The strategic approach to contraceptive introduction

Lesbian, gay, and bisexual educators have faced many barriers in their professions, including harassment, discrimination, and even nationwide antigay political campaigns. Recently, lesbian, gay, and bisexual educators, particularly on college campuses, have challenged such stigmatization by coming out. Because previous research has demonstrated that interpersonal contact with lesbians, gay men, and bisexuals is related to less heterosexist attitudes, the current study investigated the impact of a gay instructor's coming out on his students' attitudes toward lesbians and gay men. Data were collected from 156 undergraduate students enrolled in an Introductory Psychology course, 40 of whom were taught by a gay instructor. Herek's (1984, 1994b) Attitudes Toward Lesbians and Gay Men (ATLG) scale was used to measure students' relative levels of heterosexism and was administered to students at the beginning and end of the semester. Midway through the semester, the gay instructor disclosed his gay identity to his students as part of a lesson about sexual orientation. Results from the postcourse survey indicated that students in the gay instructor's course section exhibited improved attitudes. Conversely, students enrolled in the same course in sections taught by heterosexual instructors demonstrated no change in their attitudes. Implications of these findings are discussed, and it is argued that gay instructors' coming out may positively affect their students' attitudes toward lesbian, gay, and bisexual people. However, these efforts by individual instructors must only be a small part of more comprehensive institutional efforts by university communities to address homophobia and heterosexism in educational settings.     

Pigmented variant of benign oncocytic lesion of the pharynx

The goal of this study was to analyse students' perceptions of anatomy teaching. A questionnaire was distributed to two classes of first year dental students taught anatomy in both problem-based learning (PBL) and traditional formats. The questionnaire explored the students' most preferred techniques for learning anatomy, their examination preferences and their perceived level of mastery of anatomy. Fifty-seven (95%) students completed the survey. The most commonly used study aids were atlases, dissection and lecture notes (in descending order). Students expressed the desire for the final examination to include both written and oral components. Six months after the final examination, the students reported their perceived level of mastery of anatomy as either "very good" or "OK". Even in the PBL curriculum 39% of both classes felt it is necessary to have quizzes during the course to motivate and guide them in studying anatomy.     

The Malm? model: a problem-based learning curriculum in undergraduate dental education

A new undergraduate dental curriculum was introduced in Malm? in 1990 which is based on problem-based learning (PBL). The principles of PBL are strongly influenced by evidence from cognitive psychology and they form the educational strategy throughout the whole curriculum. Two further essential principles underpin the curriculum: a holistic attitude to patient care, and the promotion of oral health. Basic sciences and clinical dentistry are integrated within a structure based on oral conditions prevalent in the community. Students are encouraged to build their new knowledge, understanding and skills into the context of what they have already learned. This approach is facilitated by the presentation of conceptual models, one of which, The Oral Ecosystem is described in detail. The educational programme also gives students opportunities to learn in the clinical context from an early stage, and we endeavour to promote a scientific attitude from the very beginning of the programme. This paper describes the curriculum at three organisational levels (whole curriculum, single course, individual week).     

A phase II trial of CPT-11 in recurrent squamous carcinoma of the cervix: a gynecologic oncology group study

The purpose of this paper is to present an outline of student's practice of interviewing simulated patients at behavioral science in dentistry. This practice was initiated as part of a newly introduced behavioral science course at our school of dentistry, to enable students to acquire communication skills, comprehensive understanding, and a proper attitude vis-à-vis patients. Students as well as instructors involved in the practice evaluated it as highly relevant for clinical education. It is concluded that the development of such practices in dental education is a prerequisite for training students to dentists oriented toward patient-centered dental practice.     

Predicting clinical performance of radiologic technology students

The lack of scientific studies on predictive criteria for evaluating the clinical potential of students in radiologic technology led to the current study. Students during a ten-year period was subjected to the ACT examinations. These scores were subsequently compared with the students' scores on the examination of The American Registry of Radiologic Technologists, high school grade point average and earned high-school grades in pertinent subjects to see if any predictive factors were evidenced. The result showed correlation of some of these factors with the Registry score of sufficient statistical significance to warrant using them as part of the process for selecting students for radiologic technology programs.     

