Investigating the reasons for students’ attendance in and absenteeism from lecture classes and educational planning to improve the situation

Mokhtari, Sepideh; Nikzad, Sakineh; Mokhtari, Saeedeh; Sabour, Siamak; Hosseini, Sepideh

doi:10.4103/jehp.jehp_1112_20

Cited by 4 publications

References 36 publications

(41 reference statements)

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The impact of COVID-19 on student learning during the transition from remote to in-person learning: using mind mapping to identify and address faculty concerns

Becker

Fenton

Nikolai

et al. 2022

Advances in Physiology Education

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The COVID-19 pandemic led to suspension of in-person learning at many higher education institutions (HEIs) in March 2020. In response, HEIs transitioned most courses to online formats immediately and continued this mode of instruction through the 2020-2021 academic year. In fall 2021, numerous HEIs resumed in-person courses and some hybrid courses, and faculty began noting academic-related behavior deficiencies not previously observed in students. Focus groups of teaching faculty (n=8) from one university department were conducted to gather information on changes in student academic-related behaviors attributed to the disruption of teaching and learning due to COVID-19, and to compare observed deficiencies with the university's undergraduate learning goals. Mind mapping software was utilized to capture themes and subthemes. Identified themes were related to: problem-solving skills, grades, time management, attendance, and interpersonal communication, both in terms of student-to-student and student-to-faculty communication. For these identified areas, outcomes during the return to in-person learning were mostly undesirable. Based on these identified issues, suggested modifications that HEIs could use to modify course content and delivery to offset skill gaps and improve interpersonal communication were identified. Furthermore, observations may indicate that fully remote learning inhibited student learning and skill development during the 2020-2021 academic year. Future work should examine the effectiveness of the proposed modifications on student success.

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The impact of COVID-19 on student learning during the transition from remote to in-person learning: using mind mapping to identify and address faculty concerns

Becker

Fenton

Nikolai

et al. 2022

Advances in Physiology Education

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Regional-based approach during anatomy coursework results in better academic performance than systemic-based approach

Costa,

Campos,

Barros

et al. 2023

Preprint

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Background The study of human anatomy is of major importance in health sciences, including sports and exercise undergraduate programs. There are some approaches to human anatomy teaching, such as systems-based gross anatomy course and regional-based gross human anatomy course, both ways are highly recommended, but, to the best of our knowledge, no study compared the difference between them on academic performance and attendance to class. Objective To evaluate the academic performance of undergraduate students enrolled in human anatomy courses taught by systems-based or regional-based approaches. Methods: The final grade and class attendance of 141 Sport and Exercise Science Undergraduate Students who attended the functional human anatomy of the locomotor apparatus coursework were analyzed. Of the participants enrolled, 70 students were enrolled in the systems-based gross human anatomy approach (SAG) and 71 students were enrolled in the regional-based gross human anatomy approach (SEG). Results: Students enrolled in SEG (7.3 [2.0]) had better academic performance (U = 1804.5, p = 0.005; r = 0.274 [0.09–0.44]) than SAG (6.6 [1.6]). Class attendance was higher in SEG (60 [8]) compared to SAG (60 [7]) (U = 1919.5, p = 0.015; r = 0.228 [0.040–0.399]). Conclusion: SEG leads to better academic performance in the anatomy gross course and higher attendance compared to SAG.

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Identification of change leadership dimensions and components in medical science education to move toward the third-generation universities

Ramezani

Bigdeli

Zarezadeh

et al. 2022

Journal of Education and Health Promotion

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BACKGROUND: Change is a multidimensional and pervasive issue in the modern world, and organizations are constantly changing in social, cultural, political, economic, and technological fields. Change leadership is a model that employs a combination of leadership styles to keep the employees and the organization prepared for learning and continuous growth. This study aims to identify the dimensions and components of change leadership in medical sciences education to move toward third-generation universities through a qualitative approach. MATERIALS AND METHODS: The present study was an applied explorative qualitative study. Participants included the experts in the field of management and key informants in the field of change leadership and third-generation universities who were selected through purposive sampling. The research tool was semi-structured interviews aimed at the identification of dimensions and components of the change leadership. Interview-guided questions were about change leadership to move toward the third-generation universities followed by probing questions. Colaizzi content analysis technique was used to analyze the data. RESULTS: Data from interview transcript analysis resulted in the identification of 335 initial codes, 13 subcategories, and 3 categories or dimensions. The main categories included “change leadership roles and specifications,” “providing a context and preparing for change,” and “change leadership process and path.” Each of the main dimensions included several components. CONCLUSION: The importance of leadership in the process of change is since change entails the establishment and institutionalization of new systems and structures which is impossible without an effective leadership style. Leaders have high expectations of their followers and inspire them to strive toward organizational goals and facilitate the realization of the shared vision through encouraging them. As a leadership paradigm for organization performance improvement capable of encouraging employees and building an organizational culture in which ethical procedures are considered behavioral norms, change leadership seeks to predict the environment changes so that it can move in accordance with them.

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Investigating the reasons for students’ attendance in and absenteeism from lecture classes and educational planning to improve the situation

Cited by 4 publications

References 36 publications

The impact of COVID-19 on student learning during the transition from remote to in-person learning: using mind mapping to identify and address faculty concerns

The impact of COVID-19 on student learning during the transition from remote to in-person learning: using mind mapping to identify and address faculty concerns

Regional-based approach during anatomy coursework results in better academic performance than systemic-based approach

Identification of change leadership dimensions and components in medical science education to move toward the third-generation universities

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