To be or not to be: the importance of attendance in integrated physiology teaching using non-traditional approaches

Gal, Beatriz; Busturia, Ignacio; Garrido, Concepción Domínguez

doi:10.1186/1756-0500-4-360

Cited by 10 publications

(9 citation statements)

References 12 publications

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“…According to the obtained results it is revealed that absenteeism is associated with poor exam performance and the students who attended lectures regularly declared successful and there was a statistically significant difference between percentage of attendance and marks obtained in mid-term exams. This finding is consistent with the results study conducted in Spain 12 . They have shown that there is a positive correlation between attendance and academic assessment.…”

Section: Table Ii: Statistical Comparison and Correlation Of Short Termsupporting

confidence: 94%

Assessment of Knowledge Retention Ability of Undergraduate Medical Students

2017

J Liaquat Uni Med Health Sci

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BACKGROUND: Being a natural phenomenon, the knowledge learned by students is quickly forgotten. However, various factors are pertinent for one's memory and knowledge retention ability. This ability is not investigated earlier among pass and fail students of a particular exam. OBJECTIVES: To determine and compare short term memory and Knowledge retention ability among pass and fail students of mid-term exam. METHODS: 103 first-year MBBS students were examined in 3 cycles after result of mid-term examination announced. These cycles consisted of 2 components related with short term memory (1 st & 2 nd cycles) & knowledge retention ability (3 rd cycle) with one week duration apart. RESULTS: Class attendance of pass, fail and absentees groups demonstrated statistically significant (P<0.0005) difference among them being in the order of pass> fail > absentees and significant correlation with marks obtained. A comparison between short term memory & knowledge retention ability also demonstrated statistically significant (P<0.0005) difference. CONCLUSION: The quality of learning positively correlates with the class attendance. Short term memory and knowledge retention abilities are significantly better in pass students and statistically correlate with each other. Regular conduct of such tests is suggested to assess short term memory & knowledge retention ability so that appropriate methods to enhance these can be adopted.

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Section: Table Ii: Statistical Comparison and Correlation Of Short Termsupporting

confidence: 94%

Assessment of Knowledge Retention Ability of Undergraduate Medical Students

2017

J Liaquat Uni Med Health Sci

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“…Regarding absenteeism, some studies failed to find a significant correlation between academic achievement and attendance [ 48 - 51 ]. However, others supported the hypothesis that absence from the class and the academic achievement are correlated.…”

Section: Discussionmentioning

confidence: 99%

Persistent (Anxiety and Depression) Affected Academic Achievement and Absenteeism in Nursing Students

Ruz¹,

Al-Akash²,

Jarrah³

2018

TONURSJ

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Background:Anxiety and depression are common among nursing students due to different factors. When they are minimal and not persistent, they work as stimuli for good achievement. However, when they are high or persistent they have negative consequences (i.e. low academic achievement and higher absenteeism rates).Objective:The purpose of this study was to check the effect of persistent anxiety and depression on nursing student academic achievement and absenteeism rate.Methods:A prospective observational correlational design with a convenience sample of 170 students enrolled in the undergraduate and graduate programs-college of nursing at a private university in Amman, Jordan. Anxiety and depression were measured twice at the beginning of the semester and then two months later by Hospital Anxiety and Depression Scale. Data regarding grade point average, number of absenteeism and the gender of the students; were collected from the electronic system of the university.Results:Persistently anxious group has lower grade point average than persistently non-anxious group (mean [SD], 64.1 [13.8] vs. 73.1 [12.3], P< .001). Moreover, they have higher absenteeism rate than persistently non-anxious group (7.62 [5.7] vs. 4.0 [3.4], P< .001) and higher than transiently anxious group (7.62 [5.7] vs. 4.7 [4.6], P< .05). Persistently depressed group has lower grade point average than persistently non-depressed group (64.0 [13.8] vs. 73.2 [13.0], P< .001) and lower than transiently depressed (64.0 [13.8] vs. 71.7 [10.6], P< .01).Conclusion:Nursing administrators should search for the underlying causes for these negative emotions. Furthermore, setting strategies to control these negative emotions is highly recommended.

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“…Throughout this process, biomedical educational has been redefined in most European countries to face current challenges in research and clinical practice [ 5 , 6 , 7 , 8 and 9 ]. This resulted in new roles for the student-professor tandem with major changes in teaching methodologies applied in the classrooms [ 10 , 11 ] and the use of participatory methodologies represents one example.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of participatory teaching methods in undergraduate medical students’ learning along the first academic courses

et al. 2018

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The European Higher Education Area (EHEA) is an opportunity to redesign medical education. Academic training is now focused on acquiring not only knowledge, but also those competencies critical to face complex professional scenarios. Together with re-evaluating traditional teaching methods, EHEA has forced a technological shift in the way we teach. By critically assessing the impact of novel teaching methodologies, we can better define biomedical education demands. Here, we address this question on a sample of medical students instructed in basic subjects along the first two academic courses. Two hundred and one medical students participated in the study (n = 128 first year, n = 73 second year). Quantitative (conventional survey statistics) and qualitative (open coding) approaches were combined to analyze data from surveys, confidential questionnaires, semi-structured interviews and open discussion. First year medical students rated more positively the use of participatory methodologies than second year students. A major drawback is detected in the perceived workload. Active teaching methodologies show a strong reliance on their time of implementation for medical students, a key aspect to be considered in the design of integrative participatory curricula along the first academic courses.

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To be or not to be: the importance of attendance in integrated physiology teaching using non-traditional approaches

Cited by 10 publications

References 12 publications

Assessment of Knowledge Retention Ability of Undergraduate Medical Students

Assessment of Knowledge Retention Ability of Undergraduate Medical Students

Persistent (Anxiety and Depression) Affected Academic Achievement and Absenteeism in Nursing Students

Evaluation of participatory teaching methods in undergraduate medical students’ learning along the first academic courses

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