High-density screen of human tumor cell lines for homozygous deletions of loci on chromosome arm 8p

The purpose of this article is to describe a study that implemented concept maps as a methodology to teach and evaluate critical thinking. Students in six senior clinical groups were taught to use concept maps. Students created three concept maps over the course of the semester. Data analysis demonstrated a group mean score of 40.38 on the first concept map and 135.55 on the final concept map, for a difference of 98.16. The paired t value comparing the first concept map to the final concept map was -5.69. The data indicated a statistically significant difference between the first and final maps. This difference is indicative of the students' increase in conceptual and critical thinking.     

The effects of testing accommodations on students' performances and reactions to testing.

This study examined the effects of testing accommodations on students' test performances and reactions to the use of testing accommodations. Participants (N = 170) were fourth- and eighth-grade students, with and without disabilities. All students were administered, with and without accommodations, equivalent forms of widely used math and reading tests. Students completed a questionnaire to summarize their reactions to the use of accommodations. The findings indicated testing accommodations overall had a positive impact on students' individual reading and math scores. Furthermore, testing accommodations had a differential positive effect on reading scores for students with disabilities compared to students without disabilities. The relationship between students' perceptions of testing accommodations and the effects of testing accommodations on their test performances was not significant, although most students had positive perceptions of testing accommodations. Students perceived the provision of accommodations as fair for students without disabilities and more fair for students with disabilities. These findings are interpreted within a validity framework and contribute to a greater understanding of testing accommodations by integrating information concerning effects on scores and consequential effects on test-takers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of asthma or allergies on the utilization of health care resources and quality of life of college students

The objectives of this study were to describe the treatment regimens of college students with asthma or allergies, to determine how asthma or allergies affect the lives of college students, and to evaluate the health care resources utilized by college students with asthma or allergies. A mail survey was sent to 275 students who received treatment for asthma or allergies at the Thomson Student Health Center at The University of South Carolina (TSHC-USC) during the fall 1991 semester. This survey, consisting of 46 questions, covered three key areas: current asthma or allergy management, class and work days missed, and utilization of health care resources. Students with "asthma and allergy" missed on average 2.4 days of class during the fall semester, whereas those with "asthma only" and "allergy only" missed on average 0.8 day and 1.5 days of class, respectively. Students with "allergy only" appeared to have a greater interference in their daily class and academic activities than students with "asthma and allergy" and "asthma only." In conclusion, students reported interference in their college activities and reported missing days of work and school because of asthma or allergies. This study also showed that a majority of these college students have not received asthma or allergy patient education nor utilized appropriate asthma or allergy management skills.     

Educational backgrounds of clinical neuropsychologists in APA-approved internship sites.

Surveyed the educational backgrounds and related postdoctoral experiences of 122 current instructors of clinical neuropsychology in American Psychological Association (APA)-approved internship programs to determine how closely their training approximated the minimal standards for practitioners of clinical neuropsychology proposed by the International Neuropsychological Society (INS)/Division 40 of the APA. Overall, the training of internship instructors in clinical neuropsychology was better than that reported in a previous survey of predoctoral instructors. Findings suggest a need for further development of formal postdoctoral training experiences in clinical neuropsychology as a means of fulfilling the spirit of the INS training guidelines. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A problem-based preclinical course for dental students

In September 1994 the Turner Dental School, University of Manchester, introduced a new curriculum in which the first 2 years were problem-oriented. The 82 dental students share the first year and part of the second with 252 medical students, making this the largest cohort of students in a problem-based learning course in the world. It is one of two or three dental courses of its kind. In addition to the problem-oriented work, the course includes a substantial informatics component involving computer skills. The number of lectures has been reduced to a maximum of four per week in the first year and seven per week in the second. Most of the students' learning is achieved by group work in which they study clinical cases and search out the basic biological background to them. At the same time the students consider the social and psychological implications of the cases and develop their own communication skills. Thus far the course has resulted in students having a much broader but less detailed subject knowledge. Students are able to integrate their knowledge more effectively. In the new kinds of examination developed for the course the dental students achieve marks around 5% lower than their medical colleagues, as in more traditional combined courses. The first year of the course was designed for medical students and may not therefore be optimal for dental students but the second year has more specifically dental components.     

