Assessment of an online open-book examination in postgraduate dentistry

AIM

To investigate the impact of changing from in-person written assessments to open-book online assessments and assess grade inflation, student preferences and potential cheating.

MATERIALS AND METHODS

Data from the Master of Clinical Dentistry in Fixed and Removable Prosthodontics (MClinDent FRP) postgraduate programme in dentistry was analysed. A comparison was made between the results from 3 years of traditional format written examinations (2017-2019) and the same examinations in an open-book online format over 2 years (2020 and 2021).

RESULTS

A comparison of assignment grades (all in open-book online format) over the 5 years 2017-2021 showed no significant difference in mean grades, suggesting the academic ability of each cohort was similar. The examination results increased by 2.5% (2020) and 1.9% (2021) compared with the equivalent data from 2017 to 2019. This shows modest grade inflation, which was highly significant (t 4.73, df 937, p < .00001) due to the change in format but suggests that no widespread collusion was taking place to raise the grades. Student feedback strongly endorsed the open-book online format and was of the opinion that it was less stressful.

CONCLUSIONS

The move to open-book examinations was supported by student feedback, and the comparison of results, while showing an expected grade inflation, did not provide evidence that cheating was taking place through enhanced examination grades.

Anxiety in a COVID-19 school year context: three-way longitudinal study on Slovenian adolescent sample

BACKGROUND AND OBJECTIVES

We investigated the trajectories of anxiety, general anxiety and more specifically COVID-19 anxiety in the period of school closure in Slovenia using a longitudinal design with three time points: at the beginning, in the middle and at the end of the school year.

DESIGN AND METHODS

We have used data from a representative adolescent sample for Slovenia (n = 1233) and two anxiety scales: the LAOM Anxiety Scale and the COVID-19 Anxiety Scale. The findings from latent growth curve models show a significant difference in initial levels and a decrease in both types of anxiety as well as an interaction effect between the initial level and the rate of change of COVID-19 anxiety. In addition to investigating the change in time, we were interested in covariates.

RESULTS AND CONCLUSIONS

The findings show significant effects of: (a) gender, school level and academic achievement on initial levels of COVID-19 anxiety; (b) gender and school level on initial levels of anxiety; (c) gender on the rate of change in anxiety; (d) academic achievement on the rate of change in COVID-19 anxiety; and, additionally, (e) the significant but different role that school belongingness plays in anxiety and in particular COVID-19 anxiety.

Variables associated with days of school missed following concussion: results from the Sport Concussion Outcomes in PEdiatrics (SCOPE) study

OBJECTIVE

To understand factors associated with missed academic time after concussion to improve support for patients. Our goal was to assess patient-specific predictors of total school time lost after pediatric/adolescent concussion.

STUDY DESIGN

We performed a prospective cohort study of children and adolescents (8-18 years of age) seen within 14 days of concussion from seven pediatric medical centers across the United States. We collected outcomes via the Concussion Learning Assessment & School Survey (CLASS) and constructed a multivariable predictive model evaluating patient factors associated with school time loss.

RESULTS

167 patients participated (mean age = 14.5 ± 2.2 years; 46% female). Patients were assessed initially at 5.0 ± 3.0 days post-injury and had a final follow-up assessment 24.5 ± 20.0 days post-concussion. Participants missed a median of 2 days of school (IQR = 0.5-4), and 21% reported their grades dropped after concussion. Higher initial symptom severity rating (β = 0.06, 95% CI = 0.03-0.08, p < 0.001) and perception of grades dropping after concussion (β = 1.37, 95% CI = 0.28-2.45, p = 0.01) were significantly associated with more days of school time missed after concussion. Those who reported their grades dropping reported missing significantly more school (mean = 5.0, SD = 4.7 days missed of school) than those who reported their grades did not drop (mean = 2.2, SD = 2.6 days missed of school; p < 0.001; Cohen's d = 0.87).

CONCLUSIONS

Children and adolescents reported missing a median of 2 days of school following concussion, and more missed school time after a concussion was associated with more severe concussion symptoms and perception of grades dropping. These findings may support recommendations for minimal delays in return-to-learn after concussion.

The Integration of Metabolomics, Electronic Tongue, and Chromatic Difference Reveals the Correlations between the Critical Compounds and Flavor Characteristics of Two Grades of High-Quality Dianhong Congou Black Tea

Tea's biochemical compounds and flavor quality vary depending on its grade ranking. Dianhong Congou black tea (DCT) is a unique tea category produced using the large-leaf tea varieties from Yunnan, China. To date, the flavor characteristics and critical components of two grades of high-quality DCT, single-bud-grade DCT (BDCT), and special-grade DCT (SDCT) manufactured mainly with single buds and buds with one leaf, respectively, are far from clear. Herein, comparisons of two grades were performed by the integration of human sensory evaluation, an electronic tongue, chromatic differences, the quantification of major components, and metabolomics. The BDCT possessed a brisk, umami taste and a brighter infusion color, while the SDCT presented a comprehensive taste and redder liquor color. Quantification analysis showed that the levels of total polyphenols, catechins, and theaflavins (TFs) were significantly higher in the BDCT. Fifty-six different key compounds were screened by metabolomics, including catechins, flavone/flavonol glycosides, amino acids, phenolic acids, etc. Correlation analysis revealed that the sensory features of the BDCT and SDCT were attributed to their higher contents of catechins, TFs, theogallin, digalloylglucose, and accumulations of thearubigins (TRs), flavone/flavonol glycosides, and soluble sugars, respectively. This report is the first to focus on the comprehensive evaluation of the biochemical compositions and sensory characteristics of two grades of high-quality DCT, advancing the understanding of DCT from a multi-dimensional perspective.

University students' diurnal learning directed behavior is strongly influenced by school start times with implications for grades

STUDY OBJECTIVES

School start times impose constraints on sleep-wake timing that may influence academic achievement. We used large university archived datasets to test the hypothesis that larger differences in timing of students' diurnal learning behavior on school days relative to non-school days would be associated with lower grades.

METHODS

Diurnal learning directed behavior was examined in 33,645 university students by analyzing their Learning Management System (LMS) login rhythm. We tested the associations between the phase-difference in students' behavioral rhythm on school days versus non-school days with grade point average, LMS login phase on non-school days (LMS-login chronotype), and school start time. We also tested the chronotype-dependent effects of school start times on diurnal behavior to determine whether students obtained better course grades when their first class of the day was in synch with their LMS-login chronotype.

RESULTS

Students whose LMS login rhythm was more than 2 h earlier on school days had significantly lower grades than their peers. The change in LMS login phase was larger in students with a later LMS-login chronotype and for earlier school start times. Minimal changes in LMS login phase and higher course grades were observed when students' first class of the day was aligned with their LMS-login chronotype.

CONCLUSION

Our findings demonstrate that school start times have a profound impact on students' diurnal learning behavior with implications for grades. Universities can potentially improve learning by starting school later to minimize differences in diurnal learning behavior between school days and non-school days.

Perceived parental alcohol problems and later dropout and grade point average in high school: A register-based follow-up study

INTRODUCTION

The aim of the study was to test the hypothesis that young people with perceived parental alcohol problems have higher dropout rates in high school and lower grade point average (GPA) at graduation compared to young people without perceived parental alcohol problems.

METHODS

Data come from Danish National Youth Study 2014 (n = 62,171), merged with register-data on later dropout of high school and GPA. Multilevel Poisson regression models of incidence rates of dropout and multilevel linear models of GPA were used to assess the association with perceived parental alcohol problems.

