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Educational Psychology | Specialist Studies in Education | Primary Health Care | Health Policy | Community Child Health | Public Health and Health Services
Health education and promotion | Child health | Families | Health and support services not elsewhere classified | Higher education |
Publisher: Springer Science and Business Media LLC
Date: 27-07-2011
Abstract: Big-fish-little-pond effect (BFLPE) research has demonstrated that students in high-ability environments have lower academic self-concepts than equally able students in low-ability settings. Research has shown low academic self-concepts to be associated with negative educational outcomes. Social comparison processes have been implicated as fundamental to the BFLPE. Twenty first-year students in an Australian medical school completed a survey that included academic self-concept and social comparison measures, before and after their first written assessments. Focus groups were also conducted with a separate group of students to explore students' perceptions of competence, the medical school environment, and social comparison processes. The quantitative study did not reveal any changes in academic self-concept or self-evaluation. The qualitative study suggested that the attributions that students used when discussing performance were those that have been demonstrated to negatively affect self-concept. Students reported that the environment was slightly competitive and they used social comparison to evaluate their performance. Although the BFLPE was not evident in the quantitative study, results from the qualitative study suggest that the BFLPE might be operating In that students were using attributions that are associated with lower self-concepts, the environment was slightly competitive, and social comparisons were used for evaluation.
Publisher: Informa UK Limited
Date: 04-03-2014
Publisher: Bentham Science Publishers Ltd.
Date: 2006
Publisher: Informa UK Limited
Date: 2008
Publisher: Informa UK Limited
Date: 11-12-2012
Publisher: Wiley
Date: 07-2008
DOI: 10.1111/J.1440-1746.2007.05245.X
Abstract: The prevalence of psychological disorders is high in patients with irritable bowel syndrome (IBS) but their role in symptom reporting is uncertain. It is thus interesting whether the number of functional gastrointestinal disorders (FGID) determines the load of psychological comorbidity. The Rome III criteria have not been used to evaluate such a relationship as yet. Moreover, not many studies have examined the sensitivity of the Rome III criteria in detecting IBS. Our aims were therefore: (i) to determine whether those IBS participants with more FGID had a tendency to greater psychological comorbidity than those with fewer FGID and (ii) to assess the performance of the Rome III criteria in detecting IBS versus the diagnosis of the gastroenterologist. A cross-sectional survey of 32 consecutive outpatients with clinically diagnosed IBS was performed. The Hospital Anxiety and Depression Scale (HADS), the Short Form 12 Health Survey (SF-12), and the Rome III criteria questionnaire (BDQ-6) were administered. Multiple linear regression was conducted to detect associations among FGID, anxiety, depression and quality of life. Overall, 50% of participants were anxious and 12% were depressed. Forty-four percent of participants had >two FGID however, the number of FGID did not correlate with scores for anxiety, depression or quality of life. Amazingly, only 50% (CI: 33-67) of participants clinically diagnosed with IBS met Rome III criteria for IBS. Contrary to our expectations, a greater load of FGID did not correlate with a greater load of psychological comorbidity. Surprisingly, the Rome III criteria detected only 50% of clinical cases of IBS.
Publisher: Bentham Science Publishers Ltd.
Date: 2005
Publisher: MDPI AG
Date: 30-01-2018
Publisher: Oxford University Press (OUP)
Date: 12-2003
Publisher: Informa UK Limited
Date: 27-09-2019
Publisher: AMPCo
Date: 04-2015
DOI: 10.5694/MJA14.01607
Publisher: Wiley
Date: 04-2012
DOI: 10.5694/MJA10.11488
Abstract: Gaining clinical experience for an extended period of time in teaching hospitals is one of the enduring strengths of medical education. Teaching hospitals have recently faced significant challenges, with increasing specialisation of services and workload pressures reducing clinical learning opportunities. New clinical teaching environments have been established in Australia, particularly in rural and regional areas these are proving to be ideal contexts for student learning. The new clinical teaching environments have shown the importance of developing symbiotic relationships between universities and health services. Symbiotic clinical learning is built around longitudinal, patient-based learning emphasising priority health concerns. The symbiotic framework provides a basis for reconstructing clinical teaching in teaching hospitals so th@they continue to play a vital role in Australian medical education, with additional clinical experience provided by primary care and community, rural and regional hospitals.
Publisher: SAGE Publications
Date: 06-2006
Publisher: Bentham Science Publishers Ltd.
