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Corridon, Peter R. "Admissions to Medical School during the COVID-19 Era without the MCAT." Journal of Medical Education and Curricular Development 8 (January 2021): 238212052110148. http://dx.doi.org/10.1177/23821205211014898.
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As medical schools cope with the consequences of the COVID-19 pandemic, a new cohort of students will be admitted in the fall. Administrators are again challenged to make unprecedented enrollment decisions without standardized exams. This challenge provides unique opportunities to re-evaluate admission processes that has been employed since 1928 and support holistic admissions. This article highlights key factors that are being considered during current medical school admission cycles, including limited opportunities to take standardized exams, heightened student anxiety, and potential exam alternatives. These factors are framed and discussed within the context of the medical college admission test (MCAT) exam.
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Dawadi, Babu Ram, and Daya Sagar Baral. "Towards Automation in Admission Process as a Tool to Enhance Quality of Engineering Education at Tribhuvan University." Journal of the Institute of Engineering 13, no. 1 (June 22, 2018): 48–59. http://dx.doi.org/10.3126/jie.v13i1.20347.
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Institute of Engineering (IOE), Tribhuvan University (TU) is the government owned oldest institution in Nepal providing quality education in the engineering domain since 1972. However in the recent decade, other several universities are established in the country, IOE hasn’t lost its popularity with its major features to have dedication on quality education to fulfill the world class education. As a public institution, it provides equal opportunities for all qualified citizens to enter into the university education. With the increasing number of affiliated colleges and applicants, the entrance exam and admission system are becoming challenging. Accepting the challenges, IOE adapted online applications and admit card generation with computer based entrance exam since 2014. Since recent past years, the student pass rate in the semester exams is not satisfactory. It raised the quality issues and required to find the causes so as to enhance quality. However there are several factors that affect the education quality, we identified that the admission process followed in most of the affiliated colleges is partially in the meritorious basis that affects the semester exam results. From this paper, we analyzed the past admission process and the student’s status in semester exam where we tried to co-relate the quality intake in entrance exam and the semester exam of IOE. We proposed an optimal technical framework to admit merit based applicants through online centralized admission system that helps to overcome the admission challenges and enhance the quality of engineering education of IOE.Journal of the Institute of Engineering, 2017, 13(1): 48-59
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Moura, Flávia Helena Barbosa, José Gustavo Parreira, Thiara Mattos, Giovanna Zucchini Rondini, Cristiano Below, Jacqueline Arantes G. Perlingeiro, Silvia Cristine Soldá, and José Cesar Assef. "Ruling out intra-abdominal injuries in blunt trauma patients using clinical criteria and abdominal ultrasound." Revista do Colégio Brasileiro de Cirurgiões 44, no. 6 (December 2017): 626–32. http://dx.doi.org/10.1590/0100-69912017006015.
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ABSTRACT Objective: to identify victims of blunt abdominal trauma in which intra-abdominal injuries can be excluded by clinical criteria and by complete abdominal ultrasonography. Methods: retrospective analysis of victims of blunt trauma in which the following clinical variables were analyzed: hemodynamic stability, normal neurologic exam at admission, normal physical exam of the chest at admission, normal abdomen and pelvis physical exam at admission and absence of distracting lesions (Abbreviated Injury Scale >2 at skull, thorax and/or extremities). The ultrasound results were then studied in the group of patients with all clinical variables evaluated. Results: we studied 5536 victims of blunt trauma. Intra-abdominal lesions with AIS>1 were identified in 144 (2.6%); in patients with hemodynamic stability they were present in 86 (2%); in those with hemodynamic stability and normal neurological exam at admission in 50 (1.8%); in patients with hemodynamic stability and normal neurological and chest physical exam at admission, in 39 (1.5%); in those with hemodynamic stability, normal neurological, chest, abdominal and pelvic physical exam at admission, in 12 (0.5%); in patients with hemodynamic stability, normal neurological, chest, abdominal and pelvic physical exam at admission, and absence of distracting lesions, only two (0.1%) had intra-abdominal lesions. Among those with all clinical variables, 693 had normal total abdominal ultrasound, and, within this group, there were no identified intra-abdominal lesions. Conclusion: when all clinical criteria and total abdominal ultrasound are associated, it is possible to identify a group of victims of blunt trauma with low chance of significant intra-abdominal lesions.
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Karjo, Clara Herlina. "Relationship between High School National Exam Scores and College Admission Test Scores in Indonesia." International Journal of Psychosocial Rehabilitation 24, no. 5 (March 31, 2020): 561–68. http://dx.doi.org/10.37200/ijpr/v24i5/pr201721.
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Ideon, Erge, and Eve Aruvee. "Mathematics Admission Test Remarks." Rural Sustainability Research 36, no. 331 (December 1, 2016): 4–9. http://dx.doi.org/10.1515/plua-2016-0007.
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Abstract Since 2014, there have been admission tests in mathematics for applicants to the Estonian University of Life Sciences for Geodesy, Land Management and Real Estate Planning; Civil Engineering; Hydraulic Engineering and Water Pollution Control; Engineering and Technetronics curricula. According to admission criteria, the test must be taken by students who have not passed the specific mathematics course state exam or when the score was less than 20 points. The admission test may also be taken by those who wish to improve their state exam score. In 2016, there were 126 such applicants of whom 63 took the test. In 2015, the numbers were 129 and 89 and in 2014 150 and 47 accordingly. The test was scored on scale of 100. The arithmetic average of the score was 30.6 points in 2016, 29.03 in 2015 and 18.84 in 2014. The test was considered to be passed with 1 point in 2014 and 20 points in 2015 and 2016. We analyzed test results and gave examples of problems which were solved exceptionally well or not at all.
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Tran, The Vinh, Tran Kim Thanh, Tran Manh Tuong, and Vu Anh Linh Duy. "APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES." Applied Aspects of Information Technology 3, no. 4 (November 20, 2020): 276–87. http://dx.doi.org/10.15276/aait.04.2020.5.
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In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.
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David, David, and Nasvizar Guspendri. "Impact of admission type on students’ achievement in economy and business school of Batusangkar State Institute of Islamic Studies." Jurnal Penelitian dan Evaluasi Pendidikan 22, no. 2 (December 27, 2018): 197–207. http://dx.doi.org/10.21831/pep.v22i2.22367.
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The study is aimed at finding the differences in students’ academic achievement based on the admission system type to IAIN Batusangkar and the size of the contribution of admission systems to students’ achievement. The study uses the quantitative research approach. The comparative multivariate technique is used for the data analysis. Subjects include 159 student candidates for the local-exam stream, 161 for the national-exam stream, and 123 for the achievement-based stream. Findings show that there is a significant difference in academic achievement between students admitted through the achievement stream and students admitted through the local and national-exam streams. There is no significant difference between the local-exam system and the national-exam system. The contribution of admission systems over academic achievement is 5.4%; specified: 5.2% for Semester I, 2.3% for Semester II, 3.8% for Semester III, 4.1% for Semester IV, and 4.4% for Semester V.