RESULTS

A total of 6.6% of the students perceived their parent(s) to have alcohol problems. Young people with perceived parental alcohol problems had higher dropout rate (girls incidence rate ratio 1.83; 95% confidence interval [1.62-2.06]); boys (incidence rate ratio 1.38; 95% confidence interval [1.17-1.64]) and lower grades (GPA: -0.24; 95% confidence interval [-0.32; -0.17]) compared to those without. There was no statistically significant difference between mother's and fathers' alcohol problems in the associations with dropout and GPA.

DISCUSSION AND CONCLUSIONS

Perceived parental alcohol problems were associated with higher incidence rate ratio of dropout and lower grades within all categories of the socioeconomic factors. Our results show that young people with perceived parental alcohol problems have higher high school dropout rates and lower grades compared to those without perceived parental alcohol problems across gender and socioeconomic position. The results call for evidence-based interventions to support young people with parental alcohol problems in the educational system.

Prospective association between evening circadian preference and academic functioning in adolescents: the role of daytime sleepiness

BACKGROUND

There is growing evidence for the role of circadian factors in adolescents' sleep and academic adjustment, with greater evening preference being linked to poorer academic functioning. However, studies have yet to evaluate this association prospectively in adolescence, nor have studies examined daytime sleepiness as a putative mechanism linking evening preference to poor academic functioning. The current study used a multi-informant design to test the prospective association of evening circadian preference, daytime sleepiness, and academic functioning (e.g., global academic impairment and grades) across 2 years in adolescence. As evening circadian preference, sleepiness, and academic problems are elevated in adolescents with ADHD, we used a sample enriched for adolescents with ADHD and explored whether ADHD moderated effects.

METHOD

Participants were 302 adolescents (M_age  = 13.17 years; 44.7% female; 81.8% White; 52% with ADHD). In the fall of eighth grade, adolescents reported on their circadian preference, and in the fall of ninth grade, adolescents and parents completed ratings of daytime sleepiness. In the middle of 10th grade, parents and teachers reported on adolescents' academic impairment and at the end of 10th grade, adolescents' grade point average (GPA) was obtained from school records.

RESULTS

Above and beyond covariates (e.g., adolescent sex, ADHD status, medication, sleep duration) and baseline academic impairment, greater self-reported evening preference in 8th grade predicted increased parent ratings of academic impairment in 10th grade indirectly via adolescent and parent ratings of daytime sleepiness in 9th grade. Furthermore, evening preference in 8th grade predicted greater teacher ratings of academic impairment and lower average GPA in 10th grade via parent ratings of daytime sleepiness in 9th grade, controlling for covariates and baseline GPA. ADHD status did not moderate indirect effects.

CONCLUSION

Findings underscore daytime sleepiness as a possible intervening mechanism linking evening preference to poor academic functioning across adolescence. Intervention studies are needed to evaluate whether targeting circadian preference and sleepiness improves academic functioning in adolescents.

Ethnic/racial discrimination and academic grades among adolescents: moderation by sleep regularity

This study investigates how sleep regularity moderates the association between ethnic/racial discrimination and academic grades among diverse adolescents. The study included a 14-day, daily diary and actigraphy study of ninth-grade adolescents in the United States (N = 265; mean [SD] age 15.26 [0.62] years, 41.51% Asian, 21.13% Black, 37.35% Latinx, 71.32% female) who completed measures of demographic information and ethnic/racial discrimination (Daily Life Experiences Racism and Bother subscale). Sleep data were collected for 14 consecutive days with wrist actigraphy, and sleep regularity was calculated using the Sleep Regularity Index (SRI). Academic grades were provided by the Department of Education. Discrimination frequency was associated with lower academic grades, and the SRI moderated this association. Compared to adolescents who had moderate and regular SRI profiles, adolescents with irregular SRI (i.e., lower sleep regularity) had stronger negative associations between discrimination and grades. On the other hand, for adolescents who had moderate to high sleep regularity, there was no significant association between discrimination and grades. This study underscores the importance of sleep regularity for adolescents' academic achievement.

Deficiencies of Traditional Grading Systems and Recommendations for the Future

Objective. To review issues surrounding the use of grades in the educational process and provide evidence-based recommendations for how to redesign grading practices for optimal value.Findings. Traditional tiered grading systems (ie, A, B, C, etc) have historically been a major component of the formal educational process. The way grades are used and interpreted are typically based on some commonly held assumptions, including that they are accurate measures of learning, that they motivate students to learn, and that they provide feedback to learners. However, much of the research regarding grades indicates that flaws exist in these assumptions. Grades may not always accurately measure learning, they can have adverse effects on student motivation, and they are not a good form of feedback.Summary. The Academy should consider the evidence regarding the purpose, effects, and interpretation of grades in the educational process. Despite barriers and potential pushback, pharmacy educators should revise grading practices to be more accurate, interpretable, and beneficial to learner development.

The Simpson Grading: Is It Still Valid?

The Simpson Grade was introduced in the era of limited resources, outdated techniques, and rudimentary surgical and imaging technologies. With the advent of modern techniques including pre- and post-operative imaging, microsurgical and endoscopic techniques, advanced histopathology and molecular analysis and adjuvant radiotherapy, the utility of the Simpson Grade scale for prognostication of recurrence after meningioma resection has become less useful. While the extent of resection remains an important factor in reducing recurrence, a subjective naked-eye criteria to Grade extent of resection cannot be generalized to all meningiomas regardless of their location or biology. Achieving the highest Simpson Grade resection should not always be the goal of surgery. It is prudent to take advantage of all the tools in the neurosurgeons’ armamentarium to aim for maximal safe resection of meningiomas. The primary goal of this study was to review the literature highlighting the Simpson Grade and its association with recurrence in modern meningioma practice. A PubMed search was conducted using terms “Simpson”, “Grade”, “meningioma”, “recurrence”, “gross total resection”, “extent of resection” “human”. A separate search using the terms “intraoperative imaging”, “intraoperative MRI” and “meningioma” were conducted. All studies reporting prognostic value of Simpson Grades were retrospective in nature. Simpson Grade I, II and III can be defined as gross total resection and were associated with lower recurrence compared to Simpson Grade IV or subtotal resection. The volume of residual tumor, a factor not considered in the Simpson Grade, is also a useful predictor of recurrence. Subtotal resection followed by stereotactic radiosurgery has similar recurrence-free survival as gross total resection. In current modern meningioma surgery, the Simpson Grade is no longer relevant and should be replaced with a grading scale that relies on post-operative MRI imaging that assess GTR versus STR and then divides STR into > or <4−5 cm3, in combination with modern molecular-based techniques for recurrence risk stratification.

Questionnaire-Derived Sleep Habits and Academic Achievement in First Year University Students

This study aimed to determine the effect of sleep quantity and quality via the Pittsburgh Sleep Quality Index (PSQI) on students’ academic achievement in their first year of university study. In this cross-sectional study, 193 students (102 female, 91 male, mean ± SD; age = 19.3 ± 2.9 y) from an undergraduate Health degree in New Zealand completed the PSQI four weeks prior to the end of the semester in their first year of university study. Results from three core subjects in the first semester were averaged and correlations between the PSQI and academic success were evaluated using Spearman’s rho (ρ). The group were also trichotomized using a PSQI global score of ≤5 as the threshold for “good” sleepers (n = 62, 32%), a score of 5–8 for “moderate” sleepers (n = 63, 33%) and a score ≥8 to characterize “poor” sleepers (n = 68, 35%). Overall, students averaged 7 h 37 min of self-reported sleep duration with an average bedtime of 22:55 p.m. and wake time of 8:01 a.m. There was a significant, small inverse relationship between academic performance and bedtime (p = 0.03, ρ = −0.14), with those going to bed earlier having superior academic success. The trichotomized data demonstrated no significant differences in academic performance between students with poor, moderate and good sleep quality (p = 0.92). Later bedtimes were associated with lower academic performance in a group of first year university students. However, there were no other relationships observed between academic success and self-reported sleep quality or quantity as determined by the PSQI. Enhancing awareness of the impact of sleep timing on academic success should be prioritized and strategies to improve sleep hygiene should be promoted to university students.

