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To raise student achievement, knowing why some students fail when their peers succeed is crucial. This research explores the differences in the learning process between high- and low-achieving pre-clinical medical students from a theory of action perspective. Methods This paper used a qualitative descriptive case study approach to compare two groups of students-high-achieving students and low-achieving students enrolled in pre-clinical medical studies at the University of Malaya, Malaysia. First, high-achieving students were more motivated and had higher academic aspirations than low-achieving students. While low-achieving students adopted superficial learning strategies, second-achieving students adopted study planning and deep learning methods. Third, in comparison to low-achieving students, third-gradient students' time management and study habits increased. Conclusion Based on the theory of action, high-achieving students use positive control variables, while low-achieving students are motivated by negative governing variables. Primary MessagesAccording to the following findings, high-achieving pre-clinical medical students' motivations and instruction are fundamentally different from their low-achieving peers in terms of their governing variables, attitudes, and desired academic success. Key MessagesThis research revealed four key themes on how to assist low-achieving students in terms of their developmental goals and enhancing desired academic achievement.
Source link: https://europepmc.org/article/MED/35019800
The device CaMn 2 Al 10 was discovered in 2015 and was described as an itinerant magnet by a self-consistent renormalization model of spin fluctuations. We have simulated spin fluctuations at various temperatures and have also estimated the degree of the electronic correlation i. e. We can definitively state that CaMn 2 Al 10 exhibits the phenomenon of itinerant magnetism in the context of a self-consistent renormalization model.
Source link: https://europepmc.org/article/MED/36113457
The continuing deterioration of the global epidemic crisis has resulted in an increasing risk of imported diseases in China, as well as domestic cluster epidemic outbreaks caused by imported cases, causing widespread chaos throughout the world. This research used the 521 Guangzhou COVID-19 outbreak and 7u00b720 Nanjing COVID-19 outbreak as examples to investigate the risk transmission mechanism of the domestic cluster epidemic caused by overseas imported cases in order to fully explain this phenomenon. To fully explain this outbreak, this study used the grounded theory approach using the 5u00b721 Guangzhou COVID-19 outbreak and 7u00b720 Nanjing COVID-19 outbreak as examples. Together, these risk factors establish the "detonator," "risk source, "haz carrier," and a "risk amplifier" in the risk transmission process. This report concludes with some recommendations on risk mitigation for public departments to improve China's epidemic prevention programs, based on the characteristics of the transmission system and risk transmission components.
Source link: https://europepmc.org/article/MED/36142091
Improving public transportation facilties can not be sufficient to raise the use of the product, while knowing the reasons that lead to use intention can help to increase public transportation use particularly among young adults who travel for work. The new research seeks to determine public transportation use among regular commuters under the age of 45 years, who may continue using or switch to public transport as facilities improve in India post the Covid-19 outbreak using a modified Theory of Planned Behavior framework. Social norms had a major effect on public transportation use decisions in India, but not an individual's attitude, meaning that people are more concerned about social requirements regarding their personal preferences. Also, a person who has traveled in public transport mode in recent years was seen with more intention to continue using public transport than those who did not.
Source link: https://europepmc.org/article/MED/36120396
Robert Veatch was a well-known and prolific writer in a number of fields, including philosophy, health-care administration, and policy. However, it is evident by the sheer number of case studies in ethics books, eighteen editions of case collections in all, that this approach to teaching ethics in the health sciences was particularly significant to him, as shown by the sheer number of case studies. The purpose of this essay is to bring undergraduates to the basics of philosophical ethics in order to help them understand the differences between values, principles, and ethical theories. Veatch argued that the most effective way of structuring cases is a "bootlegging theory in a topical framework"" despite combining the two ideas together. The following is a summary of Veatch's justification for this intentionally planned systematic division of case topics and philosophical ethics content. Finally, the effects of these interdisciplinary case study textbooks on ethics teaching in the health sciences is evaluated.
Source link: https://europepmc.org/article/MED/36094696
Much of the new research in response to the reported replication crisis in psychology focused on increasing the rigor of theory assessment in the social sciences. In particular, we find that tracking auxiliary assumptions is extremely difficult because they are made at different stages of theory testing and at several levels of a theory. These reviews reveal the most reliable evidence for u2018discrete-slot recognition schemes of visual working-memory tasks, and they are still used as the basis for tracking progress in common visual working-memory tasks. In many experiments, the basic practical auxiliary assumptions were unchecked and breached, according to our reanalysis; the original model comparison results and results were not consistent; Continuous resource models outperform discrete-slot models, which is to say, continuous resource models outperform discrete-slot models. Our work also serves as a framework and conceptual guide for scientists and researchers on how to detect and measure the variety of auxiliary beliefs in psychological theory evaluation.
Source link: https://europepmc.org/article/PPR/PPR542856
Purpose This report investigated whether the validity was acceptable when the number of cases in the objective structured clinical examination decreased from 12 to 8, using generalizability theory. Methods This psychometric research investigated the OSCE data of 439 fourth-year medical students in South Korea's Busan and Gyeongnam areas from July 12 to 20, 2021. The investigation was conducted as puf0cd due to items being nested in a case, which included three facets-students, cases, and items, as well as products. Using G String IV version 6. 3. 8, the G-study and decision study were conducted. G coefficients up to and including July 14th were over 0. 70 percent, except for July 14th. In eight cases, reliability was maintained at 0. 7 or higher if there were more than 21 items/case in eight cases and more than 18 cases in nine cases.
Source link: https://europepmc.org/article/MED/36071557
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