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Pesquisa : F02.784.629.880 [Categoria DeCS]
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[PMID]:28832812
[Au] Autor:Silva KD; Zuanetti PA; Borcat VTR; Guedes-Granzotti RB; Kuroishi RCS; Domenis DR; Fukuda MTH
[Ad] Endereço:Universidade Federal de Sergipe - UFS - Lagarto (SE), Brasil.
[Ti] Título:Relation between arithmetic performance and phonological working memory in children.
[Ti] Título:Relação entre o desempenho em aritmética e a memória de trabalho fonológica em crianças..
[So] Source:Codas;29(4):e20160128, 2017 Aug 17.
[Is] ISSN:2317-1782
[Cp] País de publicação:Brazil
[La] Idioma:por; eng
[Ab] Resumo:Purpose: To compare the results of Loop Phonological Working Memory (LPWM) in children without global learning alterations, with lower and average/higher arithmetic performance. Methods: The study was conducted with 30 children, between the ages of seven and nine years old, who attended the second or third grade of elementary school in the public network. Exclusion criteria were children with suggestive signs of hearing loss, neurological disorders, poor performance in the reading comprehension test or in speech therapy. The children included in the study were submitted to the subtest of arithmetic of Academic Achievement Test for division into two groups (G1 and G2). The G1 was composed of children with low performance in arithmetic and G2 for children with average/higher performance in arithmetic. All children were submitted to PWM assessment through the repetition of pseudowords test. Statistical analysis was performed using the Mann-Whitney test and a p-value <0.05 was considered significant. Results: The study included 20 girls and 10 boys, mean age 8.7 years. The G1 was composed of 17 children and G2 of 13 children. There was a statistically significant difference between the groups studied for the repetition of pseudowords with three and four syllables. Conclusion: The results of this study provide support for the hypothesis that changes in phonological working memory are related to difficulties in arithmetic tests.
[Mh] Termos MeSH primário: Cognição/fisiologia
Matemática
Memória de Curto Prazo/fisiologia
Fala/fisiologia
[Mh] Termos MeSH secundário: Audiometria/métodos
Criança
Feminino
Seres Humanos
Testes de Linguagem
Masculino
Fonética
Resolução de Problemas/fisiologia
Valores de Referência
Estatísticas não Paramétricas
Baixo Rendimento Escolar
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171016
[Lr] Data última revisão:
171016
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170824
[St] Status:MEDLINE


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[PMID]:28285042
[Au] Autor:Papathomas L; Kuhn D
[Ad] Endereço:Teachers College, Columbia University, New York, NY 10027, USA.
[Ti] Título:Learning to argue via apprenticeship.
[So] Source:J Exp Child Psychol;159:129-139, 2017 Jul.
[Is] ISSN:1096-0457
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:We examined apprenticeship, in the form of interaction with a more capable other, as a mechanism of development of higher-order reasoning skills, specifically argumentation. Over a 1-year period, middle school students engaged in twice-weekly electronic dialogs with a sequence of different peers on a series of social issues. In one group, unbeknownst to participants, a highly capable adult substituted for peers in half of their dialogs. Beginning immediately, increasing with time, and extending to peer-only dialogs on a new topic, the quality of argumentation shown by the experimental group exceeded that of a comparison peer-only group, highlighting the power of apprenticeship as a mechanism in the development of reasoning, a demonstration of both theoretical and applied significance.
[Mh] Termos MeSH primário: Aptidão
Formação de Conceito
Dissidências e Disputas
Tutoria
Grupo Associado
Aprendizado Social
Pensamento
[Mh] Termos MeSH secundário: Criança
Instrução por Computador
Currículo
Feminino
História do Século XVI
Seres Humanos
Masculino
Prática (Psicologia)
Baixo Rendimento Escolar
Populações Vulneráveis/psicologia
[Pt] Tipo de publicação:COMPARATIVE STUDY; HISTORICAL ARTICLE; JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1705
[Cu] Atualização por classe:170526
[Lr] Data última revisão:
170526
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170313
[St] Status:MEDLINE