Whether verbal and visuospatial working memory play different roles in pupil's mathematical abilities

BACKGROUND

Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited.

AIMS

The current research aims to explore the relationship between verbal and visuospatial WM with mathematical abilities, and how this relationship is moderated by age and math domains. We also wonder whether the results would change when we use several tests for each component and use a latent variable approach for more reliable measurement.

SAMPLE

131 first graders and 144 fifth graders from a primary school in Hangzhou, Zhejiang province, China, participated our research.

METHODS

All participants completed three verbal and three visuospatial WM tasks, mathematics tests, and fluid intelligence test. Hierarchical multiple regression analysis was used to examine the pattern of relations among these constructs.

RESULTS

The results of hierarchical multiple regression analysis showed that verbal WM significantly predicted mathematics achievement for fifth graders, while failed for first graders. However, visuospatial WM played a substantive role in both graders' mathematical performance. The different role of the two WM components also depend on various fields of mathematics.

CONCLUSION

Our results indicated the distinct influence of verbal and visuospatial WM on primary school students' mathematical abilities and highlighted the developmental and domain-specific effects of WM on mathematics.

COVID-19 Beliefs, Self-Efficacy and Academic Performance in First-year University Students: Cohort Comparison and Mediation Analysis

Students' learning contexts can influence their learning beliefs and academic performance outcomes; as such, students studying during the COVID-19 outbreak may be at risk of negative impacts on their academic self-efficacy and subject grades compared to other cohorts. They may also have specific beliefs about the impact of COVID-19-related changes on their capacity to perform, with potential consequences for self-efficacy and academic performance. Two weeks after the COVID-19-related transition to online-only learning, 89 first-year psychology students completed a measure of academic self-efficacy and indicated how they thought COVID-19-related changes would impact their capacity to perform in a psychology subject. At the end of the semester, subject grades were obtained from institutional records. Contrary to expectations, neither the self-efficacy beliefs nor the subject grades of the 2020 cohort were significantly different from those of a sample of 2019 first-year psychology students (n = 85). On average, 2020 students believed that COVID-19-related changes to their learning environment had a negative impact on their capacity to perform well. A mediation analysis indicated that students' beliefs about the impact of COVID-19 on their capacity did not directly, or indirectly (via self-efficacy), predict grades. The only significant association in the model was between self-efficacy and grades. Although students reported believing that COVID-19-related changes would negatively impact their capacity to perform, there is little evidence that these beliefs influenced their academic self-efficacy or academic performance or that studying during the COVID-19 outbreak disadvantaged students in comparison with the previous years. A follow-up analysis indicated that self-efficacy was a stronger predictor of grades in the 2020 cohort than in the 2019 cohort. While there may be several unmeasured reasons for cohort differences, one potential interpretation is that, in the context of uncertainty associated with COVID-19, self-efficacy beliefs assumed relatively greater importance in terms of mobilising the resources required to perform well.

Social complexity and the fractal structure of group size in primate social evolution

Compared to most other mammals and birds, anthropoid primates have unusually complex societies characterised by bonded social groups. Among primates, this effect is encapsulated in the social brain hypothesis: the robust correlation between various indices of social complexity (social group size, grooming clique size, tactical behaviour, coalition formation) and brain size. Hitherto, this has always been interpreted as a simple, unitary relationship. Using data for five different indices of brain volume from four independent brain databases, we show that the distribution of group size plotted against brain size is best described as a set of four distinct, very narrowly defined grades which are unrelated to phylogeny. The allocation of genera to these grades is highly consistent across the different data sets and brain indices. We show that these grades correspond to the progressive evolution of bonded social groups. In addition, we show, for those species that live in multilevel social systems, that the typical sizes of the different grouping levels in each case coincide with different grades. This suggests that the grades correspond to demographic attractors that are especially stable. Using five different cognitive indices, we show that the grades correlate with increasing social cognitive skills, suggesting that the cognitive demands of managing group cohesion increase progressively across grades. We argue that the grades themselves represent glass ceilings on animals' capacity to maintain social and spatial coherence during foraging and that, in order to evolve more highly bonded groups, species have to be able to invest in costly forms of cognition.

Comparison of Bone Tissue Trace Element Content in the Different Radiological Stages of Hip Osteoarthritis

Bone metabolism and the trace element content associated with it change at each stage of degenerative disease. The aim of this study was to find out about the role of the analyzed elements in different stages of hip osteoarthritis. Elements associated with oxidative and enzymatic processes were analyzed depending on the changes in the radiological images of the hip joint. Element content analysis was performed by the inductively coupled plasma mass spectrometry analytical technique. The femoral head in severely osteoarthritic hips (KL3-4) compared to mild grade osteoarthritis (KL2) had a greater content of Cu (median 1.04 vs. 0.04), Sr (median 38.71 vs. 29.59), and Zn (median 75.12 vs. 63.21). There were no significant differences in the content of Mo, Cr, and Fe in the femoral head and neck between the groups. The Cu/Fe correlation was negative in the KL2 group (-0.47) and positive in the KL3-4 groups (0.45). Changes in the content and correlation of trace elements in the hip joint explain the changes in metabolism dependent on the severity of degenerative changes.

Differential Diagnosis of Endolymphatic Hydrops Between "Probable" and "Definite" Ménière's Disease via Magnetic Resonance Imaging

OBJECTIVES

To investigate the grade of endolymphatic hydrops in patients with "probable" and "definite" Ménière's disease via magnetic resonance imaging (MRI) and to determine whether MRI could assist clinicians in differential diagnosis between probable and definite Ménière's disease.

STUDY DESIGN

Prospective study.

SETTING

Three-dimensional FLAIR MRI (fluid-attenuated inversion recovery) to examine endolymphatic hydrops in Ménière's disease.

METHODS

A total of 51 patients diagnosed with probable (n = 20) or definite (n = 31) unilateral Ménière's disease were enrolled. Three-dimensional FLAIR MRI was performed to evaluate the grade of endolymphatic hydrops. The differences in endolymphatic hydrops between the probable and definite groups were analyzed.

RESULTS

The grade of endolymphatic hydrops was more severe in the definite group than in the probable group (P < .05).

CONCLUSION

MRI revealed a higher grade of endolymphatic hydrops in patients with definite Ménière's disease than in patients with probable Ménière's disease. As a result, it may be clinically useful and an effective tool in the differentiation between definite and probable Ménière's disease.

Can National Tests from the Last Year of Compulsory School Be Used to Obtain More Detailed Information about Academic Performance in Children Treated for Brain Tumours? A Nationwide, Population-Based Study from Sweden

Simple Summary

Children treated for brain tumours often suffer from late-appearing complications, including impaired cognitive performance. In this study, 475 Swedish children diagnosed with a brain tumour before their 15th birthday and 2197 matched controls were included. Data from compulsory national tests performed school year nine in the first foreign language English, the mother tongue Swedish and mathematics were analysed. These tests offered more detailed information on academic strengths and weaknesses than the final grades, as different skill sets were assessed. Cases performed worse than controls in English tests than in Swedish and mathematics tests, and they may have performed better in oral than written tasks. There were larger differences between girls treated for brain tumours and their female controls than between boys treated for brain tumours and their male controls. National tests may be useful to complement neuropsychological follow-ups. Characterising these shortcomings is essential to provide appropriate support and prevent social isolation.

