Variables Affecting Medical Faculty Students’ Achievement: A Mersin University Sample

Őğenler, Oya; Selvi, Hüseyin

doi:10.5812/ircmj.14648

Cited by 11 publications

(18 citation statements)

References 21 publications

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“…According to table statistics, our models have substantial. Our results have supported by the following studies (Hoffmann & Oreopo ulos, 2009;Lundberg & Schreiner, 2004;Ogenler & Selvi, 2014;Woodside, Wong, & Wiest, 1999). In the Robustness test, the scholars have used three standardized statistical models consistently.…”

Section: Aroian Testsupporting

confidence: 89%

Factors Making the Change in Current Academic Performance of Business Students at the University Level

Naveed¹,

Yaqoob²,

Ali³

et al. 2020

JAD

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The key objectives of current empirical research study to examines the Factors making the change in the current academic performance of business students at the University level as a mediators role of Curriculum, English competency, Students Facilities, Faculty quality and Fee Remission. For this key purpose, primary data was collected by respondents via self-administrative questionnaire. Following econometric models have entertained to expose actual phenomenon: Reliability test was taken to test the consistency among the questions; descriptive statistics were used to determine the data visualizing and data normality; a correlation matrix was applied to quantify individual significance; the linear regression model was used to examine the per-unit and overall volatility in the model; mediation regression test was used for diagnosing the mediation effect and sobal test was used for robustness check of the mediation effect. The result indicates that the previous academic performance of students and the current academic performance of students have positively associated. Moreover, the consequences have acknowledged that the partially mediation effect of curriculum, English competency, Student facilities, Faculty quality and fee remission. This research study will be supported to the university administration for creating novel-legislation concerning uplift the academic performance of students.

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Section: Aroian Testsupporting

confidence: 89%

Factors Making the Change in Current Academic Performance of Business Students at the University Level

Naveed¹,

Yaqoob²,

Ali³

et al. 2020

JAD

View full text Add to dashboard Cite

show abstract

“…While there has been research into the types of learning approaches (Arnold & Feighny, 1995), the social habits of successful students (Ogenler & Selvi, 2014), and study habits during dedicated USMLE Step 1 study time (Kumar et al, 2015), research is lacking about the specific study methods usedduring the first two years of medical school. Abdulghani et al (2014) used focus group discussion to qualitatively analyze habits of successful studentsand found certain themes that emerged.In particular, we were interested in what types of resources and study habits students use during the first two years of medical school, and in turn how effective these resources and habits are, measured by how well the students who use them perform in class.…”

Section: Introductionmentioning

confidence: 99%

Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Liles¹,

Vuk²,

Tariq³

2018

MedEdPublish

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Academic performance during the first two years of medical school is an important predictor of success on the United States Medical Licensing Exam Step 1. Research is lacking into what study methods successful students use, with success being defined as achieving a grade point average of above 90% in all or in most of the courses in the preclinical years.This study sought to identify specific study habits that successful students use and to demonstrate an association between preclinical grades and Step 1 scores. In this study, an anonymous survey was sent to first, second, and third year medical students that included various questions about their study habits, as well as their course grades (A, B, C, or fail) and, if applicable, their Step 1 score. Results demonstrated statistically significant differences existed between Step 1 scores and grades in the second year of medical school, with A students earning higher scores. A students tended to attend class, limit use of online lectures, study for 6-8 hours a day, and review lectures the same day they were given significantly more than B and C students did. This study demonstrates that certain study habits are employed consistently by successful students. These study habits should be shared with medical students early in the preclinical years to help students reach maximum potential both in class and on Step 1, which in turn will allow students to match into their choice of residency.

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“…After six years of undergraduate education in medical field, there is another educational path ranging from four to six years depending on his chosen specialty. 21 In the nursing profession, there are graduate and doctoral education besides high school, associate degree, and license. However, there is no specialist training in the nursing profession according to the field of study.…”

Section: Discussionmentioning

confidence: 99%

Opinions of nurses on the ethical problems encountered while working as a team in intensive care units

et al. 2018

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Background: The intensive care unit entails working as a team in rescuing patients from life-threatening conditions. The care being given by the team could also be done by nurses and other health professionals through the coordinated use of all medical practices. Objective: To determine the opinion of nurses on the ethical problems they experienced while working as a team in the intensive care units of a university hospital. Method: The descriptive research was conducted on nurses working in intensive care units (n ¼ 96). A 56-item data collection form consisting of two parts developed by the researchers was used. Frequency (percent) and median were evaluated, and statistical calculations were used for group comparisons. Results: Out of the 82 (85.4%) nurses who participated in the study, 65 (82.3%) were university graduates. About 52 (66.7%) of the participants were female with a mean age of 28.12 AE 5.84; 26 (31.6%) had intensive care certification, and 54 (65.1%) had ethical training. The internal intensive care unit nurses were less satisfied with their jobs, able to use tools, said that they had the right to refuse the patient compared to the surgical intensive care unit nurses. Discussion and conclusions: It is a positive situation for the participants to score low with ethical problems based on suggestion as the probability of meeting with their teammates. However, it is important that the problems that affect the motivation of the nurses are different according to the intensive care unit and the employees.

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Variables Affecting Medical Faculty Students’ Achievement: A Mersin University Sample

Cited by 11 publications

References 21 publications

Factors Making the Change in Current Academic Performance of Business Students at the University Level

Factors Making the Change in Current Academic Performance of Business Students at the University Level

Study Habits of Medical Students: An Analysis of which Study Habits Most Contribute to Success in the Preclinical Years

Opinions of nurses on the ethical problems encountered while working as a team in intensive care units

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