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Susanty, Meredita, and Herminarto Nugroho. "OPTICAL CHARACTER RECOGNITION IMPLEMENTATION FOR ADMISSION SYSTEM IN UNIVERSITAS PERTAMINA." Simetris: Jurnal Teknik Mesin, Elektro dan Ilmu Komputer 11, no. 1 (April 30, 2020): 165–70. http://dx.doi.org/10.24176/simet.v11i1.3838.
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Starting in 2019, prospective college students require to take Computer-Based Writing Exam (UTBK) to register for the state universities in Indonesia. Some private university also adopts this exam as a requirement for admission. One of the private university that adopts it is Universitas Pertamina. UTBK consist of several exam group score printed in a digital certificate in image format (jpg). The university admission team must download the UTBK certificate that has uploaded by applicants, read and record the score for each exam group then make a calculation to make a decision whether the applicant is accepted in a certain school in the university. This research proposes to replace the manual process performed by the admission team with optical character recognition (OCR). The OCR engine will extract text from an image. Some information from the extracted text is calculated to provide an acceptance decision. The research shows that OCR cannot accurately convert text from an image when there is a grayscale background in the image. However, image preprocessing can improve overall accuracy. Lastly, Tesseract performs better in converting black text with white-background than white text with a black background.
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조상희. "Policy Making about University Admission Exam and Judicial Self-restraint." Journal of Law of Education 21, no. 1 (June 2009): 183–211. http://dx.doi.org/10.17317/tjle.21.1.200906.183.
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Poláčková, Julie. "RELATIONSHIP OF SUCCESS IN UNIVERSITY STUDY AND ADMISSION EXAM RESULTS." Journal on Efficiency and Responsibility in Education and Science 6, no. 4 (2013): 281–93. http://dx.doi.org/10.7160/eriesj.2013.060406.
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Pigg, Trey, and Marc Kroopnick. "The Evolution of the Medical College Admission Test (MCAT exam)." Academic Medicine 90, no. 4 (April 2015): 541. http://dx.doi.org/10.1097/acm.0000000000000660.
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AbdulkadIroğlu, Atila, Joshua D. Angrist, Yusuke Narita, Parag A. Pathak, and Roman A. Zarate. "Regression Discontinuity in Serial Dictatorship: Achievement Effects at Chicago's Exam Schools." American Economic Review 107, no. 5 (May 1, 2017): 240–45. http://dx.doi.org/10.1257/aer.p20171111.
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Many school and college admission systems use centralized mechanisms to allocate seats based on applicant preferences and school priorities. When tie-breaking uses non-randomly assigned criteria like distance or a test score, applicants with the same preferences and priorities are not directly comparable. The non-lottery setting does generate a kind of local random assignment that opens the door to regression discontinuity designs. This paper introduces a hybrid RD/propensity score empirical strategy that exploits quasi-experiments embedded in serial dictatorship, a mechanism widely used for college and selective K-12 school admissions. We use our approach to estimate achievement effects of Chicago's exam schools.
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Maryska, Milos, and Petr Doucek. "Influence of Entrance Exams Results on Foreign Students in Economics Studies at University of Economics, Prague." Organizacija 51, no. 3 (August 1, 2018): 185–93. http://dx.doi.org/10.2478/orga-2018-0013.
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AbstractBackground and purpose: The purpose of the article is to analyse results of entrance exams and of regularly exams for foreign students in the Czech language undergraduate study programs at four faculties of University of Economics, Prague (UEP) with the intention to investigate the dependency between the results of Entrance exams from English and mathematics and (1) results of regularly exams during the study and between (2) completion rate of the study.Design/Methodology/Approach: We have analysed 4.381 records for applicants from foreign countries who applied for studies between years 2009 and 2015. We used standard statistics methods and the method of logistic regression in the form of logit model.Results: We identified weak statistical correlation between entrance exam results from mathematics and results of regular exams. The correlation coefficient varies between 0.078 – 0.283 for investigated faculties of UEP. The same indicator for English language exams presents better values and it varies between 0.218 – 0.312. If an entrance exam result is higher by one point, the probability of successful completion of studies is multiplied by values between 1.017 - 1.042 for individual faculty per one additional point.Conclusion: The results of the research in mathematics and English language show that excellent results in entrance exam cannot not guarantee successful regularly exams. Conclusion for the probability of completing studies is that the acceptable level of points for admission foreign students is between 150 and 170 points, depending on the faculty.
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Yaqoob, Naeem, Saeed Akram Bhatti, and Muhammad Shahid Javed. "SEND-UP EXAM PERFORMANCE." Professional Medical Journal 22, no. 02 (February 10, 2015): 159–62. http://dx.doi.org/10.29309/tpmj/2015.22.02.1365.
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One of the criteria for admission in Annual Professional Exam for medical studentsin Pakistan is to have 75% attendance during the session and the other is to pass Send upexam with 50% marks. Objectives: To assess the usefulness of send-up exams in predictingthe annual marks by comparing their results with annual University examination results forpreclinical medical students. Study Design: A cross sectional analytical study. Methodology: Atotal of 173 preclinical students of 1st and 2nd year MBBS passing the First Professional Examin first attempt were included in the study. Send up result of each student during the year wasentered as percentage and compared with percentage total marks of same students in their 1stprofessional exam conducted by the University. Data maintained by Physiology Departmentwas entered and analysed by SPSS 21. Descriptive statistics in the form of numbers andpercentages were used and further analyzed using Pearson Correlation and Paired T Test ofSignificance. The p value of < 0.05 was considered significant. Results: A total of 173 students(81 from 1st Year and 92 from 2nd Year) who had passed the annual exam in first attempt wereincluded in the study. Out of these, 132(76.3%) were females and 41(23.7%) males. All studentswere within the age group of 18-24 years, mean age being 21.06 years. Mean send-up scorein the subject of Physiology was 57.37 (Range=33-78). Percentage total marks in all subjects(Anatomy, Physiology, Biochemistry) in annual exam had a mean of 69.46 (Range=55-84).Send-up result in percentage was directly assessed against the percentage marks obtainedin annual exam for each student. The send-up marks were significantly related to the marks inthe final exam (p=0.01). The strength of association was same as that for average test markswith annual marks. Girls performed better than boys during the send up (Mean 58.35 Vs 54.21)as well as in the annual exam (Mean 70.12 Vs 67.33). There was also a difference amongstdifferent classes with 2nd year performing better than first year in both send-up (Mean 58.60vs 55.98) and annual exams (Median 70.83 vs 67.91). Conclusions: Send-up results may begood predictors of the academic performance in professional examination in preclinical years ina medical college. Female students perform better than their counterparts during both send-upand annual exams.