Goal attainment, locus of control, and coping style in adolescent group counseling.

15 high school counselors conducted small group counseling sessions with 218 students. Client characteristics included sex, race, and competence as perceived by the counselor. Multiple measures of outcome included goal attainment (Kiresuk-Sherman Goal Attainment Scaling), locus of control (Rotter's Internal–External Locus of Control Scale—I–E), and coping style (Tyler Behavioral Attributes of Psychosocial Competence). Multiple perspectives on outcome were provided by independent student and counselor goal attainment ratings. Students attained both personal and educational goals. Although counselors viewed internal students as achieving more goals, moderate I–E generally predicted goal attainment. Blacks differed from Whites in that externals gained the most goals. "Planfulness" of coping style was related to both student- and counselor-rated goal attainment, and students who attained most goals also responded most "planfully" on the postcounseling assessment of coping style. Results suggest that counseling should include teaching "planful" problem solving, and it should not overemphasize the students' internality. Finally, ways are suggested concerning how counseling approaches might be varied in relation to students' race and existing competencies. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Body thiamine level in acute alcohol psychoses

PURPOSE: To compare admission data and academic performances of medical students younger and older than 25, and to qualify older students' experiences and perceptions in medical school. METHOD: The authors reviewed 1988-1991 data for applications to the McGill University Faculty of Medicine. Data included GPAs and MCAT scores, as well as ratings for reference letters, autobiographical statements, and interviews. For those same years, the authors measured students' academic performances in the preclinical and clinical years. The authors compared the data by students' age: "younger" students, aged 17 to 24; and "older" students, aged 25 and above. All enrolled students took the Derogatis Stress Profile, and the older students participated in focus groups. RESULTS: The older applicants had lower GPAs and MCAT scores, but higher interview and reference letter ratings. For older accepted students, basic science course scores were lower than those of younger students, but clinical scores did not differ significantly between the groups. The two groups had similar stress levels, although older students tested lower in driven behavior, relaxation potential, attitude posture, and hostility. In focus groups, the older students spoke of learning style differences, loss of social support, and loss of professional identity. CONCLUSION: Different scores in admission criteria suggest that McGill uses different standards to select older medical students. Older students admitted under different criteria, however, do just as well as do younger students by their clinical years. A broad-based study of admission criteria and outcomes for the older student population is warranted.     

Pluralistic ignorance and alcohol use on campus: Some consequences of misperceiving the social norm.

Four studies examined the relation between college students' own attitudes toward alcohol use and their estimates of the attitudes of their peers. All studies found widespread evidence of pluralistic ignorance: Students believed that they were more uncomfortable with campus alcohol practices than was the average student. Study 2 demonstrated this perceived self–other difference also with respect to one's friends. Study 3 tracked attitudes toward drinking over the course of a semester and found gender differences in response to perceived deviance: Male students shifted their attitudes over time in the direction of what they mistakenly believed to be the norm, whereas female students showed no such attitude changes. Study 4 found that students' perceived deviance correlated with various measures of campus alienation, even though that deviance was illusory. The implications of these results for general issues of norm estimation and responses to perceived deviance are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A training framework and follow-up observations for multiculturally inclusive teaching: Is believing that we are emphasizing diversity enough?

