: An integrative literature review. Int J Nurs Sci 2017; 4:205-213. [PMID: 31406743 PMCID: PMC6626144 DOI: 10.1016/j.ijnss.2017.03.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2016] [Accepted: 03/06/2017] [Indexed: 11/21/2022] Open
Abstract
The clinical component of undergraduate clinical education is a critical area in nursing programs. Faculty shortages have made recruitment of clinical faculty and clinical teaching more challenging. As such, alternate models of clinical faculty assignments are being explored to address faculty shortages. This article contains an extensive literature review conducted to survey models of clinical education and student satisfaction with the clinical environment. The purpose of this paper is to examine student satisfaction in the clinical learning environment using articles employing the Clinical Learning Environment Inventory (CLEI) along with examining the use of alternate clinical staffing models in differing levels of undergraduate nursing students. A literature search focusing on studies published between 2002 and 2015 was conducted from 5 electronic databases. Thirty-five articles were reviewed and 22 were selected for this literature review. The studies reviewed concluded that students favored a more positive and favorable clinical environment than they perceived as being actually present. A supportive clinical learning environment is of paramount importance in securing positive teaching learning outcomes. Nurse educators can apply the results of this review in order to develop and maintain quality clinical teaching and to promote a positive, student-centric, clinical learning environment.
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Affiliation(s)
- Karen F. Phillips
- Department of Nursing, College of Science and Health, William Paterson University, 300 Pompton Rd, Wayne, NJ 07470, USA
- Corresponding author.
| | - Lizy Mathew
- Department of Nursing, College of Science and Health, William Paterson University, 300 Pompton Rd, Wayne, NJ 07470, USA
| | - Nadine Aktan
- Department of Nursing, College of Science and Health, William Paterson University, 300 Pompton Rd, Wayne, NJ 07470, USA
| | - Bryant Catano
- Department of Biology, College of Science and Health, William Paterson University, 300 Pompton Rd, Wayne, NJ 07470, USA
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Cios J, Hoyle JC, Quick A, Brown NV, Walker, Jr. C, Tartaglia K. Bedside direct observation of medical student-performed physical examination is highly rated in student satisfaction. MedEdPublish (2016) 2017; 6:21. [PMID: 38406402 PMCID: PMC10885231 DOI: 10.15694/mep.2017.000021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Objectives: To evaluate satisfaction among third year medical students with a bedside teaching exercise comprised of direct observation of student-performed physical examination skills and related feedback. Methods: An observational, cross-sectional study design was employed to study third year medical students undergoing the Neurology clerkship at the Ohio State University College of Medicine between June and October 2015. Immediately following the bedside physical examination teaching exercise, student satisfaction data was obtained in anonymous survey (n=21). In addition, student satisfaction data from the class cohort (n=51), regarding various learning formats in the curriculum, were collected at the end of a 16-week block of rotations including the Neurology clerkship. Data were summarized using descriptive statistics. Results: Most students felt that their level of confidence increased as a result (85.0%, n=17/21), and they felt they would use what they had learned in the future (95%, n=19/21). Only about half of the students felt strongly that reflection on the learning experience was sought (47.6%, n= 10/21). At the end of the 16 weeks block, the Neurology examination exercise was rated among the most highly in student satisfaction (3.35/4, SD=0.89) as compared to procedural workshops (2.76/4, SD= 0.76), other small group topic format (2.78/4, SD= 0.85), and traditional lecture (2.39/ 4, SD= 0.89). Conclusions: The bedside direct observation of physical examination performed by medical students is highly rated in student satisfaction, and students are most satisfied with this format of teaching among all formats studied. Increased opportunity for reflection in this setting represents an area for further development.
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Affiliation(s)
| | | | - Adam Quick
- Ohio State University College of Medicine
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Gazza EA, Matthias A. Using student satisfaction data to evaluate a new online accelerated nursing education program. Eval Program Plann 2016; 58:171-175. [PMID: 27419621 DOI: 10.1016/j.evalprogplan.2016.06.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2016] [Revised: 06/08/2016] [Accepted: 06/17/2016] [Indexed: 06/06/2023]
Abstract
As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified.
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Affiliation(s)
- Elizabeth A Gazza
- University of North Carolina Wilmington, 601 S. College Road, 3039 McNeill Hall, Wilmington, NC 28403, United States.
| | - April Matthias
- University of North Carolina Wilmington, 601 S. College Road, 3069 McNeill Hall, Wilmington, NC 28403, United States.
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Aherne D, Farrant K, Hickey L, Hickey E, McGrath L, McGrath D. Mindfulness based stress reduction for medical students: optimising student satisfaction and engagement. BMC Med Educ 2016; 16:209. [PMID: 27535243 PMCID: PMC4989331 DOI: 10.1186/s12909-016-0728-8] [Citation(s) in RCA: 56] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2016] [Accepted: 08/08/2016] [Indexed: 05/12/2023]
Abstract
BACKGROUND Medical practitioners and students are at increased risk of a number of personal and psychological problems. Stress and anxiety due to work-load and study requirements are common and self-care methods are important in maintaining well-being. The current study examines perceptions of and satisfaction ratings with a mindfulness based stress reduction (MBSR) programme for 1(st) year (compulsory) and 2(nd) year (optional) Graduate Entry Medical School students. METHODS A mixed method pre and post study of Year 1 (n = 140) and Year 2 (n = 88) medical students completing a 7 week MBSR course compared student satisfaction ratings. Thematic analysis of feedback from the students on their perception of the course was also carried out. RESULTS Year 1 students (compulsory course) were less satisfied with content and learning outcomes than Year 2 students (optional course) (p < .0005). Thematic analysis of year 1 student feedback identified themes including great concept, poorly executed; and less discussion, more practice. Year 2 themes included session environment and satisfaction with tutors. CONCLUSIONS The MBSR course was associated with high levels of satisfaction and positive feedback when delivered on an optional basis. Catering for the individual needs of the participant and promoting a safe environment are core elements of a successful self-care programme.
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Affiliation(s)
- Declan Aherne
- Counselling Department, University of Limerick, Limerick, Ireland
| | - Katie Farrant
- Counselling Department, University of Limerick, Limerick, Ireland
- Trinity College Dublin, Dublin, Ireland
| | - Louise Hickey
- Counselling Department, University of Limerick, Limerick, Ireland
- Trinity College Dublin, Dublin, Ireland
| | - Emma Hickey
- Counselling Department, University of Limerick, Limerick, Ireland
| | - Lisa McGrath
- Counselling Department, University of Limerick, Limerick, Ireland
| | - Deirdre McGrath
- Graduate Entry Medical School, University of Limerick, Castletroy, Limerick, Ireland
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Mills J, Yates K, Harrison H, Woods C, Chamberlain-Salaun J, Trueman S, Hitchins M. Using a community of inquiry framework to teach a nursing and midwifery research subject: An evaluative study. Nurse Educ Today 2016; 43:34-39. [PMID: 27286942 DOI: 10.1016/j.nedt.2016.04.016] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Revised: 03/22/2016] [Accepted: 04/20/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). OBJECTIVES Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. SETTING, PARTICIPANTS, AND METHODS This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. RESULTS Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. CONCLUSIONS The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage in "doing" research by forging professional and intellectual communities.
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Affiliation(s)
- Jane Mills
- Professor of Clinical Sciences (Nursing), School of Health and Biomedical Sciences, College of Science, Engineering and Health, Bundoora, VIC, 3083, Australia.
| | - Karen Yates
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Helena Harrison
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Cindy Woods
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Jennifer Chamberlain-Salaun
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Scott Trueman
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
| | - Marnie Hitchins
- Centre for Nursing and Midwifery Research, James Cook University, P.O. Box 6811, Cairns, Queensland 4870, Australia.
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Abstract
In 2008, the Robert Wood Johnson Foundation collaborated with the American Association of Colleges of Nursing to create the New Careers in Nursing (NCIN) scholarship program. Two goals of the program were to alleviate the nursing shortage and to increase diversity of the workforce. During this 7-year program (i.e., seven funding cycles), 130 schools of nursing in 41 states and the District of Columbia were selected as grantees, and they awarded 3,517 scholarships to second-degree accelerated nursing students who were members of groups underrepresented in nursing or who were economically disadvantaged. This article describes the demographic characteristics of the NCIN students, degree of satisfaction with their learning environment, perceptions of their mentoring experiences, and self-identified facilitators and barriers to program completion. Data sources for this article resulted from three surveys completed by scholars during their academic programs: the beginning, the midpoint, and within 6 months postgraduate. Results of analysis indicated that NCIN scholars are significantly more diverse compared with the national nurse population, and they reported high levels of satisfaction with their learning environments. Student relationships with peers and faculty improved during the period of program enrollment. Faculty support was the greatest facilitator for program completion, and competing priorities of finances and family responsibilities were the greatest challenges.