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Schoenmakers, Birgitte, and Johan Wens. "Efficiency, Usability, and Outcomes of Proctored Next-Level Exams for Proficiency Testing in Primary Care Education: Observational Study." JMIR Formative Research 5, no. 8 (August 16, 2021): e23834. http://dx.doi.org/10.2196/23834.
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Background The COVID-19 pandemic has affected education and assessment programs and has resulted in complex planning. Therefore, we organized the proficiency test for admission to the Family Medicine program as a proctored exam. To prevent fraud, we developed a web-based supervisor app for tracking and tracing candidates’ behaviors. Objective We aimed to assess the efficiency and usability of the proctored exam procedure and to analyze the procedure’s impact on exam scores. Methods The application operated on the following three levels to register events: the recording of actions, analyses of behavior, and live supervision. Each suspicious event was given a score. To assess efficiency, we logged the technical issues and the interventions. To test usability, we counted the number of suspicious students and behaviors. To analyze the impact that the supervisor app had on students’ exam outcomes, we compared the scores of the proctored group and those of the on-campus group. Candidates were free to register for off-campus participation or on-campus participation. Results Of the 593 candidates who subscribed to the exam, 472 (79.6%) used the supervisor app and 121 (20.4%) were on campus. The test results of both groups were comparable. We registered 15 technical issues that occurred off campus. Further, 2 candidates experienced a negative impact on their exams due to technical issues. The application detected 22 candidates with a suspicion rating of >1. Suspicion ratings mainly increased due to background noise. All events occurred without fraudulent intent. Conclusions This pilot observational study demonstrated that a supervisor app that records and registers behavior was able to detect suspicious events without having an impact on exams. Background noise was the most critical event. There was no fraud detected. A supervisor app that registers and records behavior to prevent fraud during exams was efficient and did not affect exam outcomes. In future research, a controlled study design should be used to compare the cost-benefit balance between the complex interventions of the supervisor app and candidates’ awareness of being monitored via a safe browser plug-in for exams.
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Aragão, Júlio César Soares, Bruna Casiraghi, Otávio Cabral Coelho, Amanda Rangel Macedo Sarzedas, Stéfanie Maria Moura Peloggia, and Tássio de Faria Huguenin. "Evaluation of Residency Admission Exams." Revista Brasileira de Educação Médica 42, no. 2 (June 2018): 26–33. http://dx.doi.org/10.1590/1981-52712015v421n2rb20170016.
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ABSTRACT Introduction: Residency admission exams, although not intended to evaluate medical training, do so in an indirect way. The evaluation of the quality of the medical residency tests allows, among other things, to re-evaluate the training process itself and the skills expected of the candidates. Objective: To evaluate first phase exam tests of different medical residency programs in the largest Brazilian urban centers. Method: We evaluated 500 questions of residency admission exams in the states of São Paulo, Rio de Janeiro and Minas Gerais. The items were evaluated in terms of their origin, geographical location, area of knowledge, contextualization, context scenarios and complexity by Bloom's taxonomy. Results: Most of the questions presented contextualization (64.4%, n = 322), with predominant scenarios of high complexity and in hospital environment. The predominant taxonomic category was identified as recognition (41.60%, n = 208), the second most frequent was judgment, in 26% of the questions (n = 130), followed by synthesis (15%, n = 75), analysis (7.60%, n = 38), comprehension (6%, n = 30) and application (3.8%, n = 19). Considering the dichotomization between questions of theoretical and clinical reasoning, we found a balance between both (clinical reasoning: 48.9%, n = 243; theoretical reasoning: 51.4%, n = 257). The association of contextualization with clinical reasoning was high, with the relative risk of an item requiring clinical reasoning in the presence of contextualization of 26.31 (CI 11.06 – 62.59). Final considerations: The scenario outlined by the present research demonstrates that the different selective processes for medical residency in Brazil differ greatly in relation to the selection profile, with hospital-centered focus, favoring scenarios of high complexity in a hospital environment. Although much has been done and discussed in order to promote changes in medical education in Brazil, the selection process for Medical Residency still fails to reflect the changes advocated since the end of the last century and consolidated in the public policies of the beginning of this century. If we consider that the selected professionals are likely to remain at that institution after the end of their undergraduate studies, then we can have some understanding of the feedback cycle that is created in the programs.
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MacDonald, Jennifer J. "Sitting at 6.5: Problematizing IELTS and Admissions to Canadian Universities." TESL Canada Journal 36, no. 1 (October 1, 2019): 160–71. http://dx.doi.org/10.18806/tesl.v36i1.1308.
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The International English Language Testing System (IELTS) standardized English language proficiency (ELP) exam is widely accepted proof of ELP at Canadian universities. The majority of Canadian universities set very similar IELTS cut scores for admission; however, these differ from the IELTS-recommended minimum cut scores. The use of the IELTS exam as an admission tool is not unproblematic, with debates around where to set cut scores, the interplay of political and administrative concerns in setting admissions criteria, and the correlation between cut scores and student academic success. As well, the issue of essential academic skills and literacies and their relationship to the exam, curricula, and student academic success figure in the broader discussion around the IELTS exam and its use in Canadian higher education.
L’évaluation standardisée des compétences linguistiques en anglais (ELP) du Système international de tests de la langue anglaise (IELTS) est largement reconnue comme preuve de compétence en anglais dans les universités canadiennes. La majorité d’entre elles établissent des notes de passage IELTS très semblables pour l’admission, mais celles-ci diffèrent des notes de passage minimales recommandées par l’IELTS. L’utilisation de l’examen IELTS comme outil d’admission n’est pas sans problèmes en raison des débats dont font l’objet la hauteur des notes de passage, l’interaction des préoccupations politiques et administratives qui entrent en jeu lors de l’établissement des critères d’admission, et la corrélation qui existe entre les notes de passage et la réussite académique des étudiantes et étudiants. La question des compétences et littératies académiques essentielles et de leur relation avec les examens, les programmes d’études et la réussite académique des étudiantes et étudiants entre elle aussi en ligne de compte dans le débat plus large qui porte sur l’examen IELTS et son utilisation dans l’enseignement supérieur au Canada.
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Gupta, Atul, and Joseph Turek. "Empirical investigation of predictors of success in an MBA programme." Education + Training 57, no. 3 (April 13, 2015): 279–89. http://dx.doi.org/10.1108/et-10-2012-0100.