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[PMID]:28197995
[Au] Autor:Heyder A; Kessels U; Steinmayr R
[Ad] Endereço:Technical University Dortmund, Germany.
[Ti] Título:Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions?
[So] Source:Br J Educ Psychol;87(2):205-223, 2017 Jun.
[Is] ISSN:2044-8279
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. AIM: We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. SAMPLES: Five hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years). METHODS: Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling. RESULTS: All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. CONCLUSIONS: Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed.
[Mh] Termos MeSH primário: Aptidão/fisiologia
Desenvolvimento da Linguagem
Motivação/fisiologia
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Adolescente
Análise de Variância
Escolaridade
Feminino
Alemanha
Seres Humanos
Inteligência/fisiologia
Masculino
Meia-Idade
Modelos Psicológicos
Pais
Percepção
Autoimagem
Caracteres Sexuais
Fatores Socioeconômicos
Comportamento Verbal
Vocabulário
[Pt] Tipo de publicação:JOURNAL ARTICLE; MULTICENTER STUDY
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171031
[Lr] Data última revisão:
171031
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170216
[St] Status:MEDLINE
[do] DOI:10.1111/bjep.12145


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[PMID]:27816086
[Au] Autor:Kazantzis N; Whittington C; Zelencich L; Kyrios M; Norton PJ; Hofmann SG
[Ad] Endereço:Monash University. Electronic address: Nikolaos.Kazantzis@monash.edu.
[Ti] Título:Quantity and Quality of Homework Compliance: A Meta-Analysis of Relations With Outcome in Cognitive Behavior Therapy.
[So] Source:Behav Ther;47(5):755-772, 2016 Sep.
[Is] ISSN:1878-1888
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Homework assignments have been shown to produce both causal and correlational effects in prior meta-analytic reviews of cognitive behavior therapy (CBT), but this research area has been characterized by a focus on the amount of compliance (i.e., quantity), and little is known about the role of skill acquisition (i.e., quality). A landmark study by Neimeyer and Feixas (1990) showed stronger homework-outcome relations when quality was assessed, but previous reviews have not considered whether the same pattern is evident across studies. Seventeen studies of CBT (N = 2,312 clients) published following calls for research on homework quality were included in the current meta-analysis. In the present review, homework compliance relations were demonstrated when outcome was assessed at posttreatment (quality Hedges' g = 0.78, 95% Confidence Interval [CI] = 0.03 to 1.53, k = 3, n = 417; quantity g = 0.79, 95% CI = 0.57 to 1.02, k = 15, n = 1537) and at follow-up (quality g = 1.07, 95% CI = 0.06 to 2.08, k = 3, n = 417; quantity g = 0.51, 95% CI = 0.28 to 0.74, k = 7, n = 1291). All effect sizes were different from 0, ps < .05. Differences that were obtained in homework-outcome relations among sources of compliance data (client, therapist, objective) were tentative due to overlapping CIs, but suggest a potential moderating effect. If confirmed by further research, the present findings would suggest that trial methods capable of assessing both quantity and quality have been an important omission in research on homework-outcome relations in CBT.
[Mh] Termos MeSH primário: Comportamento do Adolescente/psicologia
Comportamento Infantil/psicologia
Terapia Cognitiva/métodos
Cooperação do Paciente/psicologia
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Adolescente
Criança
Comportamento Cooperativo
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171109
[Lr] Data última revisão:
171109
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161107
[St] Status:MEDLINE


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[PMID]:27462731
[Au] Autor:Rezende BA; Lemos SM; Medeiros AM
[Ad] Endereço:Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
[Ti] Título:Temporal auditory aspects in children with poor school performance and associated factors.
[Ti] Título:Aspectos temporais auditivos de crianças com mau desempenho escolar e fatores associados..
[So] Source:Codas;28(3):226-33, 2016 May-Jun.
[Is] ISSN:2317-1782
[Cp] País de publicação:Brazil
[La] Idioma:eng; por
[Ab] Resumo:PURPOSE: To investigate the auditory temporal aspects in children with poor school performance aged 7-12 years and their association with behavioral aspects, health perception, school and health profiles, and sociodemographic factors. METHODS: This is an observational, analytical, transversal study including 89 children with poor school performance aged 7-12 years enrolled in the municipal public schools of a municipality in Minas Gerais state, participants of Specialized Educational Assistance. The first stage of the study was conducted with the subjects' parents aiming to collect information on sociodemographic aspects, health profile, and educational records. In addition, the parents responded to the Strengths and Difficulties Questionnaire (SDQ). The second stage was conducted with the children in order to investigate their health self-perception and analyze the auditory assessment, which consisted of meatoscopy, Transient Otoacoustic Emissions, and tests that evaluated the aspects of simple auditory temporal ordering and auditory temporal resolution. Tests assessing the temporal aspects of auditory temporal processing were considered as response variables, and the explanatory variables were grouped for univariate and multivariate logistic regression analyses. The level of significance was set at 5%. RESULTS: Significant statistical correlation was found between the auditory temporal aspects and the variables age, gender, presence of repetition, and health self-perception. CONCLUSION: Children with poor school performance presented changes in the auditory temporal aspects. The temporal abilities assessed suggest association with different factors such as maturational process, health self-perception, and school records.
[Mh] Termos MeSH primário: Percepção Auditiva/fisiologia
Transtornos da Percepção Auditiva/diagnóstico
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Transtornos da Percepção Auditiva/psicologia
Criança
Transtornos do Comportamento Infantil/diagnóstico
Estudos Transversais
Feminino
Testes Auditivos
Seres Humanos
Masculino
Autoimagem
Fatores Socioeconômicos
Inquéritos e Questionários
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE; OBSERVATIONAL STUDY
[Em] Mês de entrada:1701
[Cu] Atualização por classe:170110
[Lr] Data última revisão:
170110
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160728
[St] Status:MEDLINE


