This article examines the validity of the Undergraduate Research Student Self-Assessment (URSSA), a survey used to evaluate undergraduate research (UR) programs. The underlying structure of the survey was assessed with confirmatory factor analysis; also examined were correlations between different average scores, score reliability, and matches between numerical and textual item responses. The study found that four components of the survey represent separate but related constructs for cognitive skills and affective learning gains derived from the UR experience. Average scores from item blocks formed reliable but moderate to highly correlated composite measures. Additionally, some questions about student learning gains (meant to assess individual learning) correlated to ratings of satisfaction with external aspects of the research experience. The pattern of correlation among individual items suggests that items asking students to rate external aspects of their environment were more like satisfaction ratings than items that directly ask about student skills attainment. Finally, survey items asking about student aspirations to attend graduate school in science reflected inflated estimates of the proportions of students who had actually decided on graduate education after their UR experiences. Recommendations for revisions to the survey include clarified item wording and increasing discrimination between item blocks through reorganization.
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http://dx.doi.org/10.1187/cbe.14-11-0206 | DOI Listing |
J Appl Physiol (1985)
January 2025
School of Kinesiology, Western University, London, Ontario, Canada.
The compliant nature of cerebral blood vessels may represent an important mechanical protection for sustained cerebral perfusion during reductions in arterial blood pressure (ABP). However, whether the rise in cerebrovascular compliance (Ci) with falling ABP persists and exhibits a threshold effect remains unknown. Therefore, we analyzed Ci changes during graded head-up tilt (HUT) in individuals with autonomic failure (AF), a group that tolerates graded and progressive reductions in ABP.
View Article and Find Full Text PDFJ Interprof Care
January 2025
Research group, FAITH research, Leeuwarden, Groningen, The Netherlands.
The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development.
View Article and Find Full Text PDFTunis Med
January 2025
University of Tunis El Manar, Faculty of Medicine of Tunis, Habib Thameur Hospital, Internal Medicine Department, Tunis, Tunisia.
Introduction: Medical ethics teaching is one of the pillars of medical education. Ethical reasoning learning (ERL) is one of the means of teaching medical ethics.
Objective: The aim of our study was to evaluate the pedagogical interest and the students' perceptions of ERL in directed teaching in internal medicine among fifth-year students.
J Educ Health Promot
November 2024
Department of Health Services Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran.
Background: Nursing education in Iran suffers from challenges such as inadequate training time, non-scientific methods, lack of facilities, and so on. Nursing students can better discuss these issues and identify variables affecting their education. Thus, this study sought to uncover factors affecting education quality from nursing students' perspectives.
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