Date: 2008
Publisher: Korean Society of Medical Education
Date: 09-2023
Publisher: Wiley
Date: 02-2009
DOI: 10.1111/J.1445-5994.2008.01862.X
Abstract: Gastroenterologists should be able to refer patients directly to psychologists with full Medicare reimbursement. Psychological comorbidities are frequently seen in patients with gastrointestinal conditions. However, time pressure and lack of expertise in non-medical therapies of psychological problems prevent gastroenterologists from initiating psychological treatment although such treatment may improve patients' outcomes and reduce health-care utilization. Psychologists are needed as part of the multidisciplinary team in gastroenterology clinics in Australia to take the leading role in the psychological management of those patients by contributing to screening, faster diagnosis and treatment of depression and anxiety disorders in particular.
Publisher: Wiley
Date: 12-2001
Publisher: Informa UK Limited
Date: 19-06-2013
Publisher: Elsevier BV
Date: 06-2013
DOI: 10.1016/J.NEDT.2012.07.008
Abstract: Researchers have yet to fully explore and adequately measure Professional Identity (PI) in nursing. This paper aims to examine the psychometrics of five measures of PI and compare these results in first and third year nursing students. As a consequence of utilising multiple self-assessed survey tools this study also examines common methods bias. The study utilised an on-line survey to gather responses from nursing students. The pilot study examined the validity and reliability of the five measures while investigating the potential for common methods bias. All five measures tested demonstrated poorer psychometric properties or model fits for this s le than those reported by their original authors. One measure demonstrated a small mean score increase from first to third year, while all others revealed a fall from first to third year, although these were not significant. Harman's tests performed on all scales were negative for common methods bias. A psychometrically strong measure of PI was not determined however, this may relate to the s le size in this pilot study. The fall of PI from first to third year and the factors that influence such change may have implications for the recruitment and retention of nurses.
Publisher: Oxford University Press (OUP)
Date: 08-2004
Publisher: Proceedings of the National Academy of Sciences
Date: 07-11-2022
Abstract: Genetic variants in SLC22A5 , encoding the membrane carnitine transporter OCTN2, cause the rare metabolic disorder Carnitine Transporter Deficiency (CTD). CTD is potentially lethal but actionable if detected early, with confirmatory diagnosis involving sequencing of SLC22A5 . Interpretation of missense variants of uncertain significance (VUSs) is a major challenge. In this study, we sought to characterize the largest set to date ( n = 150) of OCTN2 variants identified in erse ancestral populations, with the goals of furthering our understanding of the mechanisms leading to OCTN2 loss-of-function (LOF) and creating a protein-specific variant effect prediction model for OCTN2 function. Uptake assays with 14 C-carnitine revealed that 105 variants (70%) significantly reduced transport of carnitine compared to wild-type OCTN2, and 37 variants (25%) severely reduced function to less than 20%. All ancestral populations harbored LOF variants 62% of green fluorescent protein (GFP)–tagged variants impaired OCTN2 localization to the plasma membrane of human embryonic kidney (HEK293T) cells, and subcellular localization significantly associated with function, revealing a major LOF mechanism of interest for CTD. With these data, we trained a model to classify variants as functional ( % function) or LOF ( % function). Our model outperformed existing state-of-the-art methods as evaluated by multiple performance metrics, with mean area under the receiver operating characteristic curve (AUROC) of 0.895 ± 0.025. In summary, in this study we generated a rich dataset of OCTN2 variant function and localization, revealed important disease-causing mechanisms, and improved upon machine learning–based prediction of OCTN2 variant function to aid in variant interpretation in the diagnosis and treatment of CTD.
Publisher: Wiley
Date: 25-01-2008
DOI: 10.1111/J.1532-5415.2007.01537.X
Abstract: To determine whether childhood physical and sexual abuse are associated with poor mental and physical health outcomes in older age. Cross-sectional, postal questionnaire survey. Medical clinics of 383 general practitioners (GPs) in Australia. More than 21,000 older adults (aged > or = 60) currently under the care of GPs participating in the Depression and Early Prevention of Suicide in General Practice (DEPS-GP) Study. Participants were ided into two groups according to whether they acknowledged experiencing childhood physical or sexual abuse. Main outcome measures targeted participants' current physical health (Medical Outcomes Study 12-item Short Form Survey, Version 2 and Common Medical Morbidities Inventory) and mental health (Patient Health Questionnaire-9 and Hospital Anxiety and Depression Scale). One thousand four hundred fifty-eight (6.7%) and 1,429 participants (6.5%) reported childhood physical and sexual abuse, respectively. Multivariate models of the associations with childhood abuse indicated that participants who had experienced either childhood sexual or physical abuse had a greater risk of poor physical (odds ratio (OR)=1.35, 95% confidence interval (CI)=1.21-1.50) and mental (OR=1.89, 95% CI=1.63-2.19) health, after adjustments. Older adults who reported both childhood sexual and physical abuse also had a higher risk of poor physical (OR=1.60, 95% CI=1.33-1.92) and mental (OR=2.40, 95% CI=1.97-2.94) health. The effects of childhood abuse appear to last a lifetime. Further research is required to improve understanding of the pathways that lead to such deleterious outcomes and ways to minimize its late-life effects.