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[PMID]:27237941
[Au] Autor:Lopez-Tamayo R; LaVome Robinson W; Lambert SF; Jason LA; Ialongo NS
[Ad] Endereço:DePaul University, Chicago, IL, USA. rlopezta@depaul.edu.
[Ti] Título:Parental Monitoring, Association with Externalized Behavior, and Academic Outcomes in Urban African-American Youth: A Moderated Mediation Analysis.
[So] Source:Am J Community Psychol;57(3-4):366-79, 2016 06.
[Is] ISSN:1573-2770
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:African-American adolescents exposed to neighborhood disadvantage are at increased risk for engaging in problem behavior and academic underachievement. It is critical to identify the mechanisms that reduce problem behavior and promote better academic outcomes in this population. Based on social disorganization and socioecological theories, the current prospective study examined pathways from parental monitoring to academic outcomes via externalizing behavior at different levels of neighborhood disadvantage. A moderated mediation model employing maximum likelihood was conducted on 339 African-American students from 9th to 11th grade (49.3% females) with a mean age of 14.8 years (SD ± 0.35). The results indicated that parental monitoring predicted low externalizing behavior, and low externalizing behavior predicted better academic outcomes after controlling for externalizing behavior in 9th grade, intervention status, and gender. Mediation was supported, as the index of mediation was significant. Conversely, neighborhood disadvantage did not moderate the path from parental monitoring to externalizing behavior. Implications for intervention at both community and individual levels and study limitations are discussed.
[Mh] Termos MeSH primário: Afroamericanos/educação
Afroamericanos/psicologia
Anomia (Social)
Controle Interno-Externo
Poder Familiar/etnologia
Poder Familiar/psicologia
Distribuição Espacial da População
Baixo Rendimento Escolar
População Urbana
[Mh] Termos MeSH secundário: Adolescente
Baltimore
Feminino
Seres Humanos
Estudos Longitudinais
Masculino
Avaliação de Resultados (Cuidados de Saúde)
Pobreza/etnologia
Pobreza/psicologia
Comportamento Problema/psicologia
Estatística como Assunto
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, N.I.H., EXTRAMURAL
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171121
[Lr] Data última revisão:
171121
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160531
[St] Status:MEDLINE
[do] DOI:10.1002/ajcp.12056


