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- Broad
exploration or
precise
specificity:
Two basic
information
seeking
patterns among
students: Journal of the
American
Society for
Information
Science and
Technology,
Vol. 57, No.
11. (2006),
pp.
1440-1450.This
article
investigates
whether
information
seeking
patterns can
be related to
discipline
differences,
study
approaches,
and
personality
traits. A
quantitative
study of 305
master's
thesis
students'
information
behavior found
that their
information
seeking tended
to be either
exploratory or
precise.
Statistical
analyses
showed that
inner traits
seemed more
influential
than
discipline
characteristic
s on
information
behavior.
Exploration or
specificity
was manifested
in terms of
both the level
and scope of
information
students
wished to
retrieve and
the way they
searched for
it.
Source: Journal of the American Society for Information Science and Technology, Vol. 57, No. 11. (2006), pp. 1440-1450. - Does Age of
Entrance
Affect
Community
College
Completion
Probabilities?
Evidence From
a
Discrete-Time
Hazard Model: EDUCATIONAL
EVALUATION AND
POLICY
ANALYSIS, Vol.
29, No. 3. (1
September
2007), pp.
218-235.Resear
ch has
consistently
shown that
older
studentsthose
who enter
college for
the first time
at age 25 or
olderare less
likely to
complete a
degree or
certificate.
The authors
estimate a
single-risk
discrete-time
hazard model
using
transcript
data on a
cohort of
first-time
community
college
students in
Florida to
compare the
educational
outcomes of
older and
traditional-ag
e students.
Contrary to
conventional
wisdom, the
authors'
results
suggest that
after
controlling
for cognitive
mathematics
ability, older
students
enrolled in
Florida
community
colleges have
a higher
conditional
probability of
completing a
degree or
certificate in
the observed
event period.
10.3102/016237
3707306026
Source: EDUCATIONAL EVALUATION AND POLICY ANALYSIS, Vol. 29, No. 3. (1 September 2007), pp. 218-235. - Are anonymous
evaluations a
better
assessment of
faculty
teaching
performance? A
comparative
analysis of
open and
anonymous
evaluation
processes.: Fam Med, Vol.
37, No. 1.
(January
2005), pp.
43-47.OBJECTIV
E: We compared
teaching
performance of
medical school
faculty using
anonymous
evaluations
and open
evaluations
(in which the
evaluator was
not anonymous)
and examined
barriers to
open
evaluation.
METHODS:
Residents and
medical
students
evaluated
faculty using
an open
evaluation
instrument in
which their
identity was
indicated in
the
evaluation.
Following
this, they
completed
anonymous
evaluation on
the same
faculty
members.
Aggregate
outcomes using
the two
evaluation
systems were
compared.
Outcomes by
group of
evaluators
(residents and
students) were
analyzed.
Trainees were
also asked to
rate the
barriers to
the open
evaluation
process.
RESULTS: A
statistically
significant
difference
between the
open and
anonymous
evaluations
was noted
across all
items, with
faculty
receiving
lower scores
on the
anonymous
evaluations.
The mean score
for all the
items on the
open
evaluations
was 4.45 +/-
0.65, compared
to mean score
of 4.07 +/-
0.80 on the
anonymous
evaluations.
There was also
a
statistically
significant
difference
between open
and anonymous
evaluations in
five clinical
teaching
domains that
were evaluated
individually.
Residents
perceived that
the three most
common
barriers to
optimal
evaluation
were an
apprehension
of possible
encounters
with the same
attending
physician in
the future,
destruction of
working
relationships
with the
attending, and
a feeling of
frustration
with the
evaluation
system.
CONCLUSIONS:
The evaluation
of faculty
teaching
performance is
complex. Most
academic
medical
centers use
the open
evaluation
format. This
study supports
the case for
the use of the
anonymous
evaluation
method as a
more accurate
reflection of
teaching
performance.
Source: Fam Med, Vol. 37, No. 1. (January 2005), pp. 43-47. - Research in
residency: do
research
curricula
impact
post-residency
practice?: Fam Med, Vol.
37, No. 5.
(May 2005),
pp.
322-327.BACKGR
OUND: The
Residency
Review
Committee for
Family
Medicine
recommends
that research
during
residency be
encouraged as
a means of
preparing
residents for
lifetime
self-education
after
residency. No
studies,
however, have
demonstrated
the influence
of these
curricula on
postgraduate
practice. This
study
identified
differences in
attitudes,
knowledge, or
behavior
between
residency
graduates who
were or were
not exposed to
research
training
during
residency.
METHODS: A
survey was
mailed to 234
graduates of
13 family
medicine
residency
programs in
Michigan;
eight of the
programs
included
research
curricula. The
survey
included
questions on
research
training,
confidence in
reading
medical
articles,
sources used
for answering
clinical
questions, and
current
teaching and
research
activities.
Responses were
compared
between
graduates from
programs with
and without
formal
research
training.
RESULTS: The
response rate
was 53%.
Graduates with
research
training
reported
significantly
greater
appreciation
for research
and its
importance in
guiding
treatment
decisions.
There were no
differences
between groups
in knowledge
of statistics,
comfort with
reading
research
articles, or
sources used
for answering
clinical
questions,
with the
exception of
greater use of
Medline
searches for
research-train
ed residents.
There were
also no
differences
between groups
in additional
training or
research
experiences.
Graduates with
no formal
research
training
reported being
more involved
after
residency with
student
teaching and
practice
audits.
CONCLUSIONS:
Formal
research
training
during
residency
appears to
alter
attitudes
toward
research and
searches of
the medical
literature but
does not to
lead to
greater
participation
in teaching or
practice
audits.
Source: Fam Med, Vol. 37, No. 5. (May 2005), pp. 322-327. - How medical
residents
perceive the
quality of
supervision
provided by
attending
doctors in the
clinical
setting: Medical
Education,
Vol. 39, No.
7. (July
2005), pp.
696-703.
Source: Medical Education, Vol. 39, No. 7. (July 2005), pp. 696-703.
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