The authors present a theoretically and empirically grounded training for multiculturally inclusive teaching for new instructors. After implementing this training, qualitative data were gathered from instructors to identify their experience of the training and concerns related to incorporating issues of diversity into their classrooms (Study 1). At the end of the semester immediately following the training, quantitative data were gathered from instructors and their students to examine the interaction between students’ and instructors’ perceived diversity emphasis (Study 2). When allowed to choose the extent to which they incorporated issues of diversity in their classes, the instructors differentially reported emphasizing diversity in class. In addition, results from multilevel linear modeling analyses demonstrated that instructors’ reported emphasis on diversity in the classroom did not predict students’ perceptions of the inclusion of issues of diversity. The authors discuss implications for the development of multiculturally supportive programs of learning at universities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and gender in the college classroom: A quantitative analysis of faculty–student interactions and perceptions.

Students and instructors from 24 classrooms across 8 departments at a major university were observed in this study to (a) assess for sex differences in faculty–student interactions and in students' perceptions of their college classroom environment, (b) compare student perceptions of their college classroom interaction patterns with observed faculty–student interactions, and (c) assess a variety of demographic characteristics together to determine their singular and/or interactive effects on faculty–student interaction patterns and student perceptions. Male and female students did not differ in their classroom participation or perceptions, and instructors did not interact differently with the male and female students. Student perceptions strongly correlated with their own behaviors and with instructor behaviors. Classroom interactions and student perceptions varied on the basis of different demographic characteristics including instructor sex, class size, instructor monitoring of gender–race equity in the classroom, gender relevance of the course, and the sex ratio of the class. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of group hypnosis to improve college students' achievement

To examine whether group hypnosis would improve college students' achievement examination grades, including a midterm and final test of 30 educational psychology students who were hypnotized were compared with those of two control groups of 34 and 32 students. Analysis indicated for these intact classes the hypnotized group had a significantly higher mean score on final examination than those of the control groups, although differences in examination scores were nonsignificant at midterm. Suggestions for further research are made.     

Bridging the gap between theory and practice: a supervision programme for nursing students

This paper describes nursing students' views of a supervision programme provided during the second semester of their education, which was their first period of nursing practice. A form with open questions and a 24-item questionnaire were completed by the 28 nursing students. The analysis of their responses was a combination of factor analysis and grounded theory approach, based on comparative analysis. The results indicate two specific effects of the programme: personal growth and integration of knowledge. The process of creating knowledge includes four stages: awareness of concepts and phenomena, development of a 'language of caring', development of a 'model' of communication, and reflection gained as an effect of the intervention. The nursing students reported that reflection was a way to bridge the gap between theory and practice. Their views of the effect of the supervision showed high values for the following three factors: improved interpersonal skills, improved professional skills, and improved communication skills.     

Confidence in Individual and Group Decision Making: When "Two Heads" Are Worse Than One.

The authors investigated students' accuracy and confidence judgments for course-related material in college classrooms. Under conditions of group work and instructor feedback, students produced higher exam accuracy scores working in groups than alone but at a cost of increased confidence for groups' wrong answers. Groups' high confidence for wrong answers generated the case when "two heads are worse than one." Students participating in groups that arrived at wrong exam answers gave higher confidence when wrong and lower confidence when correct for repeated items on a final exam. "Two heads" groups when wrong had no adverse effect on students' accuracy for repeated exam items. An intervention of lecture and readings on confidence calibration, metamemory, and overconfidence did not improve the students' accuracy-confidence judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using just noticeable differences to interpret test scores.

This study explored the value of obtaining a just noticeable difference (JND) for a test—the difference in scores needed before observers detect a difference in examinees' behavior—as a means of interpreting the practical meaning of scores. Classical psychophysical methods were adapted and applied to the scores of foreign teaching assistants (TAs) on an achievement test, the Test of Spoken English (TSE), and the ratings for English proficiency that the TAs received from their students. The JND for the TSE scores was substantial, as large as the standard deviation of the scores and much larger than the standard error of measurement and guidelines for the d index of effect size for mean differences, suggesting that both sets of standards may highlight score differences that are not practically significant. This study demonstrates the applicability of JNDs for evaluating scores on educational and psychologists' tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)