Abstract

Children treated for brain tumours often have late-appearing complications that may affect their school performance. Uneven skill profiles may help reveal late complications that can be compensated for but otherwise remain undetected. We investigated Swedish national school tests of oral, reading and writing skills in the first foreign language (English), the mother tongue (Swedish) and mathematics. Data were obtained from The Swedish Childhood Cancer Registry and Statistics Sweden. The results from 475 children diagnosed with a brain tumour before their 15th birthday and 2197 matched controls showed that children treated for brain tumours evinced more difficulties with national tests than controls in almost all subtests, especially in the subject English, and that they may perform better on oral than written tasks. There were larger differences between female cases and controls than between male cases and controls; age at diagnosis played a significant role for some subtests, whereas tumour grade did not. Missing information from national tests proved to be a strong predictor of poor academic performance. Our results show that regular educational follow-ups, as a complement to neuropsychological follow-ups, are important for all children treated for brain tumours, regardless of sex, age at diagnosis or tumour grade.

Stress overload and the new nightmare for Dreamers

To determine if, following threats to DACA policies, Dreamer college students experienced greater stress overload, more symptoms, and worse grades than their classmates. Participants: Students (n = 424) from a large public university, including Dreamers (n = 64), participated between March 2017 and June 2018. Methods: Students completed an anonymous online survey containing self-report measures of stress overload, symptoms, grades, and background characteristics. Results: Dreamers reported significantly higher levels of stress overload than did other students, including minorities and immigrants. Dreamers reported more somatic symptoms but not lower grades than other students-outcomes mediated, wholly or partially, by stress overload. Conclusion: Findings document the health toll of current politics on Dreamers, and indicate disproportionate stress overload as a reason. They also attest to Dreamer "grit" in maintaining grades nevertheless. Implications include the need for proactive support by universities and broader social policy change to restore well-being to these students.

Long weekend sleep is linked to stronger academic performance in male but not female pharmacy students

Poor sleep hygiene portends loss of physical and mental stamina. Therefore, maintaining a regular sleep/wake schedule on both weekdays and weekends is highly recommended. However, this advice runs contrary to the habits of university students who sleep late on weekends. Pharmacy students at Duquesne University sit for frequent examinations, typically commencing at 7:30 AM, and they complain about mental fatigue. Here, we tested the central hypothesis that longer sleep durations on both weekdays and weekends are linked to stronger academic performance in men and women. Students in their first professional year were administered three surveys to collect data on sleep habits and factors that might influence sleep, such as roommates, long commute times, and sleep interruptions. Grade point averages (GPAs) were collected from the Dean's office, with individual permissions from the students. Longer weekend-but not weekday-sleep durations were significantly correlated with higher cumulative GPAs in men and not in women. Women achieved slightly higher cumulative GPAs than men. Students who fell asleep within 15 min of going to bed had higher professional-phase GPAs than those who fell asleep after an hour or more. Our observations cannot establish causal links, but, given the body of prior evidence on the salutary properties of sleep, men may reap more benefit from recovery sleep on weekends. Rather than recommending that students force themselves awake early on weekends in an attempt to maintain a consistent sleep routine, the real-life habits of students should also be given consideration.

The Relationship between Teachers and Peers' Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach

Grounded in achievement goal theory and self-determination theory, this study aimed to examine the associations of students’ perception of learning- and performance-oriented climates created by teachers and peers on basic psychological needs satisfaction, and consequently their relationships with physical education grades. This study had a cross-sectional design, and 589 students aged between 10 and 18 years (M = 12.93; SD = 1.49) were recruited for analysis. Participants completed a multisection survey assessing motivational climates and basic psychological needs, and physical education grades were provided by the physical education teacher. Students’ perception of learning-oriented climates created by teachers and peers was positively and significantly associated with basic psychological needs satisfaction. Additionally, these learning-oriented climates presented a significant indirect association with physical education grades. On the other hand, the performance-oriented climate created by teachers had a negative and significant relationship with basic psychological needs satisfaction and displayed a negative indirect relationship with physical education grades. The performance-oriented climate created by peers had a positive and significant relationship with basic psychological needs satisfaction and displayed a positive indirect relationship with physical education grades. The perception of performance-oriented climates created by peers could represent a boost within the students in physical education features. Teachers have the responsibility of promoting task and learning environments in which students experience positive outcomes, not only on a motivational level but also on a cognitive level.

Sleep Duration Is Associated with Academic Achievement of Adolescent Girls in Mathematics

PURPOSE

To examine the associations between objective measures of sleep during the school week and academic achievement in mathematics and languages in typically developing adolescent girls.

METHODS

Eighty adolescent girls aged 12-17 years (M=14.74, SD=1.3) participated. For five consecutive weeknights, sleep was assessed in the home environment using an actigraph. Academic achievement was assessed using report card grades.

RESULTS

Girls who obtained on average less sleep than the recommended amount of 8 to 10 hrs per night had significantly lower grades in mathematics compared to girls who obtained the recommended amount (77.61 vs 86.16, respectively; η_p ²=0.11). Hierarchical regression analyses adjusted for age, pubertal status, and socioeconomic status revealed that longer average sleep time was significantly associated with higher grades in mathematics (B=4.78, 95% CI [2.03,7.53]). No significant associations were found between sleep variables and grades in languages.

CONCLUSION

Longer average weekday sleep duration is associated with academic achievement of adolescent girls in mathematics.

Prevalence of oral cancer and oral epithelial dysplasia among North Indian population: A retrospective institutional study

BACKGROUND

Despite our sincere and serious efforts, oral cancer (particularly oral squamous cell carcinoma [OSCC]) is the major cause of morbidity and mortality in the Indian population. Oral precancerous lesions show quite high malignant transformation rate. Epidemiological data of oral epithelial dysplasia (OED) and OSCC could help in early diagnosis and thus may improve the prognosis. The current study aims to retrospectively analyze the epidemiological profile of patients with different grades of OED and OSCCs.

MATERIALS AND METHODS

The current study is a retrospective analysis of OED and OSCC reported in 5 years in our institution from 2014 to 2018. Data for the analysis were attained from the case sheets from the patients diagnosed with OED and OSCC.

RESULTS

The mean prevalence of OED and OSCC was 5.71% and 9.85%, respectively. Among the dysplastic lesions, severe dysplasia was more common, while well-differentiated squamous cell carcinoma was more common among the carcinomatous lesions. The peak age prevalence of both the lesions was third to fifth decade. Males were more frequently affected than females, with buccal mucosa being the most common site.

CONCLUSION

The data attained from this study highlight the need for community-based screening and awareness programs for general population and thus obtain a healthier society.

Meta-Analysis of the Validity of General Mental Ability for Five Performance Criteria: Hunter and Hunter (1984) Revisited

This paper presents a series of meta-analyses of the validity of general mental ability (GMA) for predicting five occupational criteria, including supervisory ratings of job performance, production records, work sample tests, instructor ratings, and grades. The meta-analyses were conducted with a large database of 467 technical reports of the validity of the General Aptitude Test Battery (GATB) which included 630 independent samples. GMA showed to be a consistent predictor of the five criteria, but the magnitude of the operational validity was not the same across the five criteria. Results also showed that job complexity is a moderator of the GMA validity for the performance criteria. We also found that the GMA validity estimates are slightly smaller than the previous ones obtained by Hunter and Hunter (1984). Finally, we discuss the implications of these findings for the research and practice of personnel selection.

