Exploration and evaluation of the tools used to identify first year at-risk students in health science courses: A systematic review

Goradia, Tirtha; Bugarčić, Andrea

doi:10.1016/j.aimed.2018.11.003

Cited by 10 publications

(17 citation statements)

References 25 publications

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“…The problem addressed by this study is reduced retention and academic success of multigenerational allied health students at a Midwestern community college. Rates of attrition for students in first-year health and allied health courses are recognized as an issue in higher education (Goradia & Bugarcic, 2019;Hamshire et al, 2013;Harris et al, 2014) [11,15,16] . Declining health science student retention and levels of academic achievement have detrimental financial impacts on higher education institutions, as well as emotional effects on instructor morale, but most importantly, students suffer both financial and emotional consequences (Gultice et al, 2015;Hamshire et al, 2013) [12,15] .…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Retention rates and academic achievement levels among generational cohorts in higher education allied health programs may be affected by the unique characteristics, learning preferences, challenges, and perceptions of learning success of those generational groups. Health science student attrition in the first year is a common problem in higher ~ 195 ~ education (Goradia & Bugarcic, 2019 [11] ; Peterson-Grazioze et al, 2016 [31] ; Thalluri, 2016) [11,31,42] . Retaining students from one term or year to another is the direct result of their academic success, so the literature often addresses these concepts together.…”

Section: Student Academic Achievement and Retention Ratesmentioning

confidence: 99%

“…~ 193 ~ In higher education, student attrition is a global concern (Goradia & Bugarcic, 2019;Hamshire et al, 2013) [11,15] . There are multiple adverse effects of declining student success in health-related higher education, including those impacting the students, institutions, and individuals in need of healthcare services.…”

Section: Introductionsmentioning

confidence: 99%

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Generational differences among associate-degree health students: Retention, academic achievement, and learning perceptions

Lawler¹,

Kupczynski²,

Groff³

2021

Int. J. Adv. Acad. Stud.

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This research study addresses the problem of reduced retention and academic success of multigenerational allied health students at a Midwestern community college. Decreasing health science student retention and academic achievement can result in a shortage of healthcare practitioners to meet society's growing needs. The purpose of this study was to examine differences among generational cohorts of allied health students at the institution related to retention rates and academic achievement. Results identified no significant differences among generational cohorts for academic achievement. With Baby Boomers as the reference, the Gen X and Millennial groups were significantly more likely to be retained while the Gen Z group did not differ. The results highlight allied health students' homogeneity regardless of their generational category.

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Student Academic Achievement and Retention Ratesmentioning

confidence: 99%

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Generational differences among associate-degree health students: Retention, academic achievement, and learning perceptions

Lawler¹,

Kupczynski²,

Groff³

2021

Int. J. Adv. Acad. Stud.

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“…A&P courses cover disciplinary topics known to be academically challenging for undergraduate students (Slominski, Grindberg, & Momsen, 2019;Sturges & Maurer, 2013), but examining factors that contribute to student success in these courses, such as student affect and college course preparation (Harris, Hannum, & Gupta, 2004), is one step in exploring how to tangibly support students so they can make progress toward their personal ambitions. Additionally, early identification of students who may be at risk for needing remediation (Vitali et al, 2020) and exploring both affective and academic at-risk factors may better support students' progress in their allied health programs (Goradia & Bugarcic, 2019). Indeed, calls to investigate affect in biology education contexts suggest that affect could help inform or possibly predict how students succeed in biology courses like A&P (Flowers & Banda, 2016;Trujillo & Tanner, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology

Royse

Sutton

Peffer

et al. 2020

IJHE

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Undergraduate Anatomy and Physiology (A&P) courses are gateway courses nursing and allied health students must pass before progressing through their academic programs. Many students need to retake the course to receive grades acceptable to progress in their programs, but identifying students at risk of failure may help instructors extend support. In this study, we examined self-efficacy and science identity as potential predictors of student success in these courses, and, by extension, a potential way to identify students at risk of failing. We found that science identity, and not self-efficacy nor completion of science prerequisite courses, explained the most variance when predicting A&P final grade in hierarchical regression. Additionally, we interviewed a purposive sample of students retaking the course to explore their experiences and perceptions of these constructs in A&P over multiple enrollments. Students retaking the course described their experiences of being “biology people” in their interviews, further suggesting that having a science identity is relevant to A&P students and may be leveraged to support students in A&P contexts.

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“…However, understanding the dynamic of academic persistence is complex. Academic and non-academic variables are intricately involved (Goradia & Bugarcic, 2019;Stewart, Lim & Kim, 2015;Navarro et al, 2019). At present there is no single best predictor for this phenomenon.…”

Section: Introductionmentioning

confidence: 99%

Exploring Academic and Occupational Interest Aptitudes as Predictors of Academic Persistence: Basis for Attrition Intervention Program

Bersamin¹

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

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This study explored the academic aptitudes (AA) and occupational interest aptitudes (OIA) as predictors of first-year-to-third-year academic persistence (AP) of the 2,836 first-year college students enrolled in schoolyear 2008-2009 in one of the universities in Davao City. Using purposive sampling and predictivecorrelational design, the discriminant function analysis result showed academic aptitudes, both verbal (AAv) and non-verbal (AAnv), significantly predicted academic persistence (Wilks'λ =.952, X2 = 140.47; p<.05 =.001). Discriminant function accurately classified 63.8% of the group membership and explained 4.84% of the variance. A separate discriminant function analysis on occupational interest aptitudes revealed businessdetail, physical-performing, scientific, mechanical, and nature subscales significantly predicted academic persistence (Wilks'λ = .973; X2 = 77.624; p < .05 = .001) with 60.5% accuracy rate in identifying group membership and explained 2.72% of the variance. Furthermore, in a combined analysis of academic aptitudes and occupational interest aptitudes, verbal, non-verbal, business-detail, physical-performing, scientific, mechanical, and natural subscales significantly predicted academic persistence (Wilks'λ = .939; X2 = 177.44; p < .05 = 001). Discriminant function accurately classified 65.6% and accounted for 6.10% of the predicted group membership, persistent and non-persistent. On the other hand, three themes emerged from the focus group discussions to have contributed to the participants' academic persistence: a) competence and motivation, b) attitude and effort c) support and involvement. This study has implications in guidance counseling and school attrition intervention programs in higher education.

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Exploration and evaluation of the tools used to identify first year at-risk students in health science courses: A systematic review

Cited by 10 publications

References 25 publications

Generational differences among associate-degree health students: Retention, academic achievement, and learning perceptions

Generational differences among associate-degree health students: Retention, academic achievement, and learning perceptions

The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology

Exploring Academic and Occupational Interest Aptitudes as Predictors of Academic Persistence: Basis for Attrition Intervention Program

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