Publisher: Springer Science and Business Media LLC
Date: 12-05-2009
Publisher: Springer Science and Business Media LLC
Date: 24-09-2007
Publisher: Informa UK Limited
Date: 03-09-2013
Publisher: Informa UK Limited
Date: 10-2013
DOI: 10.1080/10401334.2013.827968
Abstract: Professional identity, or how a doctor thinks of himself or herself as a doctor, is considered to be as critical to medical education as the acquisition of skills and knowledge relevant to patient care. This article examines contemporary literature on the development of professional identity within medicine. Relevant theories of identity construction are explored and their application to medical education and pedagogical approaches to enhancing students' professional identity are proposed. The influence of communities of practice, role models, and narrative reflection within curricula are examined. Medical education needs to be responsive to changes in professional identity being generated from factors within medical student experiences and within contemporary society.
Publisher: MDPI AG
Date: 23-04-2018
Publisher: Wiley
Date: 05-2009
Publisher: Emerald Group Publishing Limited
Date: 20-11-2013
Publisher: SAGE Publications
Date: 2019
DOI: 10.33151/AJP.16.715
Abstract: Professionalisation was cited as one of the key drivers for the recent addition of paramedics to the National Accreditation and Regulation Scheme (NRAS) making paramedics the fifteenth health profession in the NRAS. Self-regulation inherently shifts the basis of establishing professional identity and the formal authority for determining professional standards. This has increased discussion of professionalism in paramedicine, however, professionalisation and professionalism are often poorly defined concepts with a myriad of interpretations. A scoping review was conducted to determine the available literature about professionalism and professionalisation in paramedicine. The review utilised 10 academic databases augmented with Google and Google Scholar to capture grey literature 2740 results were refined to 53 sources for review. Several works on paramedic professionalisation explore elements such as autonomy and occupational characteristics. Others consider the process of professionalisation for United Kingdom (UK) and Australian paramedics. Education is discussed as a key factor in professionalism, while the increasing scope and ersity of roles in paramedicine is explored as indicative of professionalisation. Several UK papers relate professionalisation and culture to change processes within paramedicine and paramedic organisations. Academic work on professionalisation and professionalism in paramedicine appears sporadic and may benefit from explorations of a wider range of theories. Paramedicine has been described as constantly and rapidly developing around its practitioners rather than being a stable profession where practitioners enter with clear expectations of their ongoing identity. Further work is needed to understand the process of professionalisation that paramedicine is undergoing within its cultural and professional context.
Publisher: Wiley
Date: 17-08-2010
Publisher: Elsevier BV
Date: 12-2009
DOI: 10.1016/J.IJNURSTU.2009.05.010
Abstract: Interprofessional education (IPE), where two or more professions learn with, from, and about each other to improve collaboration and the quality of care, has been proposed as a curriculum strategy to promote mutual understanding between professions, thus helping to prepare health professionals to work in challenging contemporary health systems. Although there is support for IPE initiatives within health professional education, differences in student motivation and learning strategies are likely to contribute to the success of these initiatives. To explore self-regulated learning strategies used by first year medical and nursing students, and to determine if these strategies were different among nursing students who were high achievers. A comparative survey design. Nursing and medical nursing schools in a large university in the western region of Sydney, Australia. Six hundred and sixty-five first year nursing (n=565) and medical (n=100) students in a large university in the western region of Sydney were surveyed to assess motivational and learning strategies using The Motivated Strategies for Learning Questionnaire (MSLQ). Data relating to sociodemographic characteristics and academic performance were also collected. Nursing students were significantly older than medical students (mean age: 24.4 years versus 19.4 years p<0.001), and there were also more females in the nursing student group (82% versus 56% p<0.001). Although nursing students had a higher mean score for extrinsic goal orientation compared to medical students (p<0.001), medical students had higher mean scores for the other four learning strategies measured: peer learning (p=0.003), help seeking (p=0.008), critical thinking (p=0.058), and time and study environment management (p<0.001). Similarly, the grade point average (GPA) of medical students at the end of their first year was significantly higher (4.5, S.D. 1.4 versus 3.6, S.D. 1.3 p<0.001) compared to that of nursing students. While interprofessional education is seen to have many benefits for students, this study demonstrates differences in motivational and learning strategies between nursing and medical students that may impact on the success of interprofessional programs.
