Articles de revues : « Zimbabwe School Examination Council »

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Mashanyare, Isao, et Emmanuel Chinamasa. « School Examinations leakage : Case of Zimbabwe Schools Examinations Council ». IOSR Journal of Humanities and Social Science 19, n^o 4 (2014) : 47–54. http://dx.doi.org/10.9790/0837-19414754.

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Hlatywayo, Lincoln, Alfred C. Ncube et Fredrick Mwale. « Examination Question Paper Development and Administration for Deaf Learners at Grade 7 Level : Reflections of the Zimbabwe School Examinations Council (ZIMSEC) ». IOSR Journal of Humanities and Social Science 19, n^o 11 (2014) : 96–107. http://dx.doi.org/10.9790/0837-1911396107.

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Hlatywayo, Lincoln, Alfred C. Ncube et Fredrick Mwale. « An Evaluation of the Examination Assessment Techniques used by the Zimbabwe School Examinations Council (ZIMSEC) for grade 7 Deaf Candidates (PART B.) ». IOSR Journal of Humanities and Social Science 19, n^o 11 (2014) : 114–23. http://dx.doi.org/10.9790/0837-19113114123.

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Zirima, Herbet, et Elliott Nkoma. « Perspectives of psychology graduates on the registration of psychologists in Zimbabwe ». Global Journal of Psychology Research : New Trends and Issues 8, n^o 3 (29 septembre 2018) : 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.

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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination

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Ndebele, Clever. « A socio-cultural examination of experiences and challenges facing women in school leadership positions from a rural school district in Zimbabwe ». Journal of Gender, Information and Development in Africa 8, n^o 2 (15 août 2019) : 161–80. http://dx.doi.org/10.31920/2050-4284/2019/8n2a9.

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Raftery, Andrew, et Particia Scowen. « A survey of communication skills teaching at medical school ». Bulletin of the Royal College of Surgeons of England 88, n^o 3 (1 mars 2006) : 84–86. http://dx.doi.org/10.1308/147363506x97649.

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Communication is an essential component of surgical practice. Awareness of its importance is increasing among surgeons due to both the association between litigation and poor communication and recent requirements for obtaining informed consent. The General Medical Council has stated that medical students should have acquired and demonstrated their proficiency in communication by the end of their undergraduate education. Furthermore, communication skills assessment is now a pass/fail component of the intercollegiate MRCS examination of the surgical royal colleges.

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Bandur, Agustinus. « Stakeholders’ responses to school-based management in Indonesia ». International Journal of Educational Management 32, n^o 6 (13 août 2018) : 1082–98. http://dx.doi.org/10.1108/ijem-08-2017-0191.

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Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.

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Arap-Maritim, Ezra K. « Concurrent Validity of the Twelfth Grade Internal Examinations ». Perceptual and Motor Skills 66, n^o 1 (février 1988) : 159–64. http://dx.doi.org/10.2466/pms.1988.66.1.159.

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This study examined the concurrent validity of the teacher-made tests taken by 1794 Grade 12 students using raw scores on an external examination conducted by the Kenya National Examinations Council. Although internal examination scores were significantly correlated with scores on the standardized achievement test, the Kenya Certificate of Education, there were significant mean differences among schools. The data provide evidence for the validity of the internal examination as a measure of the same abilities as the Kenya Certificate of Education examination. Implications of this concurrent validity with respect to the quality of the school and the objectivity of the teachers' evaluation were discussed.

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Bulala, Tapela, et Marea Mbisana. « Validity of Standard Four Attainment Scores in Predicting Agriculture Primary School Leaving Examination Results ». Journal of Agriculture and Crops, n^o 59 (15 septembre 2019) : 172–77. http://dx.doi.org/10.32861/jac.59.172.177.

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Establishing how current academic performance relates to future performance is key to helping educators fine tuning their assessment practice. At present high failure rate of Agriculture subject at Primary Leaving Examination (PSLE) has been of a great concern in Botswana. To determine the relationship between the standard four attainment scores and Primary Leaving Examination scores key in tracing the origin of failure observed at primary school leaving examination. The main focus of this study was to determine the validity of standard four attainment scores in predicting performance at standard seven Primary School Leaving Examination (PSLE). A quantitative study of correlational research design used secondary data scores obtained from Botswana Examination Council (BEC) to determine the correlation coefficient (r) between the two sets of scores. The study indicated that there was strong correlation, r=.8 at P= .00, between standard four attainment scores and PSLE scores, therefore the null hypothesis that states that there is no significant relationship between standard four attainment scores and PSLE scores was rejected. It was concluded that high failure rate obtaining at PSLE is related to poor foundation laid at lower levels. It is recommended that standard four attainment scores or performance should save as criterion for moving into upper primary (standard 5-7) and subsequently seating for PSLE.

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Upahi, Johnson Enero, Ganiyat Bukola Issa et Oloyede Solomon Oyelekan. « Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills ». Cypriot Journal of Educational Sciences 10, n^o 3 (15 septembre 2015) : 218. http://dx.doi.org/10.18844/cjes.v1i1.67.

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Assessment as classroom activities is a fundamental process required to determine the extent to which intended learning outcomes has been achieved. Whatever form of assessment is employed to measure students’ learning, they should include tasks that are authentic, relevant and approximate skills students will need in real-life situations. These skills are well accentuated in the advocacy of the current reforms in science education to develop students’ higher-order cognitive skills (HOCS) through question-asking, critical thinking and problem solving. Therefore, this research analyzes chemistry questions of senior school certificate examination conducted by the National Examination Council (NECO) within the framework of Bloom’s revised taxonomy of cognitive objectives. The source of data consisted of 257 questions drawn from 5 years examination, from 2010 – 2014. The results from this research indicated that about 80% and 44% of the questions require lower-order cognitive skills (LOCS) and factual knowledge respectively. The results further revealed that there was no question in the evaluate category of the HOCS, and none of the questions required students to apply metacognitive knowledge. The research concludes that the chemistry questions were not as cognitively demanding as they should be, and it is recommended that, examination should ensure that examination questions reflect the dual perspective of the Bloom’s revised taxonomy of cognitive process skills and the knowledge dimensions.Keywords: higher-order cognitive skills, Bloom’s revised taxonomy, cognitive process skills, knowledge dimension, chemistry questions.

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Puskar, Kathryn, Melissa Rudolph et Xiaojun Shi. « NCLEX RN Exam : A university school of nursing case study of preparation strategies ». Journal of Nursing Education and Practice 7, n^o 11 (19 juin 2017) : 37. http://dx.doi.org/10.5430/jnep.v7n11p37.

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The NCLEX-RN (National Council Licensure Examination—Registered Nurse) is the exam taken at the end of a U.S. nursing student’s education to enable him or her to become a licensed registered nurse. The purpose of this article is twofold (1) to discuss NCLEX-RN preparation strategies provided by several U.S schools of nursing; and (2) to describe a case study focusing on a university school of nursing’s preparation strategies implemented to improve NCLEX RN pass rate. Specific actions and results from case study may be useful to other nurse educators teaching in baccalaureate school of nursing.

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Peruski, David. « Relevance of Program Readiness on Nursing School Completion and Success on the National Council Licensure Examination-Registered Nurse ». Teaching and Learning in Nursing 14, n^o 3 (juillet 2019) : 192–96. http://dx.doi.org/10.1016/j.teln.2019.03.001.

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SCHIFFMANN, ANNA, ARIEH LEWY, ESTHER BACHAR et MOSHE PRYWES. « Comparative study of Hebrew University-Hadassah Medical School participation in educational council for foreign medical graduates (ECFMG) examination ». Medical Education 9, n^o 3 (29 janvier 2009) : 145–51. http://dx.doi.org/10.1111/j.1365-2923.1975.tb01914.x.