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[PMID]:27221800
[Au] Autor:Raposa EB; Rhodes JE; Herrera C
[Ad] Endereço:Department of Psychology, University of Massachusetts, Boston, MA, USA.
[Ti] Título:The Impact of Youth Risk on Mentoring Relationship Quality: Do Mentor Characteristics Matter?
[So] Source:Am J Community Psychol;57(3-4):320-9, 2016 06.
[Is] ISSN:1573-2770
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:Although mentoring is a widely used intervention strategy, effect sizes for at-risk youth remain modest. Research is therefore needed to maximize the impact of mentoring for at-risk youth who might struggle to benefit from mentoring relationships. This study tested the hypothesis that different types of youth risk would have a negative impact on mentoring relationship quality and duration and explored whether mentor characteristics exacerbated or mitigated these negative effects. Results showed that elevated environmental stress at a youth's home and/or school predicted shorter match duration, and elevated rates of youth behavioral problems, such as poor academic performance or misconduct, predicted greater youth dissatisfaction and less positive mentor perceptions of relationship quality. Mentors with greater self-efficacy and more previous involvement with youth in their communities were able to buffer the negative effects of environmental stress on match duration. Similarly, mentors' previous involvement with youth buffered the negative effects of youth behavioral problems on mentor perceptions of relationship quality. Findings have important implications for the matching of mentors and at-risk youth in a way that improves mentoring outcomes.
[Mh] Termos MeSH primário: Comportamento Cooperativo
Relações Interpessoais
Mentores/psicologia
Organizações sem Fins Lucrativos
Comportamento Problema/psicologia
Assunção de Riscos
Autoeficácia
Meio Social
Estudantes/psicologia
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Adolescente
Criança
Feminino
Seres Humanos
Masculino
Socialização
Estresse Psicológico/complicações
Estresse Psicológico/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE; MULTICENTER STUDY; RANDOMIZED CONTROLLED TRIAL; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171121
[Lr] Data última revisão:
171121
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160526
[St] Status:MEDLINE
[do] DOI:10.1002/ajcp.12057


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[PMID]:27100845
[Au] Autor:Stahl K; Wenninger S; Schüller A; Montagnese F; Schoser B
[Ti] Título:[Educational and Professional Qualifications of Adults With Myotonic Dystrophies - A Misleading Perception by the Myopathic Face?].
[Ti] Título:Ausbildung und berufliche Qualifikation von Erwachsenen mit Myotonen Dystrophien - eine fehlgeleitete Wahrnehmung durch die Facies myopathica?.
[So] Source:Fortschr Neurol Psychiatr;84(4):211-6, 2016 Apr.
[Is] ISSN:1439-3522
[Cp] País de publicação:Germany
[La] Idioma:ger
[Ab] Resumo:BACKGROUND: Myotonic dystrophies types 1 and 2 (DM1 / DM2) are the most frequent inherited progressive, segmental progeroid, multisystemic neuromuscular diseases in adulthood. The executive impairment is one of the key disease features. The myopathic face triggers the general perception of DM1 patients being associated with a low educational level. METHODS: We used a standardized questionnaire to evaluate educational levels in adults with genetically confirmed DM1 and DM2 in comparison to data of the general population. Investigated topics included the level of education, e. g. the highest university degree aquired. RESULTS: Out of a total cohort of 546 DM patients, 125 DM1 and 156 DM2 patients (51 %) participated in this study. There was no statistically significant difference between the two collectives as far as high school levels are concerned. 50.4 % of DM1 and 48.3 % of DM2 patients obtained the higher education entrance qualification compared to 29.6 % of the normal German population. However, there were significant differences between the two collectives in "spelling problems" (DM1 cohort: p = 0.039), "difficulty in mental arithmetic" (p = 0.043), and classification of patients "with learning difficulties" (p = 0.012). DISCUSSION: Misled by a myopathic face, many physicians associate myotonic dystrophy with cognitive deficiency. Based on our study, the minimal deviation between DM1 and DM2 and the normal German population indicates that the multisystemic disease does not significantly influence the maximum attainable level of education in adults with DM1. CONCLUSION: In summary, physicians should be aware that the general educational levels are rather normal in patients with myotonic dystrophy type 1 and rethink their perception of DM1 patients.
[Mh] Termos MeSH primário: Escolaridade
Facies
Deficiência Intelectual/diagnóstico
Deficiência Intelectual/psicologia
Transtornos de Aprendizagem/diagnóstico
Transtornos de Aprendizagem/psicologia
Distrofia Miotônica/diagnóstico
Distrofia Miotônica/psicologia
Opinião Pública
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Adolescente
Adulto
Idoso
Criança
Estudos de Coortes
Seres Humanos
Deficiência Intelectual/genética
Transtornos de Aprendizagem/genética
Meia-Idade
Distrofia Miotônica/genética
Estereotipagem
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160422
[St] Status:MEDLINE
[do] DOI:10.1055/s-0042-104193