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Purpose – The twofold purpose of this study was to determine if selected variables were predictors of: student performance in the MBA programme; and student performance on the MBA MFT exam. Design/methodology/approach – This study focuses on MBA graduates at a US university who have successfully completed the entire programme requirements. Real student performance data, collected from 2007 to 2012, were analysed using multivariate regression techniques. Findings – Results suggest that academic performance in an MBA programme is positively related to undergraduate grade point average (GPA) and GMAT exam score, two of the most common admissions criteria in use today. Additionally, performance in an initial skills-building course exhibits a strong positive correlation with performance in subsequent MBA courses. With respect to performance on the Major Field Test (MFT-MBA), our results indicate that students who do well in the MBA programme tend to score at a higher level than those with lower overall GPAs. Research limitations/implications – The research study was limited to MBA graduates at a business school in central Virginia. Further studies can determine whether differences in predictors of success in the MBA programme from those found in this study might exist. Practical implications – Results of this study provide practical implication for MBA programme curriculum development and assist MBA admission committees in designing MBA programme admission criteria. Originality/value – An extensive literature exists about the variables that influence the performance on the MFT exam at the undergraduate level. This is the first study to explore these relationships at the graduate level.
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Pniak, Bogumiła, Justyna Leszczak, Jadwiga Kurczab, Aleksandra Krzemińska, Joanna Pięta, Agnieszka Plis, Ewelina Czenczek-Lewandowska, and Agnieszka Guzik. "The Efficiency of Spa Rehabilitation in Chronic Ischemic Stroke Patients—Preliminary Reports." Brain Sciences 11, no. 4 (April 15, 2021): 501. http://dx.doi.org/10.3390/brainsci11040501.
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Background: Rehabilitation-oriented therapy after a stroke must continue in various forms as a life-long effort. Aim: The study investigated the impact of spa rehabilitation on the quality of life and functional efficiency in patients after an ischemic stroke at a chronic stage of recovery. Methods: The assessment was carried out in a spa resort in southeastern Poland. It involved 32 patients with strokes who participated in a three-week rehabilitation program. Three examinations were performed: upon admission, on the day of discharge and at a two-month follow-up. The quality of life and functional efficiency were assessed with the WHOQOL-BREF and Barthel Index. Results: The quality of life was significantly higher in Exam II compared with Exam I (p < 0.001), and improvement was retained at the follow-up. The Barthel scores were higher in Exam II compared with Exam I (79.84 vs. 68.59), while the differences between the scores in Exams II and III were small (p = 0.039). Conclusions: Three-week spa rehabilitation seems to favorably affect the functional efficiency and quality of life after a stroke. The effects appear to be long-term. The gender, age and time from stroke onset do not seem to impact short-term effects. However, long-term effects are related to the time from stroke onset.
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Denisova-Schmidt, Elena, and Elvira Leontyeva. "The Unified State Exam in Russia: Problems and Perspectives." International Higher Education, no. 76 (May 12, 2014): 22–23. http://dx.doi.org/10.6017/ihe.2014.76.5530.
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Since 2009, all Russian students have had to pass the EGE (Unified State Exam), which serves as both school finals and university entrance examinations. The EGE was planned as an efficient instrument to counter corruption in university admission and to promote student mobility. Since its inception, the EGE has only fulfilled half of these goals: while mobility has increased significantly, corruption persists. The paper explains some of the reasons for this.
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Galeas, Jose Nahun, Stuart H. Packer, Susan Sakalian, Royston Browne, and Adam Binder. "Decreasing initiation of chemotherapy time in elective patients admitted to an inpatient hematology malignancy unit." Journal of Clinical Oncology 36, no. 30_suppl (October 20, 2018): 120. http://dx.doi.org/10.1200/jco.2018.36.30_suppl.120.
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120 Background: At our institution, we observed that 86% (n = 25) of patients admitted for elective chemotherapy experienced a delay (greater than 6 hours) in initiating their treatment. Methods: We measured time from admission to chemotherapy administration (Defined from time of vital signs taken at admission until time of chemotherapy administration) in patients admitted for elective chemotherapy. Key process measures were identified and monitored (i.e, time from admission to laboratory exam results, time from admission to chemotherapy signed, time from chemotherapy signed to chemotherapy released by nurse from the EMR). We collected data every two weeks. After collecting data and utilizing performance improvement tools such as a pareto chart and PICK chart, we developed multiple PDSA cycles as described in Table 1. Results: At the time of interim analysis, we observed a median decrease in time to chemotherapy administration from 25 hours to 8.85 hours. Median time to lab draws decreased from 2.33 hours to -0.63 hours. There was no change in time from signature to nurse releasing the chemotherapy. We noticed more providers were signing the chemotherapy prior to patient admission and more patients were receiving pre-admission alkalinization strategies. Conclusions: By implementing new admission workflows, optimizing our use of the EMR to communicate among providers, and improving pre-admission planning we were able to reduce our time to chemotherapy for elective admissions by 64.6%. Improvement still needed to meet our goals and fully standardize the processes as part of our daily workflow.[Table: see text]
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Malarz, Roman. "Charakterystyka kandydatów na studia z turystyki i rekreacji na Uniwersytecie Pedagogicznym w Krakowie." Studies of the Industrial Geography Commission of the Polish Geographical Society 15 (January 1, 2010): 286–98. http://dx.doi.org/10.24917/20801653.15.25.
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In year 2009, Institute of Geography of the Pedagogical University of Cracow created a new course of study, i.e. Tourism and Recreation. A record breaking number of 1022 prospective students applied for enrolment for the first year of study. A great majority of candidates came from the Małopolskie voivodship and the city of Cracow (the total of 65.1%). A significant number of applicants came also from the neighbouring provinces, i.e. Podkarpackie (11.4%), Śląskie (10.1%) and Świętokrzyskie (5.0%). Over 35% of candidates came from rural areas, which constitutes a fairly high percentage value on the national scale, due to the fact that the Małopolskie, Podkarpackie, and Świętokrzyskie voivodships constitute territorial units where rural residents are outnumbered by rural population. Admission was based on applicants’ results obtained in the secondary-school-leaving exam. The recruitment committee calculated the average of grades obtained from all exams, applying 1.5 conversion factor to advance level exams, and 1.5 and 2 conversion factor to the basic and advanced level exam in geography, respectively. Consequently, the highest-scoring applicants exceeded the value of 100%. The highest score was achieved by a candidate from Węgierska Górka (143.83%). The applicant with the lowest score came from Cracow (41.33%). The average grade obtained from the secondary-school leaving exam for all applicants equalled 76%. The majority of candidates were women (72.7%), who also “improved” their results and constituted 80% of students admitted to the first year of study.