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Dickey, Edwin M. « Brief Reports : A Comparison of Advanced Placement and College Students on a Calculus Achievement Test ». Journal for Research in Mathematics Education 17, n^o 2 (mars 1986) : 140–44. http://dx.doi.org/10.5951/jresematheduc.17.2.0140.

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The articulation of secondary school and college mathematics is a critical problem facing educators today (National Council of Teachers of Mathematics, 1980; Staff, 1984). The placement in college mathematics courses of students who have taken calculus in secondary school is an especially critical and difficult task. Calculus can be taught at various levels, and its subject matter components can receive varying degrees of emphasis. The Advanced Placement (AP) program attempts to provide a uniform and high-quality calculus course for secondary school students by publishing a detailed course syllabus, encouraging special training for AP instructors, and administering an examination that validates a student's AP Calculus experience (College Entrance Examination Board, 1984). Nonetheless, some evidence suggests that AP Calculus students have difficulty earning advanced placement and credit for the calculus they learned in secondary school (Lefkowitz, 1971; Neatrour & Mullenex, 1973; Pocock, 1974; Rash, 1977; Sklar, 1980; Sorge & Wheatley, 1977). One reason for this difficulty may be that AP Calculus students are not achieving at the same level as college students.

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Osborne, Samuel, Lester-Irabinna Rigney, Tessa Benveniste, John Guenther et Samantha Disbray. « Mapping Boarding School Opportunities for Aboriginal Students from the Central Land Council Region of Northern Territory ». Australian Journal of Indigenous Education 48, n^o 2 (4 mars 2018) : 162–78. http://dx.doi.org/10.1017/jie.2018.1.

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The 2014 Wilson review of Indigenous Education in the Northern Territory recommended boarding school models as the preferred secondary education option for very remote Aboriginal students. This study considers boarding uptake by Aboriginal students from the Central Land Council region of the Northern Territory. An examination of boarding programs available to Aboriginal students in this region found that scholarship access is largely determined by socioeducational advantage and the perceived social stability of the family and student. To increase access and participation in boarding, more flexible funding assistance programs are needed. An expanded role for brokering could also increase retention and completion rates. Ultimately, more investment is also required in remote community schools, and in the development of ‘both ways’ capital if the social and educational aspirations of young Aboriginal students and their families in this region are to be realised through a boarding school model.

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Feldt, Ronald C., et James Marie Donahue. « Predicting Nursing GPA and National Council Licensure Examination for Registered Nurses (Nclex-Rn) : A Thorough Analysis ». Psychological Reports 64, n^o 2 (avril 1989) : 415–21. http://dx.doi.org/10.2466/pr0.1989.64.2.415.

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The study involved prediction of GPA in a nursing program and NCLEX-RN licensure score following completion of the program. The sample included 155 students who completed and 34 who failed to complete a baccalaureate nursing program for the 1984–1986 years. The best set of predictors of nursing GPA included ACT composite score, anatomy grade, and chemistry grade, R = .73. The best set of predictors of NCLEX-RN included ACT composite score, high school percentile rank, nursing GPA, and chemistry grade, R = .68. Classification of withdrawn and completing groups and also pass and fail NCLEX-RN performance via discriminant analysis provided results comparable to those of previous research; however, residual analysis indicated very large residuals for those withdrawing from the program as well as those who failed the licensure exam. An alternative to discriminant analysis for classifying students is suggested.

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Zubayr et. al., Fausiyah Adenike. « A Meta-Analytic Assessment of Standard Fixing at Senior Secondary School Certificate Examination by West African Examinations Council, Nigeria ». Journal of Teaching and Teacher Education 4, n^o 1 (1 janvier 2016) : 31–40. http://dx.doi.org/10.12785/jtte/040104.

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Brown, Ph.D, Troy T., et Enid F. McLymont, Ph.D. « Teacher Qualification Characteristics and Secondary School Students’ Mathematics Achievement : A Quantitative Study ». Journal of Education and Culture Studies 3, n^o 3 (1 septembre 2019) : p339. http://dx.doi.org/10.22158/jecs.v3n3p339.

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Many Grade 12 Caribbean Secondary Education Certificate (CSEC) Mathematics examination registrants are consistently underperforming due to their inability to grasp basic mathematical concepts (Caribbean Examinations Council, 2006-2016). The purpose of this research was to examine the relation and association between five Teacher Qualification Characteristics (TQCs) and students’ 2016 CSEC Mathematics achievement at two secondary schools in the British Virgin Islands (BVI). A sample size of 113 participants were incorporated in this research (N=105 students and N=8 teachers). These teachers taught these students CSEC Mathematics during the year of examination, 2015-2016. The Spearman’s rho correlation revealed that there was a statistically significant positive relationship between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [r=.416; p=.000 < ?=.001], [r=.235; p=.016 < ?=.05], and [r=.20; p=.041 < ?=.05] respectively. Similarly, the chi-square output showed a statistically significant association between teacher qualification, teacher certification, and teacher Mathematics teaching experience and students’ ordinal grades at [p=.000 < ? =.001], [p=.010< ? =.05], and [p=.003< ? =.05] respectively. On two occasions, the Bonferroni adjustment was used. For both tests, professional development and academic coaching were not statistically significant.

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MANGA, Sani Dantani. « Relationship Among Building Characteristics, Plant Layout, Landscaping And Student Academic Performance In Kebbi State Secondary Schools, Nigeria ». International Journal of Scientific Research and Management 8, n^o 01 (13 janvier 2020) : 1185–93. http://dx.doi.org/10.18535/ijsrm/v8i01.el04.

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This paper investigated the relationship among building characteristics, plant layout, landscaping and student academic performance in Kebbi State secondary schools, Nigeria. The objectives were to ascertain the characteristics of school plant and if there is any relationship between school plant and student academic performance. The study adopted a descriptive correlational design conducted ex- post facto. Purposive and simple random sampling techniques were used to select 82 boarding schools and 360 teachers out of 1,613. A validated West African Examination Council Results Format; Observation Inventory; and Questionnaire with Cronbach alpha reliability coefficients of 0.83, 0.85 and 0.76 respectively were used to collect data. Rating scales, frequencies, percentages, Analysis of Variance and Multiple Regression analysis at 0.05 alpha level were used in the analysis. It was found that school buildings characteristics, plant layout and landscaping were rated low but were significantly, and highly corelated to student academic performance. It was recommended that school buildings, plant layout and landscaping should be improved to enhance student academic performance

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Willis, Michael. « Buddhist Saints in Ancient Vedisa ». Journal of the Royal Asiatic Society of Great Britain & ; Ireland 11, n^o 2 (juillet 2001) : 219–28. http://dx.doi.org/10.1017/s1356186301000244.

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AbstractThe Buddhist saints, that are the subject of this article, are known from a series of inscribed reliquaries collected by Alexander Cunningham and F. C. Maisey at Sanchi and neighbouring sites in central India. The inscriptions, dating to the circa early first century BC, have been known since readings of them were first published the mid-nineteenth century. The detailed re-examination of the records presented in this article shows that the reliquary inscriptions give special prominence to five Buddhist saints. The names given correspond to the five missionaries who, according to Pali sources, were sent to the Himalayan region at the time of the Third Council in the mid-third century BC. This indicates that (a) the Hemavata school was responsible for the re-vitalization of Sanchi in the post-Mauryan period and (b) that there was a well-established tradition about the nature of the Third Council in the first century BC.

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Adeyemo, Emily Oluseyi, et Oluwaseyi Aina Opesemowo. « Differential Test let Functioning (DTLF) in Senior School Certificate Mathematics Examination Using Multilevel Measurement Modelling ». Sumerianz Journal of Education, Linguistics and Literature, n^o 311 (14 novembre 2020) : 249–53. http://dx.doi.org/10.47752/sjell.311.249.253.

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The study determined the parameter estimate of the Senior School Certificate Mathematics items of June/July 2017 NECO examinations and testlet effect under Multilevel Measurement Modeling with the aim of providing information on the psychometric properties and quality of the items. The research design was an ex-post facto, The examinees response were the multiple – choice items of the National Examinations Council Mathematics paper two for June/July 2017 which consisted the data for the study group. The targeted population consisted of 26,086 senior secondary three examinees who registered for Mathematics Senior School Certificate (NECO) in June/July 2017 in Osun State. A total of 318 private schools and 179 public schools registered for the paper. The results revealed the following items to be good which implied that such items functioned well, these were: items 1, 4, 7, 8, 9, 10, 11, 12, 14, 15, 17, 18, 20, 21, 22, 23, 26, 27, 28, 29, 31, 32, 33, 34, 35, 36, 37, 40, 42, 43, 44, 45, 46, 47, 48, 50, 51, 52, 54, 57, 58, 59, 60 whereas items that were considered to be bad included 2, 3, 5, 6, 8, 13, 16, 19, 24, 25, 30, 38, 39, 41, 49, 53, 55 and 56. Furthermore, investigating an average bundle of item statistics under the measurement framework indicated that the Item Discrimination Means value and Standard Deviation under IRT approach were 1.26 and 0.60 respectively while the Mean value difference was 1.26. Although, item difficulty Mean value and the Standard Deviation were 0.26 and 4.26, respectively, whereas the Mean value difference was 0.26. Similarly, the guessing Mean value and the Standard Deviation were 0.15 and 0.19, respectively, whereas the Mean value difference stood at 0.15. The study concluded that any standardized examination, especially from an examining body in charge of certificate examination, if issues like differential testlet effect is not taking into consideration, it could harm the validity of the items and also alter the ability estimates of the examinees The validity of the test would be strengthened when issues like differential testlet effect is adequately taken care of.

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Özçelik, Mahide, et Mukaddes Sakallı Demirok. « EXAMINATION OF GRADUATE THESES CONDUCTED ON PRESCHOOL INCLUSION BETWEEN 2016-2020 IN TURKEY ». Near East University Online Journal of Education 4, n^o 1 (13 février 2021) : 88–99. http://dx.doi.org/10.32955/neuje.v4i1.299.

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The aim of this study is to examine the current research trends in graduate theses on preschool inclusion in Turkey. Document analysis technique, one of the qualitative research methods, was used in the research. It was carried out on 31 graduate theses, which were obtained as a result of scanning the thesis archive of the Higher Education Council (YÖK) and were open to access between 2016 to 2020. The search was carried out by typing "pre-school integration" into the search engine of the Higher Education Institution's thesis archive. The theses included in the study were analyzed using the thesis analysis form prepared beforehand by the researchers. In the prepared form, the theses were analyzed according to the year, thesis level, university, institute, department, thesis supervisor title, research model, number of participants, data collection tool, data analysis method, and domestic and foreign references. The findings obtained within the framework of the examination were interpreted with percentage and frequency tables, and recommendations were made for future research. Key Words: Mainstreaming, preschool, thesis, document analysis.

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Mitchell, Barbara S., Heather Hatton et Timothy J. Lewis. « An Examination of the Evidence-Base of School-Wide Positive Behavior Interventions and Supports Through Two Quality Appraisal Processes ». Journal of Positive Behavior Interventions 20, n^o 4 (1 juin 2018) : 239–50. http://dx.doi.org/10.1177/1098300718768217.

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Thousands of schools across the United States, and worldwide, implement School-Wide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS provides a framework whereby teams of educators engage in data-based decision making to select, implement, and monitor a continuum of behavioral supports and build sustainable systems to promote implementation fidelity among school staff. To date, a large body of research supports both the essential practices included in a SWPBIS framework as well as the larger systemic approach. Recently public policy and professional organization guidelines have outlined clear appraisal processes to review the extant literature in an effort to designate interventions as “evidence-based.” This review applied both the What Works Clearinghouse (WWC) and the Council for Exceptional Children (CEC) standards to evaluate existing group experimental design studies of SWPBIS. Results identified five unique, group design studies conducted by four separate research teams. Four of the studies met the WWC design standards “without reservations” and findings from three of those studies were characterized as positive. Outcomes from the reviewed studies indicated that when provided with training in components of SWPBIS, school teams met minimal implementation standards. In addition, schools that met implementation criteria also saw positive changes in school climate, staff perceptions, and/or student behaviors. However, application of the CEC standards resulted with a rating of “insufficient evidence” because none of the five studies met all CEC quality indicators. These studies lacked report of implementation fidelity for the SWPBIS training provided, which was the independent variable. Implications for practice and future research are discussed.

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Fatima, Rawish, Ahmad R. Assaly, Muhammad Aziz, Mohamad Moussa et Ragheb Assaly. « The United States Medical Licensing Exam Step 2 Clinical Skills Examination : Potential Alternatives During and After the COVID-19 Pandemic ». JMIR Medical Education 7, n^o 2 (30 avril 2021) : e25903. http://dx.doi.org/10.2196/25903.

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We feel that the current COVID-19 crisis has created great uncertainty and anxiety among medical students. With medical school classes initially being conducted on the web and the approaching season of “the Match” (a uniform system by which residency candidates and residency programs in the United States simultaneously “match” with the aid of a computer algorithm to fill first-year and second-year postgraduate training positions accredited by the Accreditation Council for Graduate Medical Education), the situation did not seem to be improving. The National Resident Matching Program made an official announcement on May 26, 2020, that candidates would not be required to take or pass the United States Medical Licensing Examination Step 2 Clinical Skills (CS) examination to participate in the Match. On January 26, 2021, formal discontinuation of Step 2 CS was announced; for this reason, we have provided our perspective of possible alternative solutions to the Step 2 CS examination. A successful alternative model can be implemented in future residency match seasons as well.

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Raman, Maitreyi, Sara Lukmanji, Ian Walker, Douglas Myhre, Sylvain Coderre et Kevin McLaughlin. « Does the Medical College Admission Test (MCAT) predict licensing examination performance in the Canadian context ? » Canadian Medical Education Journal 10, n^o 1 (14 mars 2019) : e13-19. http://dx.doi.org/10.36834/cmej.42307.

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Background: Research on the predictive validity of the Medical College Admissions Test (MCAT) on licensing examination performance is varied in its conclusions, with only a few studies examining this relationship in a Canadian context. We assessed the predictive validity of the MCAT on successful performance on the Medical Council of Canada Qualifying Examination (MCCQE) Part 1 by students attending the Cumming School of Medicine. Methods: Prospective data were collected on MCAT score and sub-section scores, MCCQE decision, multiple mini interview (MMI) performance, gender, and age. The cohort was divided into a derivation cohort (2013 and 2014) and validation cohort (2015 and 2016). Students were dichotomized into pass or fail on MCCQE. Multiple logistic regression in which our dependent variable was MCCQE Part I examination success at the first attempt was used, and potential explanatory variables were age, gender, MCAT total score, and sub-scores for the biological sciences (MCAT-BS), physical sciences, and verbal reasoning, GPA, and MMI ratings.Results: For the derivation cohort MCAT-BS was associated with success on the MCCQE Part I. The odds ratio for this association of 1.37 (95% confidence interval [1.01, 1.85], p = 0.04). When we applied the MCAT-BS to our validation cohort the odds ratio of MCCQE Part I examination success was 1.42 [1.10, 1.83], p = 0.007) and the area under the ROC curve was 0.66 [0.54, 0.79]).Conclusion: The MCAT-BS predicted successful performance on the MCCQE Part 1 Examination in the Canadian setting.

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Wood, William B. « Advanced High School Biology in an Era of Rapid Change : A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools ». Cell Biology Education 1, n^o 4 (décembre 2002) : 123–27. http://dx.doi.org/10.1187/cbe.02-09-0038.

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A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

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Ijiga, Pius Adakole. « Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria ». Journal of Education and Vocational Research 5, n^o 4 (30 décembre 2014) : 216–27. http://dx.doi.org/10.22610/jevr.v5i4.171.

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Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on studentsâ€™ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at p

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Hawes, Richard A. « The Regulation of Chemical Nuisances in Liverpool, c. 1820-1840 ». Transactions of the Historic Society of Lancashire and Cheshire : Volume 169, Issue 1 169, n^o 1 (1 janvier 2020) : 63–85. http://dx.doi.org/10.3828/transactions.169.6.

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This re-examination of the successful indictment of James Muspratt and other polluting alkali manufacturers by Liverpool’s Town Council in 1838 shows that overt hostility appeared during an earlier campaign against coal smoke by the Liverpool Select Vestry. The radical Council elected in December 1835, however, preferred not to intervene directly but by introducing a pioneering bye-law supplementing the ways the aggrieved could act on their own behalf. The high rate of conviction at the consequent summary trials is explained as the inability of defence counsel to prove that the comfort of their clients’ neighbours had not been disturbed by chemical pollutants, but the failure of the manufacturers to use the effective remedial devices they had promised meant that the nuisance and smoke remained, at their worst around the North Corporation School. A previously unnoticed instruction by the Council’s Education Committee to the Town Clerk to investigate fresh action is shown to have led to the indictments of 1838, a decision widely welcomed in Liverpool. The convictions were followed by systematic supervision from police officers and prosecution by the Council’s legal officers and the most offensive processes were abandoned within 18 months.

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Anushka Marathe, Shailaja Mane et Sharad Agarkhedkar. « Risk-factors of non-communicable diseases in urban adolescents in Western India ». World Journal of Advanced Research and Reviews 8, n^o 2 (30 novembre 2020) : 064–71. http://dx.doi.org/10.30574/wjarr.2020.8.2.0394.

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Adolescents, who were once considered to be the healthiest individuals, are now seeing a rise in NCDs amongst them. This is a Short Term Studentship (STS) Indian Council of Medical Research (ICMR) selected research project of undergraduate medical student. It was done after institutional ethical clearance and permission from School Principal, assent from students and consent from their parents. This is a school based, cross- sectional study of total 200 school-going adolescents of 15 to 17 years age (100 students, each from private and government coed schools) in Urban Pune. A predefined, pretested AACCI lifestyle questionnaire was explained and given to the students followed by physical examination. The overweight and obese students were advised for further investigations for metabolic syndrome. In private school, the mean BMI was 21.16 for boys and 21.13 for girls while in government school, it was 19.62 for boys and 19.58 for girls. In private school, 3% students were overweight (Girls: 2.22%, Boys: 3.64%), 11% obese (Girls: 6.67%, Boys: 14.55%) and 4% underweight. In government school, 5% were overweight (Girls: 6.12%, Boys: 3.92%), 3% obese (Boys: 5.88%, no girls) and 17% underweight. In Private School, hypertension was in 5.45% boys and 2.17% girls. In government school, hypertension was in 3.64% boys and 2.17% girls. The prevalence of risk factors like overweight and obesity was higher in adolescents from private school than government school. It was more in boys in both schools. A significant correlation was found between lifestyle habits like eating fast food, sedentary lifestyle and non-communicable diseases in adolescents. This is due to change in lifestyle habits.

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Fliotsos, Michael J., Sidra Zafar, Shazia Dharssi, Divya Srikumaran, Jessica Chow, Eric L. Singman et Fasika A. Woreta. « Objective Resident Characteristics Associated with Performance on the Ophthalmic Knowledge Assessment Program Examination ». Journal of Academic Ophthalmology 13, n^o 01 (janvier 2021) : e40-e45. http://dx.doi.org/10.1055/s-0040-1722311.

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Abstract Background To determine objective resident characteristics that correlate with Ophthalmic Knowledge Assessment Program (OKAP) performance, as well as to correlate OKAP performance with Accreditation Council for Graduate Medical Education (ACGME) milestone assessments, written qualifying examination (WQE) scores, and oral board pass rates. Methods Review of administrative records at an ACGME-accredited ophthalmology residency training program at an urban, tertiary academic medical center. Results The study included data from a total of 50 resident physicians who completed training from 2012 to 2018. Mean (standard deviation) OKAP percentile performance was 60.90 (27.51), 60.46 (28.12), and 60.55 (27.43) for Years 1, 2, and 3 examinations, respectively. There were no statistically significant differences based on sex, marital status, having children, MD/PhD degree, other additional degree, number of publications, number of first author publications, or grades on medical school medicine and surgery rotations. OKAP percentile scores were significantly associated with United States Medical Licensing Examination (USMLE) Step 1 scores (linear regression coefficient 0.88 [0.54–1.18], p = 0.008). Finally, continuous OKAP scores were significantly correlated with WQE (r s = 0.292, p = 0.049) and oral board (r s = 0.49, p = 0.001) scores. Conclusion Higher OKAP performance is correlated with passage of both WQE and oral board examinations during the first attempt. USMLE Step 1 score is the preresidency academic factor with the strongest association with success on the OKAP examination. Programs can utilize this information to identify those who may benefit from additional OKAP, WQE, and oral board preparation assistance.

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Kulpa, Sherri, et Sherrie Wisdom. « An Investigation of Success Factors in a High School Algebra Intervention Program ». Journal of Research in Science Mathematics and Technology Education 4, n^o 3 (20 août 2021) : 205–24. http://dx.doi.org/10.31756/jrsmte.433.

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This quantitative study allowed investigation of a high school Algebra intervention program through examination of potential relationships among teachers’ beliefs about teaching and learning, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement. Existing research focused on individual components used in this study on the elementary level; thus, leaving a gap in understanding of how factors related to the success of high school students. Results may provide information to teachers and administrators regarding relationships among factors shown to impact student achievement in mathematics, and provide evaluation of an Algebra intervention program at the secondary level. The researcher utilized the National Council of Teachers of Mathematics Teaching and Learning Beliefs Questionnaire to identify beliefs about teaching and learning mathematics and the Reformed Teaching Observation Protocol (RTOP) to determine how closely instruction in Algebra classrooms aligned with constructivist practices. Students were given the Academic Self-Description Questionnaire II (ASDQII) as pre-and-post measures of academic self-concept in relation to mathematics; then, data were checked for relationships to achievement, measured by common semester final exams. Pearson Product Moment Correlation Coefficient analysis determined significant relationships existed between RTOP scores and the ASDQII prompts: I am hopeless when it comes to mathematics; work in mathematics is easy for me; and I get good marks in mathematics classes. Significant relationships were defined between Teaching Style and both Productive and Unproductive Teacher Beliefs, as well as between students’ academic self-concept in mathematics and overall mastery of Algebra content, measured by scores on common semester finals.

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Doney, Jonathan. « The British Council of Churches’ Influence on the ‘Radical Rethinking of Religious Education’ in the 1960s and 1970s ». Studies in Church History 55 (juin 2019) : 593–608. http://dx.doi.org/10.1017/stc.2018.26.

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It is widely accepted that during the later 1960s, Religious Education (RE) in English state-maintained schools underwent a significant transition, moving from a Christian ‘confessional’ approach to an academic study of world religions. A detailed examination of the activities of the British Council of Churches’ Education Department during the period reveals examples of an active promotion of this study of world religions, something that hitherto has been absent from the historiography of RE. For example, the department organized key conferences, meetings and consultations, at which future directions for RE were considered and discussed. A research project undertaken for the department in the later 1960s, which led to the 1968 report Religion and the Secondary School, was prompted by the identification that ‘[t]oday the needs of children and young people demand a radical rethinking and reshaping of the purpose and method of religious education’. This report included a statement specifically encouraging the study of non-Christian religions, which was repeated in later key documents. This article shows how the British Council of Churches’ Education Department played a role in the development of the ‘non-confessional’ study of world religions in English state-maintained schools from as early as the late 1940s.

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Rukuni, Ruramayi, Celia Gregson, Cynthia Kahari, Farirayi Kowo, Grace McHugh, Shungu Munyati, Hilda Mujuru et al. « The IMpact of Vertical HIV infection on child and Adolescent SKeletal development in Harare, Zimbabwe (IMVASK Study) : a protocol for a prospective cohort study ». BMJ Open 10, n^o 2 (février 2020) : e031792. http://dx.doi.org/10.1136/bmjopen-2019-031792.

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IntroductionThe scale-up of antiretroviral therapy (ART) across sub-Saharan Africa (SSA) has reduced mortality so that increasing numbers of children with HIV (CWH) are surviving to adolescence. However, they experience a range of morbidities due to chronic HIV infection and its treatment. Impaired linear growth (stunting) is a common manifestation, affecting up to 50% of children. However, the effect of HIV on bone and muscle development during adolescent growth is not well characterised. Given the close link between pubertal timing and musculoskeletal development, any impairments in adolescence are likely to impact on future adult musculoskeletal health. We hypothesise that bone and muscle mass accrual in CWH is reduced, putting them at risk of reduced bone mineral density (BMD) and muscle function and increasing fracture risk. This study aims to determine the impact of HIV on BMD and muscle function in peripubertal children on ART in Zimbabwe.Methods and analysisChildren with (n=300) and without HIV (n=300), aged 8–16 years, established on ART, will be recruited into a frequency-matched prospective cohort study and compared. Musculoskeletal assessments including dual-energy X-ray absorptiometry, peripheral quantitative computed tomography, grip strength and standing long jump will be conducted at baseline and after 1 year. Linear regression will be used to estimate mean size-adjusted bone density and Z-scores by HIV status (ie, total-body less-head bone mineral content for lean mass adjusted for height and lumbar spine bone mineral apparent density. The prevalence of low size-adjusted BMD (ie, Z-scores <−2) will also be determined.Ethics and disseminationEthical approval for this study has been granted by the Medical Research Council of Zimbabwe and the London School of Hygiene and Tropical Medicine Ethics Committee. Baseline and longitudinal analyses will be published in peer-reviewed journals and disseminated to research communities.

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Crane, Phyllis, Claudia R. Wright et William B. Michael. « School-Related Variables as Predictors of Achievement on the National Council Licensure Examination (Nclex-Rn) for a Sample of 418 Students Enrolled in a Diploma Nursing Program ». Educational and Psychological Measurement 47, n^o 4 (décembre 1987) : 1055–69. http://dx.doi.org/10.1177/0013164487474022.

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Tuli, Sanjeev Y., Lindsay A. Thompson, Heidi Saliba, Erik W. Black, Kathleen A. Ryan, Maria N. Kelly, Maureen Novak, Jane Mellott et Sonal S. Tuli. « Pediatric Residents' Learning Styles and Temperaments and Their Relationships to Standardized Test Scores ». Journal of Graduate Medical Education 3, n^o 4 (1 décembre 2011) : 566–70. http://dx.doi.org/10.4300/jgme-d-10-00147.1.

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Abstract Background Board certification is an important professional qualification and a prerequisite for credentialing, and the Accreditation Council for Graduate Medical Education (ACGME) assesses board certification rates as a component of residency program effectiveness. To date, research has shown that preresidency measures, including National Board of Medical Examiners scores, Alpha Omega Alpha Honor Medical Society membership, or medical school grades poorly predict postresidency board examination scores. However, learning styles and temperament have been identified as factors that may affect test-taking performance. The purpose of this study is to characterize the learning styles and temperaments of pediatric residents and to evaluate their relationships to yearly in-service and postresidency board examination scores. Methods This cross-sectional study analyzed the learning styles and temperaments of current and past pediatric residents by administration of 3 validated tools: the Kolb Learning Style Inventory, the Keirsey Temperament Sorter, and the Felder-Silverman Learning Style test. These results were compared with known, normative, general and medical population data and evaluated for correlation to in-service examination and postresidency board examination scores. Results The predominant learning style for pediatric residents was converging 44% (33 of 75 residents) and the predominant temperament was guardian 61% (34 of 56 residents). The learning style and temperament distribution of the residents was significantly different from published population data (P = .002 and .04, respectively). Learning styles, with one exception, were found to be unrelated to standardized test scores. Conclusions The predominant learning style and temperament of pediatric residents is significantly different than that of the populations of general and medical trainees. However, learning styles and temperament do not predict outcomes on standardized in-service and board examinations in pediatric residents.

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Mduluza-Jokonya, Tariro L., Arthur Vengesai, Herald Midzi, Maritha Kasambala, Luxwell Jokonya, Thajasvarie Naicker et Takafira Mduluza. « Algorithm for diagnosis of early Schistosoma haematobium using prodromal signs and symptoms in pre-school age children in an endemic district in Zimbabwe ». PLOS Neglected Tropical Diseases 15, n^o 8 (2 août 2021) : e0009599. http://dx.doi.org/10.1371/journal.pntd.0009599.

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Introduction Prompt diagnosis of acute schistosomiasis benefits the individual and provides opportunities for early public health intervention. In endemic areas schistosomiasis is usually contracted during the first 5 years of life, thus it is critical to look at how the infection manifests in this age group. The aim of this study was to describe the prodromal signs and symptoms of early schistosomiasis infection, correlate these with early disease progression and risk score to develop an easy to use clinical algorithm to identify early Schistosoma haematobium infection cases in resource limited settings. Methodology Two hundred and four, preschool age children who were lifelong residence of a schistosomiasis endemic district and at high risk of acquiring schistosomiasis were followed up from July 2019 to December 2019, during high transmission season. The children received interval and standard full clinical evaluations and laboratory investigations for schistosomiasis by clinicians blinded from their schistosomiasis infection status. Diagnosis of S. haematobium was by urine filtration collected over three consecutive days. Signs and symptoms of schistosomiasis at first examination visit were compared to follow-up visits. Signs and symptoms common on the last schistosomiasis negative visit (before a subsequent positive) were assigned as early schistosomiasis infection (ESI), after possible alternative causes were ruled out. Logistic regression identified clinical predictors. A model based score was assigned to each predictor to create a risk for every child. An algorithm was created based on the predictor risk scores and validated on a separate cohort of 537 preschool age children. Results Twenty-one percent (42) of the participants were negative for S. haematobium infection at baseline but turned positive at follow-up. The ESI participants at the preceding S. haematobium negative visit had the following prodromal signs and symptoms in comparison to non-ESI participants; pruritic rash adjusted odds ratio (AOR) = 21.52 (95% CI 6.38–72.66), fever AOR = 82 (95% CI 10.98–612), abdominal pain AOR = 2.6 (95% CI 1.25–5.43), pallor AOR = 4 (95% CI 1.44–11.12) and a history of facial/body swelling within the previous month AOR = 7.31 (95% CI 3.49–15.33). Furthermore 16% of the ESI group had mild normocytic anaemia, whilst 2% had moderate normocytic anaemia. A risk score model was created using a rounded integer from the relative risks ratios. The diagnostic algorithm created had a sensitivity of 81% and a specificity of 96.9%, Positive predictive value = 87.2% and NPV was 95.2%. The area under the curve for the algorithm was 0.93 (0.90–0.97) in comparison with the urine dipstick AUC = 0.58 (0.48–0.69). There was a similar appearance in the validation cohort as in the derivative cohort. Conclusion This study demonstrates for the first time prodromal signs and symptoms associated with early S. haematobium infection in pre-school age children. These prodromal signs and symptoms pave way for early intervention and management, thus decreasing the harm of late diagnosis. Our algorithm has the potential to assist in risk-stratifying pre-school age children for early S. haematobium infection. Independent validation of the algorithm on another cohort is needed to assess the utility further.

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Dinç, Leyla, et Refia Selma Görgülü. « Teaching Ethics in Nursing ». Nursing Ethics 9, n^o 3 (mai 2002) : 259–68. http://dx.doi.org/10.1177/096973300200900305.

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Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students who participated voluntarily. In general, the students expressed a positive view relating to the course content and the teachers. The majority stated that the discussions on case study analysis by using ethical principles, rights, legal aspects and the use of the International Council of Nurses Code of Ethics were very useful in developing ethical decision-making skills. We believe that the results of this study will enhance our efforts in amending this course and improving the ethical decision-making skills of our students.

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Olufunke, Ibrahim Juliet. « Re-invigorating the Teaching of Continuous Writing in Secondary Schools ». Journal of Language Teaching and Research 12, n^o 5 (1 septembre 2021) : 654–60. http://dx.doi.org/10.17507/jltr.1205.03.

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Mastering the writing skill especially poses enormous, but surmountable challenges to learners of English language as a second language. A good grounding in writing is however a sine qua non to any academic achievement. At the centre of the performance of Nigerian students, especially in English language in SSCE, is the aspect of continuous writing which carries highest mark in the examination. This was discovered after going through some of the Chief Examiners reports on the performance of candidates in the SSCE in English language submitted to the West African Examination Council in Lagos. It has been observed that this abysmal failure is as a result of the fact that this aspect has not been given its deserved attention in the teaching of English language in secondary schools. The general fall in the standard of the education at the tertiary institutions is the general fall in the standard of the composition skills on the secondary schools. This paper intends to suggest re-energizing of the teaching of continuous writing in Nigerian secondary schools because of its utilitarian roles in educational and other life-long pursuit of the modern world. Some practical suggestions which are hoped to be of immense benefits to both the teachers and learners of composition writing, especially at the secondary school level are proffered along this line.

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Dziva Chikwari, Chido, Victoria Simms, Stefanie Dringus, Katharina Kranzer, Tsitsi Bandason, Arthi Vasantharoopan, Rudo Chikodzore et al. « Evaluating the effectiveness and cost-effectiveness of health facility-based and community-based index-linked HIV testing strategies for children : protocol for the B-GAP study in Zimbabwe ». BMJ Open 9, n^o 7 (juillet 2019) : e029428. http://dx.doi.org/10.1136/bmjopen-2019-029428.

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IntroductionThe number of new paediatric infections per year has declined in sub-Saharan Africa due to prevention-of-mother-to-child HIV transmission programmes; many children and adolescents living with HIV remain undiagnosed. In this protocol paper, we describe the methodology for evaluating an index-linked HIV testing approach for children aged 2–18 years in health facility and community settings in Zimbabwe.Methods and analysisIndividuals attending for HIV care at selected primary healthcare clinics (PHCs) will be asked if they have any children aged 2–18 years in their households who have not been tested for HIV. Three options for HIV testing for these children will be offered: testing at the PHC; home-based testing performed by community workers; or an oral mucosal HIV test given to the caregiver to test the children at home. All eligible children will be followed-up to ascertain whether HIV testing occurred. For those who did not test, reasons will be determined, and for those who tested, the HIV test result will be recorded. The primary outcome will be uptake of HIV testing. The secondary outcomes will be preferred HIV testing method, HIV yield, prevalence and proportion of those testing positive linking to care and having an undetectable viral load at 12 months. HIV test results will be stratified by sex and age group, and factors associated with uptake of HIV testing and choice of HIV testing method will be investigated.Ethics and disseminationEthical approval for this study was granted by the Medical Research Council of Zimbabwe, the London School of Hygiene and Tropical Medicine and the Institutional Review Board of the Biomedical Research and Training Institute. Study results will be presented at national policy meetings and national and international research conferences. Results will also be published in international peer-reviewed scientific journals and disseminated to study communities at the end of study.

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Ellis, Phil, et Rosemary Dowsett. « Microelectronics in Special Education ». British Journal of Music Education 4, n^o 1 (mars 1987) : 17–24. http://dx.doi.org/10.1017/s0265051700005702.

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The place of music in the general school curriculum has undergone considerable change in the last few years. During the 1970s, the Schools Council Project ‘Music in the Secondary School Curriculum’ identified a number of approaches, all having a common philosophy – to engage all children in practical musical activity of an expressive, aesthetic nature. More recently, the HMI document ‘Curriculum Matters 4 – Music from 5 to 16’ has brought many of the ideals of this project into sharp focus, with its emphasis on composing, performing and listening as practical, integrated activities. The aims of music education, as stated in this document, highlight the changing direction of music in the curriculum; and the new GCSE should reflect this, so becoming a more relevant examination for a broader cross-section of pupils than has hitherto been possible.With this changing emphasis in mainstream education, it is worth considering if any developments are possible in terms of general music activities for children with special needs. Is it possible for them to experience a more practical music curriculum; to engage in the process of composition and have heightened listening experiences as a result? Here microelectronics can make a significant contribution, just as it is beginning to do in mainstream education. By using some of the new technologies, pupils with a variety of handicaps are able to explore, create and perform a wide range of music.

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Wickham, L. R. « Aspects of Clerical Life in the Early Byzantine Church in Two Scenes : Mopsuestia and Apamea ». Journal of Ecclesiastical History 46, n^o 1 (janvier 1995) : 3–18. http://dx.doi.org/10.1017/s0022046900012513.

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On Monday 23 May 550 a directive was issued by the Emperor Justinian to John, metropolitan bishop of Anazarbus in Cilicia Secunda. Another directive, cast in corresponding terms, was sent to Cosmas, bishop of Mopsuestia (the present day Misis, seventeen miles east of Adana in southern Turkey) in the same province. ‘We indicate to your holiness”, he writes to John, ‘that you are to convene all the most-religious bishops of your synod; you are to repair to the town of Mopsuestia and make a detailed examination, with the senior men (whether clerics or laity), there established, foregathering, and learn from them whether they know the date when Theodore's name was removed from the diptychs.” If the senior persons in question do not know the answer, the fact is to be expressly recorded and the diptychs themselves are to be duly checked. Into the events leading up to this directive I will not now enter. It must suffice to recall that the setting was the so-called Three Chapters Controversy: what to do about Nestorius' precursors Theodore and Diodore, about Theodoret's writings against Cyril of Alexandria's twelve Anathematisms and the Letter of Ibas to Maris. On these matters the Council of Chalcedon had been indecisive. A hundred years after that council, it looked to many people, the emperor included, as if a few modest addenda to the council's decisions, amounting, perhaps, to nothing more than explications of its mind on Nestorius and his school, would put an end to the painful disunity of eastern Christendom.

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Ponatshego, Ponego Lloyd, David Stephen Lawrence, Nabila Youssouf, Sile F. Molloy, Melanie Alufandika, Funeka Bango, David R. Boulware et al. « AMBIsome Therapy Induction OptimisatioN (AMBITION) : High dose AmBisome for cryptococcal meningitis induction therapy in sub-Saharan Africa : economic evaluation protocol for a randomised controlled trial-based equivalence study ». BMJ Open 9, n^o 4 (avril 2019) : e026288. http://dx.doi.org/10.1136/bmjopen-2018-026288.

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IntroductionCryptococcal meningitis is responsible for around 15% of all HIV-related deaths globally. Conventional treatment courses with amphotericin B require prolonged hospitalisation and are associated with multiple toxicities and poor outcomes. A phase II study has shown that a single high dose of liposomal amphotericin may be comparable to standard treatment. We propose a phase III clinical endpoint trial comparing single, high-dose liposomal amphotericin with the WHO recommended first-line treatment at six sites across five counties. An economic analysis is essential to support wide-scale implementation.Methods and analysisCountry-specific economic evaluation tools will be developed across the five country settings. Details of patient and household out-of-pocket expenses and any catastrophic healthcare expenditure incurred will be collected via interviews from trial patients. Health service patient costs and related household expenditure in both arms will be compared over the trial period in a probabilistic approach, using Monte Carlo bootstrapping methods. Costing information and number of life-years survived will be used as the input to a decision-analytic model to assess the cost-effectiveness of a single, high-dose liposomal amphotericin to the standard treatment. In addition, these results will be compared with a historical cohort from another clinical trial.Ethics and disseminationThe AMBIsome Therapy Induction OptimisatioN (AMBITION) trial has been evaluated and approved by the London School of Hygiene and Tropical Medicine, University of Botswana, Malawi National Health Sciences, University of Cape Town, Mulago Hospital and Zimbabwe Medical Research Council research ethics committees. All participants will provide written informed consent or if lacking capacity will have consent provided by a proxy. The findings of this economic analysis, part of the AMBITION trial, will be disseminated through peer-reviewed publications and at international and country-level policy meetings.Trial registrationISRCTN72509687; Pre-results.

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KAREEM, ADEYINKA. « Process skills application and scientific attitudes of Biology students in colleges of education in southwestern Nigeria ». African Journal of Teacher Education 9 (23 mai 2020) : 80–103. http://dx.doi.org/10.21083/ajote.v9i0.6049.

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West African Examination Council results have continued to reveal Nigeria’s high school students’ poor performance in Science subjects, and especially, in practical science (WAEC 2014). The students’ demonstration of essential scientific attitudes is noted to be deficient. This is possibly caused by ineffective teaching and learning produced by the absence of necessary practical classes. This study, therefore, assessed the process skills application and scientific attitudes of Biology students in colleges of education in southwestern Nigeria as well as the relationship between the two variables. These groups of variables are central to students developing skills and knowledge in science and a determination of levels of competence in them would facilitate appropriate interventions to improve teaching and learning of science. The study adopted descriptive research survey design. The population for the study included all Biology students in colleges of education in southwestern Nigeria. From the four federal and seven state colleges of education in southwestern Nigeria, two federal colleges of education and three state colleges of education were randomly selected to ensure adequate representation of the two school categories. One hundred Biology students were randomly selected from each of the two school categories. Two instruments were used for the study. These were Biology Process Skill Application Rating Scale (BPSARS) and Biology Scientific Attitude Questionnaire (BSAQ). A reliability value of 0.72 for BPSARS and 0.76 for BSAQ was gotten using Cronbach alpha coefficient. The result revealed that there existed a moderate application of process skills and a moderate level of scientific attitude among the respondents as 67.3% and 84.8% having a moderate level of process skills application and scientific attitude respectively. It was shown that there was no significant relationship between the process skill application and scientific attitude (r=0.09, p>0.05) of respondents in the study area

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Butterworth, Ian. « Sir Clifford Charles Butler. 20 May 1922 – 30 June 1999 ». Biographical Memoirs of Fellows of the Royal Society 47 (janvier 2001) : 39–54. http://dx.doi.org/10.1098/rsbm.2001.0003.

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Clifford Butler was born in Earley, Reading, on 20 May 1922 to Charles and Olive Butler. An only child, he went to Reading School in 1932, having won a Berkshire County Council Educational Scholarship worth £15 per year. In addition to his academic work he was active in the Scouts and was a House Prefect (East House). Leaving school he went to Reading University to take physics, as did Kathleen Collins, whom he was to marry in 1947. Graduating in 1942 with a first–class BSc (Special) he stayed on as a demonstrator, his National Service taking the form of teaching radio as part of the State scheme to produce radar physicists, and acted part–time as a physicist at the Royal Berkshire Hospital. Kathleen went to work at the Road Research Laboratory. Butler found time, largely in the evenings, to undertake research for a PhD in electronic diffraction in the laboratory of Professor J.A. Crowther. He worked very closely with his thesis supervisor Dr Tom Rymer and it was there that he started to demonstrate his considerable skills in technical matters. His thesis, ‘some factors affecting precise measurement in electron diffraction’, was presented in April 1946 and was a detailed study, covering both technical and theoretical aspects, of how to improve the use of Debye–Scherrer electron–diffraction photographs to investigate crystal structure. The research on which it was based initiated four very different papers and led Crowther to predict, immediately after Butler's PhD examination, the latter's Fellowship of The Royal Society.

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Warner, David O., Keith Berge, Huaping Sun, Ann Harman, Andrew Hanson et Darrell R. Schroeder. « Risk and Outcomes of Substance Use Disorder among Anesthesiology Residents ». Anesthesiology 123, n^o 4 (1 octobre 2015) : 929–36. http://dx.doi.org/10.1097/aln.0000000000000810.

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Abstract Background: The goal of this work is to evaluate selected risk factors and outcomes for substance use disorder (SUD) in physicians enrolled in anesthesiology residencies approved by the Accreditation Council for Graduate Medical Education. Methods: For each of 384 individuals with evidence of SUD while in primary residency training in anesthesiology from 1975 to 2009, two controls (n = 768) who did not develop SUD were identified and matched for sex, age, primary residency program, and program start date. Risk factors evaluated included location of medical school training (United States vs. other) and anesthesia knowledge as assessed by In-Training Examination performance. Outcomes (assessed to December 31, 2013, with a median follow-up time of 12.2 and 15.1 yr for cases and controls, respectively) included mortality and profession-related outcomes. Results: Receiving medical education within the United States, but not performance on the first in-training examination, was associated with an increased risk of developing SUD as a resident. Cases demonstrated a marked increase in the risk of death after training (hazard ratio, 7.9; 95% CI, 3.1 to 20.5), adverse training outcomes including failure to complete residency (odds ratio, 14.9; 95% CI, 9.0 to 24.6) or become board certified (odds ratio, 10.4; 95% CI, 7.0 to 15.5), and adverse medical licensure actions subsequent to residency (hazard ratio, 6.8; 95% CI, 3.8 to 12.2). As of the end of follow-up, 54 cases (14.1%) were deceased compared with 10 controls (1.3%); 28 cases and no controls died during residency. Conclusion: The attributable risk of SUD to several adverse outcomes during and after residency training, including death and adverse medical license actions, is substantial.

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Elder, Cathie, Jane Warren, John Hajek, Diane Manwaring et Alan Davies. « Metalinguistic knowledge ». Australian Review of Applied Linguistics 22, n^o 1 (1 janvier 1999) : 81–95. http://dx.doi.org/10.1075/aral.22.1.04eld.

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Abstract This paper reports on a project (funded by a small Australian Research Council grant) investigating levels of metalinguistic knowledge of English and other languages amongst first-year undergraduate learners of French, Chinese and Italian and the relationship between this knowledge and success in studying a language at university. The study is a partial replication of research undertaken by Alderson, Clapham and Steel (1977) in relation to learners studying French at a number of British universities. The findings offer no support for the widely-held view that there is a strong connection between learners’ knowledge about language and their success in foreign language study. Results show that, while undergraduate language learners have serious lacunae in their knowledge about language, those who have studied a language other than English (LOTE) at school do better on some measures of metalinguistic knowledge than those who are beginning language study from scratch. However, the results also show that for all three languages there is a weak relationship between metalinguistic knowledge and second language ability. The study points to areas of further research, including a more detailed examination of the relationship between metalinguistic awareness in L1 and L2 and an investigation of those areas of grammar that may be more amenable to explicit grammar teaching.

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Bakker, Dorothy, Christopher Russell, Mary Lou Schmuck, Amanda Bell, Margo Mountjoy, Rob Whyte et Lawrence Grierson. « The relationship between regional medical campus enrollment and rates of matching to family medicine residency ». Canadian Medical Education Journal 11, n^o 3 (15 juillet 2020) : e73-e81. http://dx.doi.org/10.36834/cmej.69328.

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Background: The Michael G. DeGroote School of Medicine expanded its medical education across three campus sites (Hamilton, Niagara Regional and Waterloo Regional) in 2007. Ensuring the efficacy and equivalency of the quality of training are important accreditation considerations in distributed medical education. In addition, given the social accountability mission implicit to distributed medical education, the proportion of learners at each campus that match to family medicine residency programs upon graduation is of particular interest. Methods: By way of between campus comparisons of Canadian Residency Matching Service (CaRMS) match rates, this study investigates the family medicine match proportion of medical students from McMaster’s three medical education campuses. These analyses are further supported by between campus comparisons of Personal Progress Index (PPI), Objective Structured Clinical Examination (OSCE), Medical Council of Canada Qualifying Examination-Part 1 (MCCQE1) performances that offer insight into the equivalency and efficacy of the educational outcomes at each campus. Results: The Niagara Regional Campus (NRC) demonstrated a significantly greater proportion of students matched to family medicine. With respect to education equivalency, the proportion of students’ PPI scores that were more than two SD below the mean was comparable across campuses. OSCE analysis yielded less than 2% differences across campuses with no differences in the last year of training. The MCCQE1 pass rates were not statistically significant between campuses and there were no differences in CaRMS match rates. With respect to education efficacy, there were no differences among the three campuses’ pass rates on the MCCQE1 and CaRMS match rates with the national rates. Conclusions: Students in all campuses received equivalent educational experiences and were efficacious when compared to national metrics, while residency matches to family medicine were greater in the NRC. The reasons for this difference may be a factor of resident and leadership role-models as well as the local hospital and community environment.

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Mkwebu, Tribe. « A Systematic Review of Literature on Clinical Legal Education : A Tool for Researchers in Responding to an Explosion of Clinical Scholarship ». International Journal of Clinical Legal Education 22, n^o 3 (30 novembre 2015) : 238. http://dx.doi.org/10.19164/ijcle.v22i3.415.

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Identifying where my research, on influential factors to consider in the establishment and sustainability of clinical legal education programmes, fitted within the existing clinical scholarship was by no means an easy task hence the decision to undertake a systematic review of literature. The current explosion of clinical scholarship seem to have been influenced by Jerome Frank’s call for reform in legal education when in 1933, he asked “Why not a Clinical-Lawyer School?” (Frank, 1933) A constant construction of clinical scholarship is critical in understanding many of the facets of clinical legal education so as to sustain clinical programmes and foster new ones. Yet a ‘boom’ in literature scares the life out of many a scholar and novice researchers when attempting to find articles that specifically answer research questions. This paper therefore offers guidance in conducting a systematic literature review on clinical legal education through the use of a Grounded Theory methodology. Through a five- stage process that involved the formulation of a research question and protocol; the use of systematic methods to identify, select and critically appraise relevant journal articles, this paper outlines each formal methodological step in identifying and selecting journal articles for inclusion in answering the following research question: [What factors are influential in the establishment and sustainability of clinical legal education programmes in Zimbabwe?]. The numbers of selected articles were presented in a PRISMA flow diagram. A final selection of 91 journal articles was juxtaposed; integrated and tabulated to produce an overarching explanation which attempts to account for the range of findings (Mays et al., 2005a) of the review. Through the process of synthesis, I endeavoured to contribute significant added value to my review through an examination of the composite evidence base for similarities of the articles, whether related to the homogeneity or indeed their relatedness of findings. The type of epistemology I favour for my research has also been influenced (Carter and Little, 2007) partly by the methods and findings undertaken in this review. The paper concludes by suggesting that a systematic review method, rather than a narrative review, should be a researcher’s tool in responding to an explosion of clinical scholarship. Keywords – Boolean logic; Boolean operators; database selection; record keeping; clinical legal education; systematic review of literature; narrative review; Zimbabwe

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Holt, Nicholas, Kirsty Crowe, Daniel Lynagh et Zoe Hutcheson. « Is there a need for formal undergraduate patient handover training and could an educational workshop effectively provide this ? A proof-of-concept study in a Scottish Medical School ». BMJ Open 10, n^o 2 (février 2020) : e034468. http://dx.doi.org/10.1136/bmjopen-2019-034468.

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BackgroundPoor communication between healthcare professionals is recognised as accounting for a significant proportion of adverse patient outcomes. In the UK, the General Medical Council emphasises effective handover (handoff) as an essential outcome for medical graduates. Despite this, a significant proportion of medical schools do not teach the skill.ObjectivesThis study had two aims: (1) demonstrate a need for formal handover training through assessing the pre-existing knowledge, skills and attitudes of medical students and (2) study the effectiveness of a pilot educational handover workshop on improving confidence and competence in structured handover skills.DesignStudents underwent an Objective Structured Clinical Examination style handover competency assessment before and after attending a handover workshop underpinned by educational theory. Participants also completed questionnaires before and after the workshop. The tool used to measure competency was developed through a modified Delphi process.SettingMedical education departments within National Health Service (NHS) Lanarkshire hospitals.ParticipantsForty-two undergraduate medical students rotating through their medical and surgical placements within NHS Lanarkshire enrolled in the study. Forty-one students completed all aspects.Main outcome measuresPaired questionnaires, preworkshop and postworkshop, ascertained prior teaching and confidence in handover skills. The questionnaires also elicited the student’s views on the importance of handover and the potential effects on patient safety. The assessment tool measured competency over 12 domains.ResultsEighty-three per cent of participants reported no previous handover teaching. There was a significant improvement, p<0.0001, in confidence in delivering handovers after attending the workshop. Student performance in the handover competency assessment showed a significant improvement (p<0.05) in 10 out of the 12 measured handover competency domains.ConclusionsA simple, robust and reproducible intervention, underpinned by medical education theory, can significantly improve competence and confidence in medical handover. Further research is required to assess long-term outcomes as student’s transition from undergraduate to postgraduate training.

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Hamdan, Saif A., Alan T. Makhoul, Brian C. Drolet, Jennifer L. Lindsey et Janice C. Law. « Ophthalmology Program Director Perspectives of Scoring Step 1 Pass/Fail ». Journal of Academic Ophthalmology 12, n^o 02 (juillet 2020) : e251-e254. http://dx.doi.org/10.1055/s-0040-1718568.

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Abstract Background Scoring for the United States Medical Licensing Examination (USMLE) Step 1 was recently announced to be reported as binary as early as 2022. The general perception among program directors (PDs) in all specialties has largely been negative, but the perspective within ophthalmology remains uncharacterized. Objective This article characterizes ophthalmology residency PDs' perspectives regarding the impact of pass/fail USMLE Step 1 scoring on the residency application process. Methods A validated 19-item anonymous survey was electronically distributed to 111 PDs of Accreditation Council for Graduate Medical Education-accredited ophthalmology training programs. Results Fifty-six PDs (50.5%) completed the survey. The median age of respondents was 48 years and the majority were male (71.4%); the average tenure as PD was 7.1 years. Only 6 (10.7%) PDs reported the change of the USMLE Step 1 to pass/fail was a good idea. Most PDs (92.9%) indicated that this will make it more difficult to objectively compare applicants, and many (69.6%) did not agree that the change would improve medical student well-being. The majority (82.1%) indicated that there will be an increased emphasis on Step 2 Clinical Knowledge (CK) scores, and many (70.4%) felt that medical school reputation will be more important in application decisions. Conclusion Most ophthalmology PDs who responded to the survey do not support binary Step 1 scoring. Many raised concerns regarding shifted overemphasis on Step 2 CK, uncertain impact on student well-being, and potential to disadvantage certain groups of medical students including international medical graduates. These concerns highlight the need for reform in the ophthalmology application process.

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