Student experiences of assessment in two problem‐based dental curricula: Adelaide and Dublin

Dental students in third (n?=?35) and fifth years (n?=?50) at Adelaide and Trinity College Dental Schools were surveyed about their experiences of assessment and their perceptions of the importance of particular aspects of assessment. Students reported on their assessment experience within their programmes by describing a critical assessment incident and their response to it, and also rated assessment purposes and features using a 5‐point Likert scale of relative importance. The students described a range of assessment methods, including group assignments, vivas, laboratory assessment, and problem‐based learning tutorials, but written examinations/tests and clinical assessment were discussed most frequently. Negative assessment experiences were commonly noted. The two most frequently raised issues were lack of congruence between student and staff perceptions of performance, and not receiving adequate feedback. There were no significant differences between years or schools in students’ ratings of the importance of assessment purposes. Overall, the students rated the provision of feedback on learning and motivation for learning as the most important purposes (>?80%). Patient‐based scenarios were rated as the most important method for judging students’ learning (>?90%), whilst group‐work tasks were rated of little importance. Overall, students rated clear requirements and feedback as the most important characteristics for positive assessment outcomes. Students’ ratings of assessment purposes, characteristics and methods closely matched the features of good assessment practice found in the literature. However, their assessment experiences indicate the need for review of assessment in both schools, particularly related to student–staff expectations of performance levels, and the provision of feedback.     

Childhood Maltreatment and the Development of Relational and Physical Aggression: The Importance of a Gender‐Informed Approach

This investigation examined the associations between maltreatment and aggression using a gender‐informed approach. Peer ratings, peer nominations, and counselor reports of aggression were collected on 211 maltreated and 199 nonmaltreated inner‐city youth (M age = 9.9 years) during a summer day camp. Maltreatment was associated with aggressive conduct; however, these effects were qualified by gender, maltreatment subtype, and the form of aggression under investigation. Findings revealed that maltreatment was associated with physical aggression for boys and relational aggression for girls. Physical abuse was associated with physically aggressive behaviors, but sexual abuse predicted relational aggression for girls only. Findings suggest that investigating the interaction between familial risk and gender is important in understanding aggressive behaviors of boys and girls.     

Effect of acute L-Alanyl-L-Glutamine and electrolyte ingestion on cognitive function and reaction time following endurance exercise

The purpose of this study was to examine the effect of the L-Alanyl-L-Glutamine dipeptide (AG) on cognitive function and reaction time (RT) following endurance exercise. Twelve male endurance athletes (23.5 ± 3.7 y; 175.5 ± 5.4 cm; 70.7 ± 7.6 kg) performed four trials, each consisting of running on a treadmill at 70% of VO₂max for 1h, then at 90% of VO₂max until exhaustion. One trial consisted of no hydration (DHY), another required ingestion of only a sports electrolyte drink (ED) and two trials required ingestion of a low dose (LD; 300 mg·500 ml^?1) and high dose (HD) of AG (1 g·500ml^?1) added to the ED. Cognitive function and reaction tests were administered pre- and post-exercise. Magnitude based inferences were used to analyze ? cognitive function and ? reaction test data. Results indicated that DHY had a possible negative effect on number of hits in a 60-sec reaction test compared to LD and HD, while ED appeared to have a negative effect compared to HD. Analysis of lower body quickness indicated that LD and HD were likely improved in comparison to DHY. Performance on the serial subtraction test appeared to be possibly better in ED than DHY, while other comparisons between groups regarding cognitive function were unclear. In conclusion, rehydrating with AG during submaximal exercise may maintain or enhance subsequent RT in upper and lower body activities compared to DHY. These same effects were not apparent when participants consumed ED.     

Goals for Effective Schools: The View from the Field

This paper reports on findings related to the perceptions held by members of school communities with respect to the tasks and role of effective schools. The data are from a study conducted in Melbourne, Australia in 1990‐91. Findings from this research indicate that members of school communities: principals, teachers, school council members, parents and students believe that the tasks of an effective school are more than those related to the academic program and include the development of citizenship and self concept, personal development and employment skills and a concern for the educational development of all members of the school community.