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[PMID]:27050760
[Au] Autor:Stanton K; Watson D
[Ad] Endereço:a Department of Psychology , University of Notre Dame.
[Ti] Título:An Examination of the Structure and Construct Validity of the Wender Utah Rating Scale.
[So] Source:J Pers Assess;98(5):545-52, 2016 Sep-Oct.
[Is] ISSN:1532-7752
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:The Wender Utah Rating Scale (Ward, Wender, & Reimherr, 1993 ) has been widely used in adult attention-deficit/hyperactivity disorder (ADHD) research to assess childhood symptoms retrospectively, but little research has examined its factor structure and specificity in predicting ADHD versus other psychopathology. Consequently, this study had 2 goals: (a) to examine the Wender Utah Rating Scale's structure, and (b) to explicate the construct validity of this measure by relating factors from our structural analyses to other ADHD, psychopathology, and personality measures. Structural analyses in an adult community sample (N = 294) yielded a 3-factor structure of aggression (e.g., angry), internalizing distress (e.g., depressed), and academic difficulties (e.g., underachiever). Correlational and regression analyses indicated that these factors failed to display specificity in their associations with ADHD versus other psychopathology. Aggression and internalizing distress associated most strongly with indicators of externalizing (e.g., ill temper, manipulativeness) and internalizing psychopathology (e.g., depression, anxiety), respectively. Academic difficulties associated most strongly with ADHD symptoms, but these relations were relatively weak. Taken together, these findings raise concerns about the Wender Utah Rating Scale's construct validity, although additional longitudinal research is needed to clarify to what extent the Wender Utah Rating Scale validly assesses childhood ADHD symptoms.
[Mh] Termos MeSH primário: Agressão/psicologia
Ansiedade/psicologia
Transtorno do Deficit de Atenção com Hiperatividade/diagnóstico
Depressão/psicologia
Escalas de Graduação Psiquiátrica/normas
Estresse Psicológico/psicologia
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Seres Humanos
Reprodutibilidade dos Testes
Sensibilidade e Especificidade
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171013
[Lr] Data última revisão:
171013
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160407
[St] Status:MEDLINE
[do] DOI:10.1080/00223891.2016.1152579


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[PMID]:27022752
[Au] Autor:O'Neill LD; Morcke AM; Eika B
[Ad] Endereço:Centre for Health Sciences Education, INCUBA Science Park Skejby, Aarhus University, Palle Juul-Jensens Boulevard 82, building B, 8200, Århus N, Denmark. lotte@cesu.au.dk.
[Ti] Título:The validity of student tutors' judgments in early detection of struggling in medical school. A prospective cohort study.
[So] Source:Adv Health Sci Educ Theory Pract;21(5):1061-1079, 2016 Dec.
[Is] ISSN:1573-1677
[Cp] País de publicação:Netherlands
[La] Idioma:eng
[Ab] Resumo:Early identification and support of strugglers in medical education is generally recommended in the research literature, though very little evidence of the diagnostic qualities of early teacher judgments in medical education currently exists. The aim of this study was to examine the validity of early diagnosis of struggling in medical school based on informal teacher judgements of in-class behavior. The study design was a prospective cohort study and the outcomes/truth criteria were anatomy failure and medical school drop out. Six weeks into an anatomy course, student tutors attempted to identify medical students, who they reckoned would fail the anatomy course or drop out, based on their everyday experiences with students in a large group educational setting. In addition, they were asked to describe the indicators of struggling they observed. Sixteen student tutors evaluated 429 medical students for signs of struggling. By week six, the student tutors were able to detect approximately 1/4-1/3 of the students who eventually failed or dropped out, and for ¾ of the strugglers they identified, they were correct in their judgments. Informal student tutor's judgements showed incremental validity for both outcomes when controlling for grades obtained in preceeding exams. Lack of participation, lack of commitment, poor academic performance, poor social interactions and general signs of distress were the main indicators of struggling identified. Teachers' informal judgements of in-class behavior may be an untapped source of information in the early identification of struggling medical students with added value above and beyond formal testing.
[Mh] Termos MeSH primário: Anatomia/educação
Educação de Graduação em Medicina
Avaliação Educacional
Julgamento
Estudantes de Medicina/psicologia
Ensino/organização & administração
Baixo Rendimento Escolar
[Mh] Termos MeSH secundário: Adulto
Dinamarca
Feminino
Seres Humanos
Masculino
Estudos Prospectivos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170817
[Lr] Data última revisão:
170817
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160330
[St] Status:MEDLINE
[do] DOI:10.1007/s10459-016-9677-6



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BIREME/OPAS/OMS - Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde