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International Journal of Environmental... Aug 2022Cognitive skills are relevant predictors of academic achievement, employability, socioeconomic success, health, and longevity [...].
Cognitive skills are relevant predictors of academic achievement, employability, socioeconomic success, health, and longevity [...].
Topics: Academic Success; Achievement; Cognition; Educational Status; Exercise
PubMed: 35954921
DOI: 10.3390/ijerph19159564 -
PloS One 2021Many college students register each semester for courses, leading to productive careers and fulfilled lives. During this time, the students have to manage many stressors...
BACKGROUND
Many college students register each semester for courses, leading to productive careers and fulfilled lives. During this time, the students have to manage many stressors stemming from academic, personal, and, sometimes, work lives. Students, who lack appropriate stress management skills, may find it difficult to balance these responsibilities.
OBJECTIVES
This study examined stress, coping mechanisms, and gender differences in undergraduate students towards the end of the semester.
DESIGN AND METHOD
University students (n = 448) enrolled in three different undergraduate exercise science courses were assessed. Two instruments, the Perceived Stress Scale and Brief Cope, were administered during the twelfth week of the semester, four weeks prior to final exams. T-tests were used to detect gender differences for the stress levels and coping strategies.
RESULTS
Overall, females indicated higher levels of stress than their male counterparts. Gender differences were evident in both coping dimensions and individual coping strategies used. Females were found to utilize the emotion-focused coping dimension and endorsed the use of four coping strategies more often than males. These included self-distraction, emotional support, instrumental support, and venting.
CONCLUSIONS
This research adds to the existing literature by illuminating the level of perceived stress and different coping strategies used by undergraduate female and male students. In turn, students may need educational interventions to develop effective and healthy coping strategies to last a lifetime. Faculty and other university officials may want to highlight and understand these various factors to protect the students' wellbeing in their classes.
Topics: Adaptation, Psychological; Adolescent; Aptitude; Female; Florida; Humans; Learning; Male; Perception; Psychological Distress; Sex Factors; Social Isolation; Social Support; Stress, Psychological; Students; Surveys and Questionnaires; Universities; Young Adult
PubMed: 34383790
DOI: 10.1371/journal.pone.0255634 -
The Yale Journal of Biology and Medicine Jun 2014Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective... (Review)
Review
Students in medical school often feel overwhelmed by the excessive amount of factual knowledge they are obliged to learn. Although a large body of research on effective learning methods is published, scientifically based learning strategies are not a standard part of the curriculum in medical school. Students are largely unaware of how to learn successfully and improve memory. This review outlines three fundamental methods that benefit learning: the testing effect, active recall, and spaced repetition. The review summarizes practical learning strategies to learn effectively and optimize long-term retention of factual knowledge.
Topics: Education, Medical; Educational Measurement; Humans; Learning; Mental Recall; Schools, Medical; Students, Medical
PubMed: 24910566
DOI: No ID Found -
Advances in Physiology Education Dec 2016In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have...
In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the "common knowledge" and "consensus" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students.
Topics: Attention; Educational Measurement; Humans; Learning; Students; Teaching; Time Factors
PubMed: 28145268
DOI: 10.1152/advan.00109.2016 -
American Journal of Pharmaceutical... Nov 2019The purpose of this review is to discuss some principles from cognitive psychology regarding the benefits of testing and translate those findings into practical... (Review)
Review
The purpose of this review is to discuss some principles from cognitive psychology regarding the benefits of testing and translate those findings into practical applications for instruction and studying. Testing or retrieval practice is superior to re-study for promoting long-term retention. The benefits of testing can be see with open-ended responses (eg, cued or free recall) and multiple choice questions. The use of multiple-choice questions during testing may have an additional benefit as it may stabilize information that is stored in memory but temporarily inaccessible due to disuse (eg, marginal knowledge). y. Testing can have multiple learning benefits. We emphasize that incorporating opportunities for retrieval after teaching is an essential component of lasting learning. In addition, retrieval practice can be incorporated in all aspects of instruction.
Topics: Cognition; Education, Professional; Educational Measurement; Health Occupations; Humans; Learning
PubMed: 31871352
DOI: 10.5688/ajpe7324 -
Nurse Education Today Sep 2022Service learning is an innovative educational approach that enables nursing students to directly participate and engage in the community while providing them and the... (Review)
Review
BACKGROUND
Service learning is an innovative educational approach that enables nursing students to directly participate and engage in the community while providing them and the community with benefits.
OBJECTIVES
To summarise the evidence from service learning activities for nursing students, the educational and non-educational benefits derived through implementing this methodology, and the participating students' perceptions.
DESIGN
An integrative review including qualitative, quantitative, and mixed methods designs was conducted.
DATA SOURCES
The articles were identified through a systematic search in the following electronic databases: PubMed, Cochrane Library Plus, Scopus, CINAHL Complete (EBSCOHost), and Education Source (EBSCOHost).
REVIEW METHODS
The search for studies was conducted in December 2020 using the following search terms: "Service learning", "Service-learning partnership", "Nursing", "Benefits" and "Intervention".
RESULTS
A total of 22 articles were included. A positive relationship was found between the nursing students participating in service learning programmes and the acquisition of educational benefits, such as theoretical and practical learning, communication skills, and teamwork, and non-educational benefits, such as empathy, questioning prejudices, and commitment. In addition, a wide variety of activities and interventions were found to have been implemented using this academic approach, as well as a positive evaluation by the participating students.
CONCLUSIONS
Service learning programmes with the active participation of nursing students generate benefits for both them and the community. First, these interventions receive positive evaluations from participating students. Furthermore, the interventions developed using service learning are varied and require motivation and creativity to implement them. However, there is a need for more experimental studies and the use of larger samples in service learning programmes.
Topics: Clinical Competence; Creativity; Education, Nursing, Baccalaureate; Empathy; Humans; Learning; Students, Nursing
PubMed: 35691112
DOI: 10.1016/j.nedt.2022.105417 -
Trends in Cognitive Sciences Jan 2023The presence of complementary information across multiple sensory or motor modalities during learning, referred to as multimodal enrichment, can markedly benefit... (Review)
Review
The presence of complementary information across multiple sensory or motor modalities during learning, referred to as multimodal enrichment, can markedly benefit learning outcomes. Why is this? Here, we integrate cognitive, neuroscientific, and computational approaches to understanding the effectiveness of enrichment and discuss recent neuroscience findings indicating that crossmodal responses in sensory and motor brain regions causally contribute to the behavioral benefits of enrichment. The findings provide novel evidence for multimodal theories of enriched learning, challenge assumptions of longstanding cognitive theories, and provide counterevidence to unimodal neurobiologically inspired theories. Enriched educational methods are likely effective not only because they may engage greater levels of attention or deeper levels of processing, but also because multimodal interactions in the brain can enhance learning and memory.
Topics: Humans; Learning; Brain; Attention
PubMed: 36456401
DOI: 10.1016/j.tics.2022.10.007 -
Journal of Child Psychology and... Apr 2019Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and... (Review)
Review
Educational neuroscience is an interdisciplinary research field that seeks to translate research findings on neural mechanisms of learning to educational practice and policy and to understand the effects of education on the brain. Neuroscience and education can interact directly, by virtue of considering the brain as a biological organ that needs to be in the optimal condition to learn ('brain health'); or indirectly, as neuroscience shapes psychological theory and psychology influences education. In this article, we trace the origins of educational neuroscience, its main areas of research activity and the principal challenges it faces as a translational field. We consider how a pure psychology approach that ignores neuroscience is at risk of being misleading for educators. We address the major criticisms of the field comprising, respectively, a priori arguments against the relevance of neuroscience to education, reservations with the current practical operation of the field, and doubts about the viability of neuroscience methods for diagnosing disorders or predicting individual differences. We consider future prospects of the field and ethical issues it raises. Finally, we discuss the challenge of responding to the (welcome) desire of education policymakers to include neuroscience evidence in their policymaking, while ensuring recommendations do not exceed the limitations of current basic science.
Topics: Adolescent; Brain; Child; Humans; Neurosciences; Psychology, Educational; Schools; Translational Research, Biomedical
PubMed: 30345518
DOI: 10.1111/jcpp.12973 -
American Journal of Pharmaceutical... May 2014Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an... (Review)
Review
Over the past 2 decades, e-learning has evolved as a new pedagogy within pharmacy education. As learners and teachers increasingly seek e-learning opportunities for an array of educational and individual benefits, it is important to evaluate the effectiveness of these programs. This systematic review of the literature examines the quality of e-learning effectiveness studies in pharmacy, describes effectiveness measures, and synthesizes the evidence for each measure. E-learning in pharmacy education effectively increases knowledge and is a highly acceptable instructional format for pharmacists and pharmacy students. However, there is limited evidence that e-learning effectively improves skills or professional practice. There is also no evidence that e-learning is effective at increasing knowledge long term; thus, long-term follow-up studies are required. Translational research is also needed to evaluate the benefits of e-learning at patient and organizational levels.
Topics: Computer-Assisted Instruction; Curriculum; Education, Pharmacy; Educational Measurement; Educational Status; Humans; Internet; Learning; Students, Pharmacy
PubMed: 24850945
DOI: 10.5688/ajpe78483 -
Frontiers in Public Health 2022The impact of verbal reading practices on learning is examined from the perspective of educational psychology, using the motivation theory and the schema theory. This...
The impact of verbal reading practices on learning is examined from the perspective of educational psychology, using the motivation theory and the schema theory. This research intends to enhance learner's English communication abilities in response to the needs for national economic growth and scientific and technological development. To motivate students to improve their English, the research may address the issue of inadequate opportunities by adding an artificial intelligence (AI) conversation mechanism to the students speaking English exercise. First, cognitive psychology is analyzed in detail, and a model based on cognitive psychology is implemented to solve the problems existing in student's English communication. In addition, various measures are presented and used to increase student's oral English communication abilities. We used sixty students from North China University of Water Resources and Electric Power are separated into two classes: Class A and Class B. The experimental group is called Class A, while the control group is called Class B. Following a comparison of the outcomes obtained before and after training. The experimental group's reading comprehension, responding to questions, situational conversation, and subject description scores rose by 13.33, 15.19, 17.39, and 28.3 %, respectively. The overall average score of the class climbed by 17.75 %, whereas the scores of pupils in Class B improved just an undersized. The results reveal that following the vocalized reading exercise, the student's English grades, self-efficacy, and topic knowledge increased considerably in the experimental group. Moreover, the proposed model, employs computer simulation in the English communication teaching system and AI, which can aid in the creation of an interactive learning environment for students to improve their spoken English and English communication abilities.
Topics: Artificial Intelligence; Communication; Computer Simulation; Humans; Psychology, Educational; Reading
PubMed: 35801240
DOI: 10.3389/fpubh.2022.916101