Association between expression of HOTAIR and invasiveness of gliomas, and its predictive value

BACKGROUND

Hox transcript antisense intergenic RNA (HOTAIR) is upregulated and associated with a poor prognosis in many cancer types. Besides, it is involved in the invasion and metastasis of non-small-cell lung cancer and nasopharyngeal carcinoma.

OBJECTIVES

The aim of this study was to investigate the association between the expression of HOTAIR and the grades of gliomas, and to explore its possible mechanism, as well as to evaluate the value of HOTAIR applied in predicting the grades of gliomas.

MATERIAL AND METHODS

A total of 123 patients undergoing glioma surgeries were enrolled. Patients with grade I and grade II-IV tumors were regarded as the control group (n = 36) and the case group (n = 87), respectively. The expression of HOTAIR, matrix metalloproteinase 7 (MMP-7), matrix metalloproteinase 9 (MMP-9), and vascular endothelial growth factor (VEGF) was detected with quantitative reverse transcription-polymerase chain reaction (qRT-PCR) in glioma tissues and then compared between grade I and grades II-IV. The correlation between the relative expression of HOTAIR and that of MMP-7, MMP-9 and VEGF was analyzed. Multivariate analysis was performed to identify independent risk factors. Receiver operating characteristic (ROC) curve was employed to evaluate the predictive value.

RESULTS

The relative expression of HOTAIR, MMP-7, MMP-9, and VEGF was lower in glioma tissues of grade I than in the case of grades II-IV, and the relative expression of HOTAIR was positively correlated with the relative expression of MMP-7, MMP-9 and VEGF. Multivariate analysis showed that the relative expression of HOTAIR was independently associated with the grades of gliomas, but the relative expression of MMP-7, MMP-9 and VEGF was not. Besides, multivariate analysis showed that the expression level of HOTAIR >0.40 was an independent risk factor for grades II-IV after classifying the relative expression of HOTAIR, and ROC analysis showed that the expression level of HOTAIR >0.40 had a moderate value when applied in predicting grades II-IV.

CONCLUSIONS

Hox transcript antisense intergenic RNA might promote the invasion of gliomas through upregulating the expression of MMP-7, MMP-9 and VEGF, and the expression level of HOTAIR >0.40 had a moderate value when applied in predicting grades II-IV.

The Role of Personal Values and Student Achievement in Academic Dishonesty

Although multiple individual and environmental causes of students’ dishonest behaviors have been well documented in past research, not much attention has been paid to the human values perspective yet. The current study investigates the direct relationship of values with academic dishonesty, as well as the moderating role of students’ past achievements (grades). Analyses were performed on 219 Polish university students (M = 46, F = 173). Questionnaire measures were used, including Schwartz’s Portrait of Values Questionnaire. It was found that socially orientated human values (Conformity and Tradition) were negatively related to unethical behaviors, while personally focused values (Hedonism, Power, and Stimulation) correlate positively. Additional analyses revealed that the relationships of some values (Achievement and Security) with academic dishonesty are significantly moderated by students’ academic performance (grades). In the discussion we suggest that academic dishonesty is a pattern of behavior that can be successfully investigated from the perspective of human values – in order to identify its correlates and to plan preventive actions.

Are There Differences in Technical Assessment Grades Between Adjunct and Full-Time Dental Faculty? A Pilot Study

Some dental students preferentially schedule graded assessments with adjunct faculty members in expectation of obtaining a higher grade. The aim of this pilot study was to compare the grades given by full-time and adjunct faculty members in clinical periodontics to determine if a difference in grading existed. Grades for students given by seven full-time and 11 adjunct faculty members for various technical and competency assessments in D3 and D4 clinical periodontics courses in academic year 2015-16 were compared. Associations between grades and faculty type were sought using mixed model regression to account for correlations among a student's scores. A total of 845 technical assessment and competency scores from 208 students in the two classes were included in the analysis. Scores were for four procedures: periodontal examination and treatment planning, scaling and root planing, evaluation of initial therapy, and periodontal maintenance. Full-time faculty members graded 58% of the assessments, and 42% were scored by adjunct faculty members. Grades for the adjunct faculty were on average 0.14 (out of 5) higher than those for the full-time faculty (p<0.0001). The number of graded assessments was also significantly associated with a higher average score, suggesting potential student bias toward selecting faculty members who grade more favorably (p<0.0001). These students generally received higher grades from adjunct faculty members, whereas the grades given by full-time faculty members were closer in average and more consist with each other. The results point to the need for more calibration training for adjunct faculty members.

and associations with homework and school grades

This study examined differences by age, gender, and race/ethnicity in the use of technology and interactive social media from 2013-2016 using data from nationally-representative samples of U.S. 8th and 10th graders (N=40,389). Results indicated that 8^th graders watch TV and play video games more than 10^th graders; boys play more video games and use interactive social media less than girls; and Black adolescents use most forms of media more often than those from other race/ethnicity groups, with the exception of using the computer for school reported most often by Asian adolescents. Mean differences showed that adolescents who spend more time on homework spend more time using the computer for school, and spend less time watching weekday TV, playing video games, and talking on the phone. Adolescents with higher grades spend more time using the computer for school and spend less time on all other types of technology and interactive social media, except for watching weekend TV. Multivariable logistic regression results indicate that watching TV on a weekday was consistently negatively associated with academic outcomes and using the computer for school was consistently positively associated with academic outcomes.

Preoperative Changes in Hematological Markers and Predictors of Glioma Grade and Survival

Background: Preoperative hematological markers that indicate nutritional, coagulation, and inflammation statuses have prognostic value for gliomas. This study aimed to investigate hematological markers with regard to tumor grades, isocitrate dehydrogenase mutations (IDH), age, and sex in patients with gliomas. Methods: From 2008 to 2017, patients with a pathological diagnosis of glioma who underwent surgery were retrospectively enrolled in this study. Information from clinical records, including age, sex, preoperative experiment tests (routine blood tests, biochemistry, and coagulation examinations), pathological results, and IDH status, was collected. A univariable survival analysis was performed. Hematological factors such as the neutrophil-to-lymphocyte ratio (NLR), platelet-to-lymphocyte-ratio (PLR), and albumin-to-globulin (AGR) were calculated. The prognostic nutrition index (PNI) was calculated as 10 × serum albumin value (g/dl) + 0.005 × peripheral lymphocyte count (per mm³). Results: Our study included 706 patients. The univariate analysis showed that age, IDH-1, and hematological factors were all significantly associated with overall survival (OS) in patients with gliomas. Our results showed that inflammation markers (NLR, PLR, and fibrinogen) were positively associated with age, whereas AGR was negatively associated with age. The PLR was significantly increased, whereas the AGR and PNI were decreased in women with gliomas, as compared with men. We found that inflammation markers increased and nutrition markers decreased with gliomas grade. However, these hematological markers did not significantly differ with IDH status. NLR was the best single hematological marker for distinguishing glioblastoma (GBM) [0.684 (0.645-0.723)], IDH-wt GBM [0.672 (0.631-0.71)] from other gliomas subtypes. Combinations of age with PNI and age with AGR were the best predictors of GBM [0.750 (0.713-0.786)] and IDH-wt GBM [0.759 (0.719-0.798)], respectively. Conclusion: Preoperative hematological marker levels vary among glioma grades and have high predictive values for GBM.

How Does Social Behavior Relate to Both Grades and Achievement Scores?