Publisher: Wiley
Date: 14-10-2011
DOI: 10.1111/J.1365-2923.2011.04046.X
Abstract: Medical students must develop not only their professional identity but also inclusive social attitudes for effective medical practice in the future. This study explores the elements that contribute to medical students' sense of professional identity and investigates the concept of social exclusivity and how this might relate to students' development of their identity as medical professionals. The study is based on qualitative data gathered in telephone interviews with 13 medical students enrolled in Years 1 or 3 at an undergraduate medical school at a university in Australia. The questions were open-ended and asked students about their experiences in medical school, sense of identity and social connections. Two main components contributed to a strong sense of professional identity in medical students: professional inclusivity and social exclusivity. Students experienced professional inclusivity when they attended clinical placements and when they were treated as future medical professionals by lecturers, doctors and patients. Social exclusivity was demonstrated by participants' perceptions of themselves as socially separate from non-medical students and isolated from students in other disciplines. Students described a sense of peer unity and a shared sense of identity as medical students within the medical school. It is important to understand how students develop their sense of identity as medical professionals and the ways in which medical education and clinical placements can influence this professional identity. Although this study noted a very strong sense of social exclusivity in its findings, there were also high levels of intra-discipline inclusivity. These results suggest that there is a reciprocal and reinforcing relationship between student experiences of professional inclusivity and social exclusivity that creates a defined sense of professional identity.
Publisher: Elsevier BV
Date: 07-2013
DOI: 10.1016/J.NEDT.2013.01.013
Abstract: To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance. While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance. Prospective, correlational design. Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87. Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance. Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance.
Publisher: Wiley
Date: 06-2006
Publisher: Wiley
Date: 20-04-2012
DOI: 10.1111/J.1365-2923.2011.04208.X
Abstract: The problem of dissimulation by applicants when self-report tests of personality are used for job selection has received considerable attention in non-medical contexts. Personality testing is not yet widely used in medical student selection, but this may change in the light of recent research demonstrating significant relationships between personality and performance in medical school. This study therefore aimed to assess the extent of self-enhancement in a s le of medical school applicants. A within-subjects design compared personality test scores collected in 2007 for 83 newly enrolled medical students with scores for the same students obtained on the same personality test administered during the selection process 4 months previously. Five factors of personality were measured using the International Personality Item Pool and mean differences in scores were assessed using paired t-tests. At the time of selection, the personality scores of successful applicants were similar to those of candidates who were not accepted (n=271). Once selected, the medical students achieved significantly lower scores on four of the five personality factors (conscientiousness, extroversion, openness to experience, agreeableness) and higher scores on the fifth factor (neuroticism). Of the selected students, 62.7% appeared to have 'faked good' on at least one of the five factors measured. Applicants to medical school are likely to dissimulate when completing self-report tests of personality used for selection. The authors review the evidence as to whether such dissimulation reduces construct and predictive validity and summarise methods used to reduce self-enhancement in applicant s les.
Publisher: Informa UK Limited
Date: 19-11-2013
Publisher: AMPCo
Date: 06-2012
DOI: 10.5694/MJA12.10666
Publisher: AMPCo
Date: 11-2014
DOI: 10.5694/MJA14.00965
Publisher: Wiley
Date: 04-2013
DOI: 10.1111/AJR.12013
Abstract: Recent efforts to redress the deficit of rural medical practitioners have considered the problem of recruitment and retention of rural doctors as one of influencing in iduals' career choices. Exposure to rural medical environments during basic medical training is one long-standing ex le of an initiative aimed in this direction and there is some evidence that it is effective. This study sought to determine whether or not various domains of personality are related to medical students' attitude to practising as rural doctors after graduation. The s le comprised 914 students commencing medical studies in Australian universities. They were recruited as part of the Medical Schools Outcomes Database project and indicated intended location of future medical practice. Seven Australian basic medical training programs. All students completed the NEO five-factor index (NEO-FFI) and Adjective Checklist (ACL) personality instruments. A preference for a rural practice location was associated with a combination of six domains of personality. The probability of rural preference was greater with higher scores on openness to experience, agreeableness and self-confidence but lower with higher scores on extraversion, autonomy and intraception. Taken together these six domains of personality provide useful although imperfect discrimination between students with a rural versus urban location preference. After controlling for student age the associations with extraversion and agreeableness failed to reach statistical significance. While personality does not fully explain medical students' attitude towards practicing as a rural doctor, the data suggest it is an important factor and that some in iduals may be better suited to a rural medical career than others. Considering personality along with other characteristics of the in idual might allow targeted 'marketing' of rural practice.