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Harris, Rebecca B., Daniel Z. Grunspan, Michael A. Pelch, Giselle Fernandes, Gerardo Ramirez, and Scott Freeman. "Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?" CBE—Life Sciences Education 18, no. 3 (September 2019): ar35. http://dx.doi.org/10.1187/cbe.18-05-0083.
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Gender gaps in exam scores or final grades are common in introductory college science and engineering classrooms, with women underperforming relative to men with the same admission test scores or college grade point averages. After failing to close a historically documented gender gap in a large introductory biology course using interventions targeted at training a growth mindset, we implemented interventions designed to reduce student test anxiety. We combined evidence-based exercises based on expressive writing and on reappraising physiological arousal. We also used a valid measure to quantify test anxiety at the start and end of the course. This instrument measures an individual’s self-declared or perceived test anxiety—also called trait anxiety—but not the immediate or “state” anxiety experienced during an actual exam. Consistent with previous reports in the literature, we found that women in this population declared much higher test anxiety than men and that students who declared higher test anxiety had lower exam scores than students who declared lower test anxiety. Although the test anxiety interventions had no impact on the level of self-declared trait anxiety, they did significantly increase student exam performance. The treatment benefits occurred in both men and women. These data suggest that 1) a combination of interventions based on expressive writing and reappraising physiological arousal can be a relatively easy manner to boost exam performance in a large-enrollment science, technology, engineering, and mathematics (STEM) course and encourage emotion regulation; 2) women are more willing than men to declare that they are anxious about exams, but men and women may actually experience the same level of anxiety during the exam itself; and 3) women are underperforming in STEM courses for reasons other than gender-based differences in mindset or test anxiety.
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Russo, Mariachiara. "Testing aptitude for interpreting." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 1 (March 10, 2014): 1–18. http://dx.doi.org/10.1075/intp.16.1.01rus.
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This longitudinal study on the predictive value of ‘simultaneous’ Italian-to-Italian oral paraphrasing as an aptitude test for interpreting was conducted on 64 conference interpreting students at the University of Bologna (Forlì). All students completed their course with Italian as their ‘A’ language, having passed the entrance examination (which included a paraphrase test, recorded for evaluation) during the period 2004–2006. Using paraphrase as a pre-interpreting aptitude test in a smaller sample, Russo and Pippa (2004) found a significant correlation between course outcome measures (average interpreting exam mark and number of exam sessions needed to pass all interpreting exams) and two of the evaluation parameters for paraphrasing: ‘synonymic substitution’ (use of synonyms and equivalent expressions) and ‘loss of coherence’. The present study examined whether, in a different setting, these two parameters and the students’ actual admission test mark for paraphrase/recall testing correlated with the same outcome measures. Ability to use synonyms showed the highest validity in relation to the number of interpreting exam sessions, correctly classifying 48 out of 64 students (75%) as ‘slow’ (> 6 sessions: test sensitivity = 80%) or ‘fast’ (≤ 6 sessions: test specificity = 71%). Results thus indicate that an oral ‘real time’ paraphrasing test can help identify such prerequisites of effective interpreting as mental flexibility and expressive ability.
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Et. al., Thilagavathi M,. "Blockchain-based Framework for Online Entrance Examination and Score Card Verification System." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 1S (April 11, 2021): 388–98. http://dx.doi.org/10.17762/turcomat.v12i1s.1868.
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Entrance examinations are a means through which universities select prospective students for admission. Most of the entrance exams are conducted using pen-paper in an offline mode where the number of students appearing is also very high. The current entrance examination system with centralized servers to prone to single point of failure and faces threats with respect to leaks in question papers, copying by students during the exam, impersonation, manipulation of the answers, forging the score cards, difficulty in verifying the authenticity and reliability of score cards by the university, etc. To overcome these issues and to conduct entrance exams online in a secure manner and to make the process of verifying the score card easier, a framework based on private blockchain is proposed in this paper.
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Tanna, Miren. "Decision Support System for Admission in Engineering Colleges based on Entrance Exam Marks." International Journal of Computer Applications 52, no. 11 (August 30, 2012): 38–41. http://dx.doi.org/10.5120/8249-1763.
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Vajda, Christian, Josef Haas, and Christian Fazekas. "Admission Exam at a Medical School: Correlation Between Symptoms of Somatization and Performance." Zeitschrift für Psychosomatische Medizin und Psychotherapie 63, no. 2 (June 2017): 213–18. http://dx.doi.org/10.13109/zptm.2017.63.2.213.
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Jia, Ruixue, and Hongbin Li. "Just above the exam cutoff score: Elite college admission and wages in China." Journal of Public Economics 196 (April 2021): 104371. http://dx.doi.org/10.1016/j.jpubeco.2021.104371.
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Schmidt, Laura A., and Michael R. Bleich. "A Professional Development Educator Primer on Dual Admission Academic Progression." Journal of Continuing Education in Nursing 50, no. 1 (January 1, 2019): 9–11. http://dx.doi.org/10.3928/00220124-20190102-03.
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Corcoran, Sean Patrick, and E. Christine Baker-Smith. "Pathways to an Elite Education: Application, Admission, and Matriculation to New York City's Specialized High Schools." Education Finance and Policy 13, no. 2 (March 2018): 256–79. http://dx.doi.org/10.1162/edfp_a_00220.
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New York City's public specialized high schools have a long history of offering a rigorous, college preparatory education to the city's most academically talented students. Though immensely popular and highly selective, their policy of admitting students using a single entrance exam has raised questions about diversity and equity in access. In this paper, we provide a descriptive analysis of the “pipeline” from middle school to matriculation at a specialized high school, identifying group-level differences in application, admission, and enrollment. In doing so, we highlight potential points of intervention to improve access for underrepresented groups. Controlling for other measures of prior achievement, we find black, Hispanic, low-income, and female students are significantly less likely to qualify for admission to a specialized high school. Differences in application and matriculation rates also affect the diversity in these schools, and we find evidence of middle school “effects” on both application and admission. Simulated policies that offer admissions using alternative measures, such as state test scores and grades, suggest many more girls, Hispanics, and white students would be admitted under these alternatives. They would not, however, appreciably increase the share of offers given to black or low-income students.
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Fedorov, O., and K. Verinchuk. "Evolution of the Unified State Exam in History: Poems and Prose of Teachers' Practices." Standards and Monitoring in Education 9, no. 3 (May 20, 2021): 39–48. http://dx.doi.org/10.12737/1998-1740-2021-9-3-39-48.