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Affiliation(s)
- Vernell P DeWitty
- Program Deputy Director, Robert Wood Johnson New Careers in Nursing, American Association of Colleges of Nursing, Washington, DC.
| | - Carolina G Huerta
- Interim School of Nursing Director & Professor, Lillian O. Slemp Endowed Chair, The University of Texas Rio Grande Valley, Edinburg, TX.
| | - Christine A Downing
- Research Coordinator, New Careers in Nursing, Robert Wood Johnson Foundation New Careers in Nursing, American Association of Colleges of Nursing, Washington, DC.
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Kilgour JM, Grundy L, Monrouxe LV. A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods. Teach Learn Med 2016; 28:15-25. [PMID: 26787081 DOI: 10.1080/10401334.2015.1107484] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
UNLABELLED PHENOMENON: Problem-based learning (PBL) and other small-group, active learning methodologies have been widely adopted into undergraduate and postgraduate healthcare curricula across the world. Although much research has examined student perceptions of these innovative teaching pedagogies, there are still questions over which factors influence these views. This article aims to identify these key elements that affect healthcare student satisfaction with PBL and other small-group learning methods, including case-based and team-based learning. APPROACH A systematic rapid review method was used to identify high-quality original research papers from the healthcare education literature from between 2009 and 2014. All papers were critically appraised before inclusion in line with published guidelines. Narrative synthesis was achieved using an inductively developed, thematic framework approach. FINDINGS Fifty-four papers were included in the narrative synthesis. The evidence suggests that, despite an initial period of negative emotion and anxiety, the perspectives of healthcare students toward small-group, active learning methods are generally positive. The key factors influencing this satisfaction level include (a) the facilitator role, (b) tutorial structure, (c) individual student factors, (d) case authenticity, (e) increased feedback, (f) group harmony, and (g) resource availability. Insights: Student satisfaction is an important determinant of healthcare education quality, and the findings of this review may be of value in future curriculum design. The evidence described here suggests that an ideal curriculum may be based on an expert-led, hybrid PBL model.
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Affiliation(s)
- James M Kilgour
- a Institute of Medical Education, School of Medicine, Cardiff University , Cardiff , United Kingdom
| | - Lisa Grundy
- a Institute of Medical Education, School of Medicine, Cardiff University , Cardiff , United Kingdom
| | - Lynn V Monrouxe
- a Institute of Medical Education, School of Medicine, Cardiff University , Cardiff , United Kingdom
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D'Souza MS, Karkada SN, Parahoo K, Venkatesaperumal R. Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Educ Today 2015; 35:833-40. [PMID: 25729010 DOI: 10.1016/j.nedt.2015.02.005] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2014] [Revised: 01/20/2015] [Accepted: 02/06/2015] [Indexed: 05/27/2023]
Abstract
BACKGROUND Clinical nursing education provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills in the Middle East. OBJECTIVE The aim of the paper is to assess the satisfaction with and effectiveness of the clinical learning environment among nursing students in Oman. DESIGN A cross-sectional descriptive design was used. SETTING AND PARTICIPANTS A convenience sample consisting of 310 undergraduate nursing students was selected in a public school of nursing in Oman. METHODS Ethical approval was obtained from the Research and Ethics Committee, College of Nursing in 2011. A standardized, structured, validated and reliable Clinical Learning Environment Supervision Teacher Evaluation instrument was used. Informed consent was obtained from all the students. Data was analyzed with ANOVA and structural equation modeling. RESULTS Satisfaction with the clinical learning environment (CLE) sub-dimensions was highly significant and had a positive relationship with the total clinical learning environment. In the path model 35% of its total variance of satisfaction with CLE is accounted by leadership style, clinical nurse commitment (variance=28%), and patient relationships (R(2)=27%). Higher age, GPA and completion of a number of clinical courses were significant in the satisfaction with the CLE among these students. CONCLUSIONS Nurse educators can improvise clinical learning placements focusing on leadership style, premises of learning and nursing care, nurse teacher, and supervision while integrating student, teacher and environmental factors. Hence the clinical learning environment is integral to students' learning and valuable in providing educational experiences. RELEVANCE TO PRACTICE The CLE model provides information to nurse educators regarding best clinical practices for improving the CLE for BSN students.