Prosocial behavior and peer problems are an important correlate of academic development; however, these effects vary by achievement measures and social behaviors. In this paper, we examined data from the German National Education Panel Study (NEPS), and we use structural equation modeling (SEM) to model the effects of prosocial behavior and peer problems on grades and competencies for both math (n = 3,310) and reading (n = 3,308) in grades 5 and 7. Our models account for the moderating effect of both gender and socioeconomic status (SES) as determined by parental education. We conclude that social behaviors relate to grades more strongly than competencies, that peer problems relate more strongly to achievement than prosocial behavior, and that the relationship is weaker in later grades. We discuss the implication that grades and achievement tests are not interchangeable measures for educators and researchers.

(Biased) Grading of Students' Performance: Students' Names, Performance Level, and Implicit Attitudes

Biases in pre-service teachers’ evaluations of students’ performance may arise due to stereotypes (e.g., the assumption that students with a migrant background have lower potential). This study examines the effects of a migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of errors counted in a dictation). Pre-service teachers (N = 203) graded the performance of a student who appeared to have a migrant background statistically significantly worse than that of a student without a migrant background. The differences were more pronounced when the performance level was low and when the pre-service teachers held relatively positive implicit attitudes toward individuals with a migrant background. Interestingly, only performance level had an effect on the number of counted errors. Our results support the assumption that pre-service teachers exhibit bias when grading students with a migrant background in a third-grade level dictation assignment.

Tissue Proteome Analysis of Different Grades of Human Gliomas Provides Major Cues for Glioma Pathogenesis

Gliomas are heterogeneous and most commonly occurring brain tumors. Blood-brain barrier restricts the entry of brain tumor proteins into blood stream thus limiting the usage of serum or plasma for proteomic analysis. Our study aimed at understanding the molecular basis of aggressiveness of various grades of brain tumors using isobaric tagging for relative and absolute quantification (iTRAQ) based mass spectrometry. Tissue proteomic analysis of various grades of gliomas was performed using four-plex iTRAQ. We labeled five sets (each set consists of control, grade-II, III, and IV tumor samples) of individual glioma patients using iTRAQ reagents. Significantly altered proteins were subjected to bioinformatics analysis using Database for Annotation, Visualization and Integrated Discovery (DAVID). Various metabolic pathways like glycolysis, TCA-cycle, electron transport chain, lactate metabolism, and blood coagulation pathways were majorly observed to be perturbed in gliomas. Most of the identified proteins involved in redox reactions, protein folding, pre-messenger RNA (mRNA) processing, antiapoptosis, and blood coagulation were found to be upregulated in gliomas. Transcriptomics data of glioblastoma multiforme (GBM), low-grade gliomas (LGGs), and controls were downloaded from The Cancer Genome Atlas (TCGA) data portal and further analyzed using BRB-Array tools. Expression levels of a few significantly altered proteins like lactate dehydrogenase, alpha-1 antitrypsin, fibrinogen alpha chain, nucleophosmin, annexin A5, thioredoxin, ferritin light chain, thymosin beta-4-like protein 3, superoxide dismutase-2, and peroxiredoxin-1 and 6 showed a positive correlation with increasing grade of gliomas thereby offering an insight into molecular basis behind their aggressive nature. Several proteins identified in different grades of gliomas are potential grade-specific markers, and perturbed pathways provide comprehensive overview of molecular cues involved in glioma pathogenesis.

Effect of childhood coeliac disease on ninth grade school performance: evidence from a population-based study

BACKGROUND

Coeliac disease might affect school performance due to its effect on cognitive performance and related health consequences that might increase school absenteeism. The aim of this study was to investigate whether children with coeliac disease performed differently on completion of ninth grade in school compared with children without coeliac disease.

METHODS

Analysis was performed on a population of 445 669 children born in Sweden between 1991 and 1994 of whom 1767 were diagnosed with coeliac disease. School performance at ninth grade was the outcome and coeliac disease was the exposure. Other covariates included sex, Apgar score at 5 min, small for gestational age, year of birth, family type, parental education and income.

RESULTS

There was no association between coeliac disease and school performance at ninth grade (adjusted coefficient -2.4, 95% CI 5.1 to 0.4). A weak association was established between late coeliac diagnosis and higher grades, but this disappeared after adjusting for parent socioeconomic conditions. Being small for gestational age affected performance negatively (adjusted coefficient -6.9, 95% CI 8.0 to 5.7). Grade scores were significantly lower in children living with a single parent (adjusted coefficient -20.6, 95% CI 20.9 to 20.2), compared with those with married/cohabiting parents. A positive association was found between scores at ninth grade and parental education and income.

CONCLUSION

Coeliac disease diagnosis during childhood is not associated with poor school performance at ninth grade.

Parental Autonomy Granting and School Functioning among Chinese Adolescents: The Moderating Role of Adolescents' Cultural Values

School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (b_se→adj = 0.05, SE = 0.01, p < 0.001; b_se→grades = 0.08, SE = 0.02, p < 0.001), parent-adolescent conflict (b_{conflict→adj} = -0.03, SE = 0.00, p < 0.001; b_{conflict→grades} = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations (b_{conform→adj} = -0.03, SE = 0.02, p < 0.05; b_{conform→grades} = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades (b_indepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents' appraisal of parental autonomy granting, which then impacts their school functioning.

[Immature teratoma of the ovary: about a case]

Les tératomes ovariens sont des tumeurs issues des cellules germinales pluripotentes, on décrit 3 types de tératomes: tératome mature, immature et monodermique. Le tératome immature constitue moins de 1% des cancers ovariens, et touche préférentiellement les sujets jeunes. Nous rapportons le cas d'une patiente de 25 ans, admise pour prise en charge d'une masse abdomino-pelvienne pour laquelle elle a bénéficiée d'une échographie et d'un scanner pelvien suivie d'un traitement conservateur a base d'une annexectomie gauche, avec multiples biopsies, dont le résultat anatomo-pathologique était en faveur d'un tératome ovarien immature. Par la suite le traitement a été complété par une hystérectomie avec curage lombo-aortique et omentectomie. Nous insistons à travers cette observation et sous la lumière d'une revue de la littérature sur les terrains particuliers prédisposant à ce type de tumeur rare et grave et sur les différents critères radiologiques orientant vers ce type histologique rare des tumeurs ovariennes, afin d'améliorer le pronostic et la prise en charge de cette pathologie qui reste multidisciplinaires.

Reducing barriers to primary school education for girls in rural Kenya: reusable pads' intervention

Purpose The current study explored girls' perceptions of the impact of sanitary pads' intervention on their school attendance and grades. Methods Participants included 150 girls in 6th, 7th, and 8th grade in two rural schools in Kenya. Participants completed a questionnaire on menstrual health issues and the perceived impact on school attendance and academic performance. Results Results indicated that of all participants (150), those who had passed menarche and had cloth pads had similar comfort levels at school as those who had not yet had their period. Of those who had reached menarche (with pads n = 34, without pads n = 91), they answered questions about how much their period interfered with their attendance and grades. Those who had received the pads reported significantly less negative influence on their attendance and schoolwork than those who did not have pads. They also reported significantly lower levels of wanting to hide their menstrual cycle from friends and family. In addition, they reported significantly higher levels of comfort at home and school than those who did not have pads. Finally, those with pads reported significantly lower levels of fear during their period. Conclusion These findings suggest providing girls with pads minimizes the barriers to successful schooling.

Mental-health and educational achievement: the link between poor mental-health and upper secondary school completion and grades

BACKGROUND

Education profoundly affects adult socioeconomic status, so it is important to ensure that all children have the capability and opportunity to achieve educational goals.