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This paper investigates the effect of сonstructed-response items in the Unified State Exam (ESE) in History on exam’s validity and the threats to validity. The Unified State Exam is the primary high-stakes examination for Russian students. Despite playing a vital role as an achievement and an admission test, this exam’s validity has not been looked into. The evolution of this exam is distinctly marked by a growing change in the number and weight of constructed-response items, which might be affecting the validity of test results in many ways. The research was focused on interviews with 36 history experts. Thematic analysis of transcripts helped to identify three main threats to validity: faulty criteria, task content and expert bias. The paper presents these results along with recommendations on improving the test.
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Chabasse, Catherine, and Stephanie Kader. "Putting interpreting admissions exams to the test." Interpreting. International Journal of Research and Practice in Interpreting 16, no. 1 (March 10, 2014): 19–33. http://dx.doi.org/10.1075/intp.16.1.02cha.
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With increasing numbers of students wishing to become conference interpreters, but limited capacities in most university degree programs, accurate admission testing is an important means of predicting an applicant’s chances of completing the program successfully. This article focuses on three aptitude tests for simultaneous interpretation: Pöchhacker’s SynCloze test; Chabasse’s cognitive shadowing test; and Timarová’s personalized cloze test. The test battery was administered at the start of the 2009/2010 academic year to students beginning the two-year Master’s program in conference interpreting (MA KD) at Germersheim. Correlations between test performance and subsequent exam grades at the end of the second semester were examined for all three tests. Given the large number of applicants each year, practical feasibility of the tests was taken into consideration with a view to scheduling the format and content of the entrance exam for the 2012/2013 academic year. In this perspective, cognitive shadowing was identified as the most useful test under the existing time constraints.
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Abraha, Million, and Shiden Solomon. "Case Report: A rare cause of vaginal bleeding at Keren Zonal Referral Hospital, Eritrea." F1000Research 8 (January 9, 2019): 37. http://dx.doi.org/10.12688/f1000research.17453.1.
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Vaginal bleeding due to leech infestation is a very uncommon but important gynaecological problem. This report presents the case of a 65-year-old woman who presented to Keren Regional Referral Hospital, Eritrea, with vaginal bleeding of two and half weeks duration, dizziness and fatigue. On the day of her admission complete blood cell count and speculum exam were done and she was diagnosed with anaemia due to cervical leech infestation. Routine speculum exam for vaginal bleeding is recommended in cases with history of holy water or springs visits to prevent unnecessary diagnostic tests and for rapid management.
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Abraha, Million, and Shiden Solomon. "Case Report: A rare cause of vaginal bleeding at Keren Zonal Referral Hospital, Eritrea." F1000Research 8 (April 8, 2021): 37. http://dx.doi.org/10.12688/f1000research.17453.2.
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Vaginal bleeding due to leech infestation is a very uncommon but important gynaecological problem. This report presents the case of a 65-year-old woman who presented to Keren Regional Referral Hospital, Eritrea, with vaginal bleeding of two and half weeks duration, dizziness and fatigue. On the day of her admission complete blood count and speculum exam were done and she was diagnosed with anaemia due to cervical leech infestation. Routine speculum exam for vaginal bleeding is recommended in cases with history of holy water or springs visits to prevent unnecessary diagnostic tests and for rapid management.
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Aburas, Rehab, and Mohammad Nurunnabi. "The relationship between admission exam and students’ performance on an undergraduate interior design program." International Journal of Technology and Design Education 29, no. 4 (October 15, 2018): 961–86. http://dx.doi.org/10.1007/s10798-018-9474-z.
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Kroll, Claudia. "Registered Nurse Students: Academic Admission and Progression." Journal of Continuing Education in Nursing 21, no. 4 (July 1990): 160–64. http://dx.doi.org/10.3928/0022-0124-19900701-07.
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Doyle, Elizabeth Ann, Deborah Fahs, and Linda Honan. "Admission academic metrics and later success in an accelerated master’s entry program." Journal of Nursing Education and Practice 10, no. 1 (September 23, 2019): 33. http://dx.doi.org/10.5430/jnep.v10n1p33.
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Background: Accelerated master’s entry programs for non-nurse college graduates leading to advanced practice, which are both rigorous and fast-paced, utilize academic metrics to evaluate prospective candidates, including GRE scores and GPA levels. Because this program saw an increased rate of failure from the program (with medical-surgical nursing being associated with > 93% of failures), the aim of this study was to examine if either of these metrics were associated with later success in the program.Methods: A retrospective, descriptive study analyzed admission metrics and first year academic performance to determine if any criteria were associated with academic success. Data collected included age, gender, race, ethnicity, GPA, GREs and scores on the seven required courses in the first 25 weeks. T-tests, correlations, ANOVAs and multiple regression were used to determine if any significant relationships existed.Results: Admission data from 333 students revealed no differences in the mean GPA related to academic success. Student who failed out of the program had significantly lower GRE quantitative, verbal, and writing scores. Additionally, quantitative and verbal scores correlated with exam scores on many didactic courses, and explained 25.4% of the variance in the first medical-surgical exam scores (p < .001), with GRE quantitative scores having the most effect.Conclusions: This study demonstrated verbal and quantitative scores were the only predictor of academic success suggesting admission offices should reconsider whether this current trend of omitting GREs is meeting the needs of students, faculty, universities and the public at large.
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Wang, Jian Hua, Yan Yu, and Ni Hong Wang. "The Model Design for the Agent-Based Art Major Examination Scoring System." Advanced Materials Research 204-210 (February 2011): 1045–50. http://dx.doi.org/10.4028/www.scientific.net/amr.204-210.1045.
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Since the enrollment increase in China’s higher education from 1999, the gross admission rate in China’s colleges has yet reached 24.2% until 2010, and the number of examinees in art majors has also largely increased. The followed issue is the surged workload from exams for the professional courses in art majors. Particularly, the exams in performing art majors need multiple judges to score onsite, the final scores will be calculated by different rules, and then the total scores will be collectively calculated according to different percentages of various courses; and the workload of these tasks jump even more. Countering to the existing deficiencies in traditional manual calculations and computer simple data processing programs, and as well integrating multi-Agent application theories in computer software design, this paper proposes the multi-Agent-based art exam scoring system model and detailedly designs and analyzes the functions of various Agents in the system.
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Stull, Roland, and Steven Businger. "Survey of Graduate Degree Procedures in Atmospheric Sciences." Bulletin of the American Meteorological Society 78, no. 2 (February 1, 1997): 265–74. http://dx.doi.org/10.1175/1520-0477-78.2.265.
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To document the inner workings of graduate degree programs, the authors surveyed the 67 American and Canadian universities that grant Doctor of Philosophy (Ph.D.) and/or Master of Science (M.S.) degrees in the atmospheric sciences and related fields. Topics included (a) admission standards such as graduate record exam scores and grade point averages; (b) start-up issues such as course requirements and computer programming skills; (c) M.S. attributes such as thesis length, years until graduation, and thesis versus nonthesis options; (d) Ph.D. procedures such as exam sequences and timing, thesis page length, workplace ethics and teamwork, and development of teaching skills; and (e) employment after graduation. This information could aid university departments in their future program planning.