Publisher: Oxford University Press (OUP)
Date: 02-2007
DOI: 10.1002/IBD.20062
Abstract: Psychological disorders are highly prevalent in patients with inflammatory bowel disease (IBD). Anxiety and depression are known to independently affect quality of life and may additionally impair quality of life in IBD over and above the IBD itself. Some researchers have further proposed that anxiety and depression may influence the clinical course of IBD. However, despite the potential for anxiety and depression to play an important role in the clinical picture of IBD, there is little prospective well-controlled research in this area. Probably because of this lack of clear data, researchers dispute the actual role of these psychological disorders in IBD, with a number of conflicting opinions expressed. This article reports on a review of the literature in this field. Herein we discuss the five main areas of controversy regarding IBD and the specific psychological comorbidities of depression and anxiety: 1) the relative rate of cooccurrence of these psychological disorders with IBD 2) the cooccurrence of these psychological disorders with particular phase of IBD 3) the cooccurrence of these psychological disorders with the specific type of IBD 4) the rate of these psychological comorbidities compared both to healthy subjects and to other disease states and 5) the timing of onset of psychological comorbidity with respect to onset of IBD. Methodological weaknesses of the reviewed studies make it impossible to resolve these controversies. However, the results clearly show that anxiety/depression and IBD frequently interact. Given the long-term illness burden patients with IBD face, further prospective, appropriately controlled studies are needed to adequately answer the question of the precise interplay between anxiety/depression and IBD.
Publisher: Wiley
Date: 24-11-2014
DOI: 10.1111/TCT.12325
Publisher: AMPCo
Date: 03-2012
DOI: 10.5694/MJA10.11388
Abstract: Selection processes for medical schools need to be unbiased, valid, and psychometrically reliable, as well as evidence-based and transparent to all stakeholders. A range of academic and non-academic criteria are used for selection, including matriculation scores, aptitude tests and interviews. Research into selection is fraught with methodological difficulties however, it shows positive benefits for structured selection processes. Pretest coaching and "faking good" are potential limitations of current selection procedures. Developments in medical school selection include the use of personality tests, centralised selection centres and programs to increase participation by socially disadvantaged students.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 06-2015
Publisher: Informa UK Limited
Date: 24-06-2013
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Springer Science and Business Media LLC
Date: 06-06-2008
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 04-2009
Publisher: Springer Science and Business Media LLC
Date: 13-07-2011
DOI: 10.1007/S10459-011-9316-1
Abstract: Given the accumulating evidence that performance in medical school and beyond is related to personality, it is important for research to consider how personality assessment can be included as part of the process of selecting medical students. Interviews are one way of measuring personality and this study extends prior research investigating whether the multiple mini interview (MMI) is related to the five factor model of personality. In contrast to prior results (Kulasegaram et al. in Adv Health Sci Edu 15:415-423, 2010), examination of MMI scores for 868 applicants to an Australian medical school over 3 years showed significant uncorrected correlations every year with extraversion (.19, .19, .30) and conscientiousness (.20, .22, .25) and with agreeableness in 2 years (.17, .19). Investigation of personality at a facet-level revealed differing relationships with the MMI within the five factors of personality. MMI scores were also correlated in 2 years (.17, .22) with a situational judgment test of interpersonal understanding (UMAT Section 2) but were unrelated to tests of logical reasoning ability (UMAT Section 1), non-verbal reasoning (Section 3), or past academic performance (Higher School Certificate results).