AIMS

The study aimed to examine the relationship between mental-health during adolescence and upper secondary school completion and grades, which has received comparatively little research attention to date.

METHOD

Longitudinal administrative and registered data were used to analyse the relationship between school achievement and prescriptions of psycholeptic and psycho-analeptic drugs. The sample consisted of all children born in Sweden in 1990 (n = 109 223), who were followed from birth to age 20. Logistic and OLS regressions were performed separately for boys and girls, controlling for birth health and family characteristics.

RESULTS

A negative relationship between mental-health problems and educational outcomes was found; this result was almost independent of the controls. Only minor differences between the sexes were detected.

CONCLUSIONS

Poor mental-health during childhood correlated negatively with educational attainment. Given the strong link between educational success and adult life, more resources are needed to support children with mental-health problems.

What grades and achievement tests measure

Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.

Do the Best Teachers Get the Best Ratings?

We review recent studies that asked: do college students learn relatively more from teachers whom they rate highly on student evaluation forms? Recent studies measured learning at two-time points. When learning was measured with a test at the end of the course, the teachers who got the highest ratings were the ones who contributed the most to learning. But when learning was measured as performance in subsequent related courses, the teachers who had received relatively low ratings appeared to have been most effective. We speculate about why these effects occurred: making a course difficult in productive ways may decrease ratings but enhance learning. Despite their limitations, we do not suggest abandoning student ratings, but do recommend that student evaluation scores should not be the sole basis for evaluating college teaching and they should be recognized for what they are.

Timing of examinations affects school performance differently in early and late chronotypes

Circadian clocks of adolescents typically run late-including sleep times-yet adolescents generally are expected at school early in the morning. Due to this mismatch between internal (circadian) and external (social) times, adolescents suffer from chronic sleep deficiency, which, in turn, affects academic performance negatively. This constellation affects students' future career prospects. Our study correlates chronotype and examination performance. In total, 4734 grades were collected from 741 Dutch high school students (ages 11-18 years) who had completed the Munich ChronoType Questionnaire to estimate their internal time. Overall, the lowest grades were obtained by students who were very late chronotypes (MSFsc > 5.31 h) or slept very short on schooldays (SDw < 7.03 h). The effect of chronotype on examination performance depended on the time of day that examinations were taken. Opposed to late types, early chronotypes obtained significantly higher grades during the early (0815-0945 h) and late (1000-1215 h) morning. This group difference in grades disappeared in the early afternoon (1245-1500 h). Late types also obtained lower grades than early types when tested at the same internal time (hours after MSFsc), which may reflect general attention and learning disadvantages of late chronotypes during the early morning. Our results support delaying high school starting times as well as scheduling examinations in the early afternoon to avoid discrimination of late chronotypes and to give all high school students equal academic opportunities.

Unconditional regard buffers children's negative self-feelings

BACKGROUND

Unconditional regard refers to the feeling that one is accepted and valued by others without conditions. Psychological theory suggests that experiences of unconditional regard lead children to feel that they are valuable despite setbacks. We hypothesized that reflecting on experiences of unconditional regard would buffer children's negative self-feelings (eg, shame, insecurity, powerlessness) in the face of setbacks. To test this hypothesis, we randomized children to reflect on experiences of unconditional regard or other experiences, and examined their response to an academic setback 3 weeks later.

METHODS

Participants (11-15 years old) were randomly assigned to reflect for 15 minutes on experiences of unconditional regard (n = 91), conditional regard (n = 80), or other social experiences (n = 76). Research personnel, teachers, and classmates remained blind to condition assignment. Three weeks later, after receiving their course grades, children reported their self-feelings. Course grades were obtained from school records. Receiving low course grades represents a salient and painful real-world setback for children.

RESULTS

Replicating previous research, children who received lower grades experienced more negative self-feelings (P < .001). As predicted, this well-established relationship was significantly attenuated among children who had reflected, 3 weeks previously, on experiences of unconditional regard (Ps < .03). Reflecting on unconditional regard specifically reduced negative self-feelings after low grades (P = .01), not after average or high grades (Ps > .17).

CONCLUSIONS

Reflecting on unconditional regard buffered children's selves against the adverse impact of an academic setback over an extended period of time. Unconditional regard may thus be an important psychological lever to reduce negative self-feelings in youth.

Association of Health Sciences Reasoning Test scores with academic and experiential performance

OBJECTIVES

To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum.

METHODS

The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs).

RESULTS

Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course.

CONCLUSION

There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.

The relation between student motivation and student grades in physical education: A 3-year investigation

Enhancing students' academic engagement is the key element of the educational process; hence, research in this area has focused on understanding the mechanisms that can lead to increased academic engagement. The present study investigated the relation between motivation and grades in physical education (PE) employing a 3-year longitudinal design. Three hundred fifty-four Greek high school students participated in the study. Students completed measures of motivation to participate in PE on six occasions; namely, at the start and the end of the school year in the first, second, and third year of junior high school. Students' PE grades were also recorded at these time points. The results of the multilevel growth models indicated that students' PE grades increased over the 3 years and students had better PE grades at the end of each year than at the beginning of the subsequent year. In general, students and classes with higher levels of controlling motivation achieved lower PE grades, whereas higher levels of autonomous motivation were associated with higher PE grades. These findings provide new insight on the associations between class- and individual-level motivation with objectively assessed achievement in PE.

The impact of daytime sleepiness on the school performance of college students with attention deficit hyperactivity disorder (ADHD): a prospective longitudinal study

This prospective longitudinal study evaluated the impact of daytime sleepiness on the school performance of 62 college students diagnosed comprehensively with attention deficit hyperactivity disorder. The primary goal of the study was to determine if self-reported daytime sleepiness rated at the beginning of the academic year could predict academic and overall functioning at the end of the academic year while also considering potentially important covariates, including symptoms of inattention, hyperactivity and impulsivity, medication status and whether or not students lived at home or on-campus. Self-reported daytime sleepiness predicted longitudinally school maladjustment, overall functional impairment and the number of D and F grades (i.e. poor and failing) students received in courses above and beyond both self- and parent-report of symptoms, but did not predict overall grade point average. Living at home served as a protective factor and was associated with less school maladjustment and overall impairment. Gender was the only significant predictor in the overall grade point average model, with female gender associated with higher overall grades. The implications of these findings for monitoring and treatment of sleep disturbances in college students with attention deficit hyperactivity disorder are discussed.

Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?

OBJECTIVE

To determine if performance differences exist between male and female students on a 6-week obstetrics and gynecology (Ob/Gyn) clerkship and to evaluate potential variables that might underlie any observed variations.

STUDY DESIGN

Final clerkship grades and component scores (clinical evaluations, objective structured clinical examination [OSCE], oral examination, and National Board of Medical Examiners [NBME] subject examination) from July 2007 to June 2010 were matched by student and analyzed by gender. Basic science grade point average (GPA) and initial United States Medical Licensing Exam (USMLE) Step 1 scores were used to establish students' baseline medical knowledge. On a post-clerkship questionnaire, a subset of students reported the numbers of procedures they performed during the clerkship; students also completed online pre- and post-clerkship questionnaires reflecting their self-assessed confidence in women's health clinical skills.

RESULTS

Scores were analyzed for 136 women and 220 men. Final clerkship grades were significantly higher for females than for males (89.05 vs. 87.34, p=0.0004, η(2)=0.08). Specifically, females outscored males on the OSCE, oral, and NBME subject examination portions of the clerkship but not clinical evaluations. Males reported completing fewer breast examinations (p=0.001, η(2)=0.14). Pre-clerkship, males were significantly less confident than females in women's health clinical skills (p<0.01) but reached similar levels upon completion of the clerkship. No gender differences were detected for basic science GPA and USMLE Step 1 scores.