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Weiwei, Lang. "Entrance Exam Admission Policies on Ethnic Minorities and Equal Educational Rights for Minorities in China." Chinese Education & Society 43, no. 4 (July 2010): 41–48. http://dx.doi.org/10.2753/ced1061-1932430404.
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Chaudhuri, M. "Indian students protest against decision to postpone new national exam for admission to medical school." BMJ 346, feb05 3 (February 5, 2013): f773. http://dx.doi.org/10.1136/bmj.f773.
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Carroll, Alexander M., and Gregory M. Schuster. "Correlation Between Students’ Dental Admission Test Scores and Performance on a Dental School's Competency Exam." Journal of Dental Education 79, no. 11 (November 2015): 1325–29. http://dx.doi.org/10.1002/j.0022-0337.2015.79.11.tb06029.x.
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Depamaylo, Karenina P. "The Relationship Of College Admission Test And Mock Board Examination To The Licensure Examination For Customs Brokers." Proceedings Journal of Interdisciplinary Research 2 (October 10, 2015): 227–32. http://dx.doi.org/10.21016/irrc.2015.au12ef85o.
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Admission tests in college assess students’ readiness for the college level education while mock board examination evaluates readiness for the licensure examination. The performance of BS Customs Administration students in these two tests and their relationship to their performance in the Licensure Examination for Customs Brokers (LECB) were considered in the investigation. Using inferential statistics, scores in the entrance examination and ratings in the mock board examination of BSCA students for the past four years were correlated with their ratings in the LECB. A total of 66 students who graduated from 2011 to 2014 who took the licensure examination and with complete entrance exams and mock board exam records served as respondents of this study. Results revealed a positive significant relationship between the composite score in the admission test and students’ scores in the four subjects of the LECB: Customs Laws and Implementing Rules and Regulations; Tariff Laws and International Trade Agreements; Warehousing, Transportation and Cargo Handling Operations; and Practical Computations of Customs Duties, Taxes, and other charges. Ratings in the four subject areas of the mock board examination were also significantly related to scores in the equivalent subject areas of the LECB. The study concludes the importance of entrance tests as part of the admission policy in the BSCA program and the mock board examination in improving the performance of graduates in the Licensure Examination for Customs Brokers.
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E.A., Ayvazova, Onokhina N.A., Varakina Zh.L., and Ushakova N.Y. "IMPACT OF ADDITIONAL TRAINING AND TRAINING IN SPECIALIZED CLASSES ON THE RESULT OF UNIFIED STATE EXAM IN CHEMISTRY: A SOCIOLOGICAL ASSESSMENT." “Educational bulletin “Consciousness” 23, no. 5 (May 19, 2021): 12–20. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-5-12-20.
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Study of the additional training impact and training in specialized classes on result of the Unified State Exam in chemistry is due to the fact that in the modern period, on the background of the profiles introduction in secondary educational schools, the subject "chemistry" leaves the group of mandatory subjects. At the same time, there is an increase in complexity of the Unified State Exam tasks in this area. Paper tests a hypothesis of need for additional preparation of students for the Unified State Exam in chemistry, regardless of the general school class profile. Analysis of positive and negative aspects of various services for preparing pupils to the Unified State Exam is carried out. Article presents an analysis of the first-year students survey in the Northern State Medical University (Arkhangelsk) of four specialties: "General medicine", "Pediatrics", "Dentistry" and "Medical Biochemistry" in the number of 106 people on use of additional classes in preparation for the Unified State Exam, depending on the profile of the class and number of lessons in school, as well as impact of additional training on the result of the Unified State Exam. Aim of the study was to study the opinion of medical university students about the impact of additional training and training in specialized classes on the result of the Unified State Exam in chemistry. As a result of the study, it was found that training in general education or non-core classes in most cases is not enough to obtain a high score in the Unified State Exam in chemistry, which is necessary for admission to a medical university. Training in specialized chemical and biological classes, together with additional training, most often gives the highest result of the Unified State Exam. Students in specialized chemistry and biology classes turn to tutors or use courses or online schools to better prepare for the Unified State Exam.
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Manrique, Carissa J., and Gene Giggleman. "Comparison of first-year grade point average and national board scores between alternative admission track students in a chiropractic program who took or did not take preadmission science courses." Journal of Chiropractic Education 34, no. 1 (March 1, 2020): 4–7. http://dx.doi.org/10.7899/jce-17-29.
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Objective: We compared first-year cumulative grade point average and a composite score on part I of the National Board of Chiropractic Examiners (NBCE) exam for first-year alternative admission track program (AATP) students who did and did not take three specific undergraduate courses: general chemistry, organic chemistry, and anatomy and physiology. Methods: All AATP students in 2015 (n = 50) were evaluated for the course history of general chemistry and anatomy and physiology compared to their first-year cumulative grade point average and NBCE part 1 scores using independent t-tests. Results: Students in the AATP who took general chemistry tended to score higher overall on the NBCE exams (p = .038, r = .229). Organic chemistry and anatomy and physiology had no statistical effect on improving board scores. First-year cumulative grade point average seemed to be unaffected by any of the undergraduate courses evaluated. Conclusion: There was a statistically significant difference in composite NBCE part 1 score between AATP students who had and had not taken general chemistry 1 before admission. There were no differences in first-year GPA between AATP students who had and had not taken undergraduate chemistry and A&P courses.
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Hawkins, Jeremy R., Todd A. McLoda, and Justin M. Stanek. "A Subjective and Objective Process for Athletic Training Student Selection." Athletic Training Education Journal 10, no. 2 (April 1, 2015): 183–89. http://dx.doi.org/10.4085/1002183.
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ContextAdmission decisions are made annually concerning whom to accept into athletic training programs.ObjectiveTo present an approach used to make admissions decisions at an undergraduate athletic training program and to corroborate this information by comparing each aspect to nursing program admission processes.BackgroundAnnually, athletic training students are accepted into athletic training programs based on a variety of criteria. Little is known concerning what criteria are useful when making these decisions. The goal is to admit students who will successfully matriculate through the program and become athletic trainers with state-specified credentials for practice.SynthesisWe present an application process that uses both subjective and objective measures, including an application form, achievement in prerequisite course work, grade point average, directed observation with preceptor evaluation, essay, admittance exam, interview, and letters of recommendation. This approach was compared to processes used to admit undergraduate baccalaureate nursing students.ResultsAlthough some of the information presented in the nursing literature is conflicting, there is sufficient evidence to support the use of a multifaceted approach to admission decisions. The approach presented has helped us reduce student attrition and select students who are more likely to complete all program requirements and sit for the Board of Certification examination upon program completion.Recommendation(s)Include a variety of measurements to inform admission decisions.Conclusion(s)Using a variety of measurements affords a more holistic view of the candidate without relying too heavily on any one component.