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Affiliation(s)
- Melba Sheila D'Souza
- Department of Adult Health and Critical Care, College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman.
| | | | - Kader Parahoo
- School of Nursing, University of Ulster, Londonderry, Northern Ireland.
| | - Ramesh Venkatesaperumal
- Department of Adult Health and Critical Care, College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman.
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Salamonson Y, Everett B, Halcomb E, Hutchinson M, Jackson D, Mannix J, Peters K, Weaver R. Unravelling the complexities of nursing students' feedback on the clinical learning environment: a mixed methods approach. Nurse Educ Today 2015; 35:206-211. [PMID: 25200510 DOI: 10.1016/j.nedt.2014.08.005] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2014] [Revised: 07/15/2014] [Accepted: 08/06/2014] [Indexed: 06/03/2023]
Abstract
BACKGROUND Clinical placement is an essential part of nursing education, and students' experiences on clinical placement can affect the quality of their learning. Understanding nursing students' positive and negative perceptions of clinical placement experience is therefore important. OBJECTIVES To describe nursing students' satisfaction with their clinical placement experiences and identify any variations in satisfaction based on demographic characteristics. DESIGN Mixed methods - online survey with qualitative items. SETTING Four universities in Australia. PARTICIPANTS Students (n=213) enrolled in an undergraduate nursing degree. METHODS Between 2010 and 2012, students completed online surveys following their clinical placement experiences. The surveys included demographic questions and the Clinical Learning Environment Inventory (CLEI-19), a 19-item tool measuring students' satisfaction with clinical placement. The surveys included two open-ended questions asking students to share their most satisfying and challenging experiences whilst on placement. Descriptive statistics and thematic analyses were undertaken. RESULTS Of the 213 participants, those in health-related employment and those with English as an additional language (EAL) were less satisfied with the clinical facility and with clinical facilitator support respectively, as indicated by the CLEI-19 subscale scores. Qualitative findings showed students were positive about the opportunity to make a difference and be involved in nursing, and negative about clinical facilitator support. Nevertheless, those who were most critical in their written comments about their placement were those who only spoke English at home. CONCLUSIONS Although the study found overall satisfaction with clinical placement, the lower satisfaction reported by students in health-related employment, and the mixed findings regarding language spoken and satisfaction, warrant further attention.
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Affiliation(s)
- Yenna Salamonson
- University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Bronwyn Everett
- University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Elizabeth Halcomb
- University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia; University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Marie Hutchinson
- Southern Cross University, Military Road, East Lismore, NSW 2480, Australia.
| | - Debra Jackson
- University of Technology Sydney, PO Box 123, Broadway NSW 2007, Australia.
| | - Judy Mannix
- University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Kath Peters
- University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Roslyn Weaver
- University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
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Tosterud R, Petzäll K, Hedelin B, Hall-Lord ML. Psychometric testing of the Norwegian version of the questionnaire, student satisfaction and self-confidence in learning, used in simulation. Nurse Educ Pract 2014; 14:704-8. [PMID: 25458231 DOI: 10.1016/j.nepr.2014.10.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2013] [Revised: 10/02/2014] [Accepted: 10/15/2014] [Indexed: 10/24/2022]
Abstract
Simulation is increasingly being used as an approach to learning in nurse education. There is a need for frameworks and valid evaluation tools to help guide educators in implementing the method. The questionnaire, Student Satisfaction and Self-Confidence in Learning, which consists of two subscales, has been developed by the National League for Nursing in the US for evaluating simulation used in nurse education. The aim of the present study was to test the questionnaire, Student Satisfaction and Self-Confidence in Learning, for psychometric properties in a Norwegian nurse education context. A sample consisting of 130 nursing students participated in a simulation situation, and 123 responded. When the questionnaire was tested in its entirety, psychometric testing conducted with a principal component analysis did not reveal a stable factor solution. The two subscales were then tested separately. The analysis for Satisfaction with Current Learning suggested a one-component solution, thereby explaining 62.8% of the variance, and the internal reliability was 0.84. With regard to Self-Confidence in Learning, no stable solution was achieved, and an alpha value of 0.64 was shown. To further validate the questionnaire, Student Satisfaction and Self-Confidence in Learning, more studies by various nursing programmes in different cultural contexts are recommended.
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Affiliation(s)
- Randi Tosterud
- Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden; Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway.
| | - Kerstin Petzäll
- Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway.
| | - Birgitta Hedelin
- Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway.
| | - Marie Louise Hall-Lord
- Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden; Faculty of Health, Care and Nursing, Department of Nursing, Gjøvik University College, Norway.
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