CONCLUSION

Student gender is associated with final grades on an Ob/Gyn clerkship. Further research regarding these differences should be explored.

Admission variables predictive of academic struggle in a PharmD program

Objective. To characterize and describe admission variables predictive of poor grade attainment by students in 2 pathways to a doctor of pharmacy (PharmD) program.Methods. A retrospective analysis of course grades of PharmD students admitted from 2000 to 2009 (N= 1,019) in the traditional degree pathway ("1 plus 5" degree program) and the provisional pathway (admitted directly from high school) was performed.Results. Four hundred three grades of D or less were earned by 183 (18%) students. There were more grades of D or less in the first pharmacy year. Receipt of an unsatisfactory grade was associated with all Pharmacy College Admission Test (PCAT) subcategory scores, PCAT composite score, cumulative prepharmacy coursework hours, prepharmacy grade point average (GPA), prepharmacy science and math GPA, and interview score for accepted students in the traditional pathway. For students in the provisional pathway, PCAT-quantitative analysis, PCAT composite score, prepharmacy cumulative GPA, prepharmacy science and math GPA, English American College Testing (ACT) score, and composite ACT score predicted poor grades. Conclusion. Admissions committees should heed PCAT scores and GPAs, regardless of program pathway, while progression committees should focus on early program coursework when designing strategies to optimize retention.

Chapter 7: grading a body of evidence on diagnostic tests

INTRODUCTION

Grading the strength of a body of diagnostic test evidence involves challenges over and above those related to grading the evidence from health care intervention studies. This chapter identifies challenges and outlines principles for grading the body of evidence related to diagnostic test performance.

CHALLENGES

Diagnostic test evidence is challenging to grade because standard tools for grading evidence were designed for questions about treatment rather than diagnostic testing; and the clinical usefulness of a diagnostic test depends on multiple links in a chain of evidence connecting the performance of a test to changes in clinical outcomes.

PRINCIPLES

Reviewers grading the strength of a body of evidence on diagnostic tests should consider the principle domains of risk of bias, directness, consistency, and precision, as well as publication bias, dose response association, plausible unmeasured confounders that would decrease an effect, and strength of association, similar to what is done to grade evidence on treatment interventions. Given that most evidence regarding the clinical value of diagnostic tests is indirect, an analytic framework must be developed to clarify the key questions, and strength of evidence for each link in that framework should be graded separately. However if reviewers choose to combine domains into a single grade of evidence, they should explain their rationale for a particular summary grade and the relevant domains that were weighed in assigning the summary grade.

Input-output: The Role of Undergraduate Curriculum in Successful Graduate Training in the Neurosciences

This article was motivated by the 2010 SfN session on Undergraduate Curricula and Graduate Expectations. To prepare for my role as panelist, I examined the background of Washington University Neuroscience Ph.D. students. Current students with a declared thesis lab were queried, and records from past graduates were reviewed to determine the characteristics that contribute to graduate success. This pilot research suggests that no specific undergraduate curriculum element or quantitative undergraduate achievement metric predicts success at the graduate level, measured by graduate GPA, years to degree, or number of publications. I extrapolate these results to suggest that students from non-typical backgrounds should not be deterred from applying to Ph.D. programs in Neuroscience. I speculate that less tangible traits may be most important for graduate success. These include critical thinking skills and independent research experience.

Effects on school outcomes in low-income minority youth: preliminary findings from a community-partnered study of a school-based trauma intervention

OBJECTIVE

To examine academic outcomes of a community-partnered school mental health intervention for students exposed to community violence.

DESIGN

Randomized controlled trial.

SETTING AND PARTICIPANTS

Sixth-grade students (N = 123) from 2 middle schools in Los Angeles during the 2001-2002 academic year who had exposure to violence and posttraumatic stress symptoms in the clinical range.

INTERVENTION

Students were randomized to either receive a 10-session standardized school trauma intervention (Cognitive Behavioral Intervention for Trauma in Schools) soon after screening (early intervention) or after a delay following screening (delayed intervention), but within the same school year.

MAIN OUTCOME MEASURES

59 students in the early intervention group vs. 64 students in the delayed intervention group (screened in September or December) were compared on spring semester grades in math and language arts, controlling for the students' standardized state test scores from the previous academic year and other covariates.

RESULTS

Students in the early intervention group had a significantly higher spring semester mean grade in math (2.0 vs 1.6) but not language arts (2.2 vs 1.9). Students in the early intervention group were more likely than students in the delayed intervention group to have a passing grade (C or higher) in language arts (80% vs 61%; P < .033) by spring semester; we also found a substantial difference in the number of students receiving a passing math grade (70% vs 55%; P = .053).

CONCLUSION

Through a collaborative partnership between school staff and researchers, preliminary evidence suggests that receiving a school trauma intervention soon after screening compared to delaying treatment can result in better school grades.

Minority Student Academic Performance under the Uniform Admission Law: Evidence from the University of Texas at Austin

UT-Austin administrative data between 1990 and 2003 are used to evaluate claims that students granted automatic admission based on top 10% class rank underperform academically relative to lower ranked students who graduate from highly competitive high schools. Compared with white students ranked at or below the third decile, top 10% black and Hispanic enrollees arrive with lower average standardized test scores, yet consistently performed as well or better in grades, first year persistence, and four-year graduation likelihood. A similar story obtains for top 10% graduates from Longhorn high schools verses lower-ranked students who graduated from highly competitive feeder high schools. Multivariate results reveal that high school attended rather than test scores is largely responsible for racial differences in college performance.

Exertion during uphill, level and downhill walking with and without hiking poles

This study examined the effects of poles when walking on the rate of perceived exertion (RPE), physiological and kinematics parameters, and upon the mean ratio between locomotor and respiratory rhythms. Twelve healthy male and female volunteers, aged 22 to 49 years old, completed on a motorized treadmill in a counterbalanced randomized order 12 walking trials for 10 min at an individually preferred walking speed, with three grades (horizontal level, uphill or downhill with a slope of 15%), with and without hiking poles and a load carriage of 15% of body mass. During all testing sessions, heart rate (HR), oxygen consumption (VO2), ventilation (VE), tidal volume (VT), breathing frequency (Bf), and stride frequency were recorded continuously during the last 5-min of each trial. At the end of each trial, subjects were asked to give RPE. Energy cost (EC) and VE increased significantly with the grade (-15% < 0% < +15%) and with the carrying load. VT was significantly less important with hiking poles, while Bf was significantly more elevated. VO2 and EC increased (p < 0.05) with the use of the hiking poles only during the downhill trials. No significant effect of poles was observed on HR, RPE, and preferred walking speed. The average ratio between the locomotor and respiratory frequencies was significantly influenced by the three experimental factors tested. There was a significant relationship between average ratio of leg movement per breath and EC of walking among all conditions (r = 0.83, n = 12). These results suggest that the use of the hiking poles had a significant influence on the respiratory and energetic responses only during downhill walking. Key pointsEnergetic cost, respiratory responses, stride rate, respiratory to cycle rate ratio were significantly influenced by the use of hiking poles according to the grade at self-selected walking speed.Hiking poles induced an increase in respiratory frequency, VE and energetic cost during downhill, while little changes were observed during level and uphill terrain.The original results obtained in downhill necessitate supplementary studies in the field in order to confirm these first tendencies on treadmill.