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Bettinger, Eric P., Brent J. Evans, and Devin G. Pope. "Improving College Performance and Retention the Easy Way: Unpacking the ACT Exam." American Economic Journal: Economic Policy 5, no. 2 (May 1, 2013): 26–52. http://dx.doi.org/10.1257/pol.5.2.26.
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Improving college performance and retention can be difficult. We propose a simple and low-cost change in the way colleges use the ACT exam in their admission decisions that can greatly increase their ability to identify students at a high risk of underperforming and dropping out. Specifically, we show that only two of the four subtests of the ACT, English and Mathematics, can effectively predict outcomes in college. This result is robust across various samples, specifications and outcome measures. We demonstrate that by eliminating the noise associated with the two nonpredictive subtests, student-college matches can be significantly improved. (JEL I23)
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Khan, Mohammad Uzire Azam. "Comparison in the physiology results between Male and Female undergraduate medical students." Journal of Bangladesh Society of Physiologist 11, no. 2 (December 14, 2016): 47–49. http://dx.doi.org/10.3329/jbsp.v11i2.30649.
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Background: In recent years more female students than males qualify to study in medical colleges of Bangladesh. Whether female students do better than males in their course exam is not known.Objective: To compare the 1st term physiology result between male and female undergraduate medical students.Method: This cross-sectional comparative study was conducted in the Department of Physiology, Abdul Malek Ukil Medical College, Noakhali during the period of June-August13. One hundred and fifteen students of a selected public medical college of Bangladesh were enrolled purposively for the study. Written informed consent of students and authority was taken. Data on admission merit-score and1st term marks were collected. The written marks were scored out of 70 and oral out of 100. The result was classified as passed, failed and absent. The statistical analysis was done by Students t test and Chi-square test as applicable. P value <0.05 was significant.Result: Among the selected students male were 48 (41.74%). The mean admission merit-score of male and female students was similar (p>0.05). In 1st term exam the male and female students obtained similar marks in written (p>0.05) and in oral (p>0.05). When the result was categorized as passed, failed and absent, still they yielded no significant difference between male and female students result (p>0.05).Conclusion: The result of male and female undergraduate medical students in the 1st term physiology exam was similar.Bangladesh Soc Physiol. 2016, December; 11(2): 47-49
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Gubina, L. V., T. V. Alekseeva, and O. A. Strakhov. "Analysis of some factors influencing the performance of college students: An example of Computer Science education." Education and science journal 22, no. 2 (March 4, 2020): 171–96. http://dx.doi.org/10.17853/1994-5639-2020-2-171-196.
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Introduction. In recent years, the structure and content of training of specialists of further education have significantly improved. The increased popularity of the secondary vocational education system is evidenced by the fact that more than half of the Russian teenagers after graduating from the main stage of secondary school become applicants of technical schools and colleges. In order to manage students’ education more effectively, among other measures, it is necessary to diagnose the motivation of enrolled students at the stage of admission to the educational institution and to identify the degree of awareness of their future career choice, as these factors directly depend on the success of educational programmes.The aim of the article was to reveal the trends of influence of students’ results at the Basic State Exam (OGE – the exam, which is taken when finishing education in the 9th (final) form of comprehensive school) on the level of knowledge of Computer Science in colleges and to find out the subjective reasons of students’ preferences for the secondary vocational education system to continue studies and to enter a profession.Methodology and research methods. In the course of the study, a review and generalisation of the content of scientific sources related to the problems of professional choice and training motivation were used. Diagnostics of motivation of college students in Moscow, Moscow region and the regions of Russia was conducted through the methods of testing, surveys and anonymous questioning. Processing of the obtained data was carried out by the methods of correlation, variance and regression analysis; the degree of statistical reliability of the results was evaluated by calculating the Student’s t-test and the Fisher’s F-test.Results and scientific novelty. The authors have calculated the numerical indicators of relationship between students’ academic performance in computer science and the Basic State Exam taking, the reasons for choosing the secondary vocational education and the specialty. Constructed graphs and approximating curves prove the fact that the success degree when learning the certain discipline in college results from the assessment within the discipline taken at the Basic State Exam in school. In the regions of Russia, this factor guarantees a higher level of knowledge on Computer Science – by about 20%, and in the Moscow region – by 10%. The statistics on respondents’ professional orientation were collected. A regression model, demonstrating the impact of students’ motivational attitudes on their training in the subject discipline, is presented. It was found out that the motives “subsequent admission to a specialised university”, “obtaining a profession”, “business attitude to a profession” and “prestige of a profession” have the most positive influence in this context. The variance analysis confirmed the determinism of the learning outcomes by the reasons for the choice of secondary vocational education and profession. It is concluded that the reasons for the low or medium students’ performance include not only their weak motivation for education, but also the state of the entire education system, including the institutions of the Basic State Exam (OGE) and the Unified State Exam (EGE – high school final and university entrance exam taken upon completion of the 11th form), as well as the lack of clear criteria for the admission of applicants to the institutions of secondary vocational education. To get a specific specialty, the desire to study, its informed choice and prestige of profession positively affect students’ learning outcomes in Computer Science education.Practical significance. The research materials can be useful for teachers of secondary vocational education and for specialists involved in career guidance.
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Buulolo, Efori, and Rian Syahputra. "Implementasi Algoritma Clustering K-Means Untuk Mengelompokkan Mahasiswa Baru Yang Berpotensi (Studi Kasus: STMIK Budi Darma)." Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (September 30, 2019): 17. http://dx.doi.org/10.30645/senaris.v1i0.3.
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Every year STMIK Budi Darma accepts new students through the selection test path. The process of student admission at STMIK Budi Darma begins with socialization to the community or school, registration, selection examinations, announcement of exam results, Re-registration, Campus Recognition System (CRS) and the lecture process. The value of the selection test results, the average National exam score, the mathematics National exam scores and the English National exam scores are combined and used in ranking prospective students who are accepted based on the capacity of the study program. So far, STMIK Budi Darma lecturers sometimes find it difficult to carry out classroom actions because each student has unequal potential so the learning outcomes are not optimal. One of them is caused by grouping new students into one class based on ranking, not based on the potential of each new student. In order to group prospective new students based on their potential, K-Means clustering algorithm is used. The basis of grouping with the K-Means clustering algorithm is based on the closest distance values of numerically based criteria with output in the form of clusters. The cluster that has been formed is used as the basis for grouping new students into one class.