Publisher: CSIRO Publishing
Date: 2015
DOI: 10.1071/AH13205
Abstract: Objective A mixed methods study was conducted to determine the views of Aboriginal people on their experiences of a brokerage model for access to community-based health services in an urban setting. Methods A broad range of approaches, using surveys, semi-structured interviews and community forums with Aboriginal people were used to find out people’s views and experiences of using the brokerage service. Results Of the 1304 people invited to participate, only 127 people provided feedback on the brokerage service model for Aboriginal people. Of these, 120 people identified as being Aboriginal. Participants said that the service helped them to navigate the system and access health care. Participants felt that the health professionals involved with the service were respectful of their needs. The service was not able to improve access to dental care. Conclusions The brokerage model implemented in this area appears to have been well received and is supporting urban Aboriginal people to access some of the health care needed. What is known about the topic? Aboriginal and Torres Strait Islander people often experience difficulty accessing health services. Urban brokerage models of care were funded by the Office for Aboriginal and Torres Strait Islander Health (OATSIH) under the Improving Indigenous Access to Health Care Services initiative and aimed to increase access to mainstream health services. What does this paper add? The brokerage model of care in South West Sydney has been well-received by the Aboriginal people receiving the service and participants are positive about the role of the service in increasing access to mainstream health care. What are the implications for practitioners? Navigating the healthcare system is difficult for some and a brokerage service with supportive Aboriginal health workers increases access.
Publisher: AMPCo
Date: 02-2015
DOI: 10.5694/MJA14.00772
Abstract: To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC) and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P < 0.001), the main effect sizes were small (4.5% and 2.3%, respectively). The time allowed per multiple choice question was not significantly associated with student performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.
Publisher: SAGE Publications
Date: 27-03-2014
Publisher: Wiley
Date: 09-09-2013
DOI: 10.1111/MEDU.12252
Abstract: Many studies indicate that increases in cognitive ability, maturity and educational experience lead to a general increase in moral reasoning skills. However, research has shown that moral development does not occur during medical school and that it may, in fact, plateau or even regress. There is no empirical evidence as to what might be the cause of such a result. The present study aimed to assess moral judgement competence in medical students and to investigate trends in moral judgement competence in relation to age, gender, culture, religion, year of medical course and different programmes within the medical curriculum. We employed a cross-sectional and descriptive design over two consecutive years (2011 and 2012). Students completed Lind's Moral Judgement Test (MJT), which is based on Kohlberg's stages of moral development and is used to measure moral judgement competence (C-INDEX). C-INDEX results were analysed in relation to age, gender, cultural background, religion, cohort and specific programmes within the medical curriculum. The numbers of students who completed the MJT in 2011 and 2012 were 394 and 486, respectively. The two studies showed a significant difference and negative correlations between the moral judgement competence of medical students and both age and year of medical course (p < 0.001). The findings suggested the existence of a phenomenon known as 'moral segmentation', which increased significantly as students progressed through medical education, and were significantly linear between cohorts. Students show a decline in moral judgement competence during medical education. This probably reflects an increase in moral segmentation rather than an inhibition in moral development. The challenge is to develop a curriculum that will enable medical students to maintain, or better, increase their moral judgement competence.
Publisher: Wiley
Date: 06-07-2012
DOI: 10.1111/J.1466-7657.2012.01013.X
Abstract: We propose that the conceptual orientation of professional identity is a logical consequence of self-concept development by focusing on career and its meaning and presents a measurable set of concepts that can be manipulated to improve retention of student and registered nurses within health service. Although professional identity is a term that is commonly written of in nursing literature, its theoretical origins remain unclear, and available empirical evidence of its presence or ability to change is omitted from nursing research. SOURCES OF EVIDENCE: We present a professional identity pathway and explore the factors that influence professional identity throughout a career in nursing. Nurses' professional identities develop throughout their lifetimes, from before entering nursing education, throughout their years of study and clinical experience, and continue to evolve during their careers. Education is, however, a key period as it is during this time students gain the knowledge and skills that separate nurses as professional healthcare workers from lay people. Finally, a call for longitudinal studies of students to graduates, using conceptually derived and psychometrically proven instruments capable of detecting the subtle changes in the construct over time, is recommended. Further empirical research into the theoretical concepts that underline professional identity, and the factors that influence changes in this important construct in nursing, is required. Ultimately, the practical relevance of such research will lie in the potential it provides for enhanced nursing career support and improved workforce policies.
Publisher: SAGE Publications
Date: 07-2010
Publisher: Springer Science and Business Media LLC
Date: 29-07-2011
Location: United States of America
Start Date: 2009
End Date: 03-2012
Amount: $90,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2009
End Date: 12-2013
Amount: $245,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 08-2010
End Date: 02-2014
Amount: $240,000.00
Funder: Australian Research Council
View Funded Activity