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781.
Kristina Dukic Matea Zoric Petra Pozaic Jelena Starcic Marija Culjak Andrea Saracevic Marijana Miler 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(3):386-392
Introduction
This pilot study aimed to investigate the use of personal protective equipment (PPE) and compliance to the code of conduct (rules defined in institutional, governmental and professional guidelines) among laboratory technicians in Croatian medical laboratories. In addition, we explored the differences in compliance between participants of different age groups, laboratory ownership and accreditation status.Materials and methods
An anonymous and voluntary survey with 15 questions was conducted among Croatian medical laboratory technicians (N = 217). The questions were divided into two groups: demographic characteristics and the use of PPE. The questions of the second part were graded according to the Likert scale (1-4) and an overall score, shown as median and range (min-max), was calculated for each participant. Differences between the overall scores were tested for each group of participants.Results
The majority of participants always wear protective clothes at work, 38.7% of them always wear gloves in daily routine, more than 30.0% consume food and almost half of them drink beverages at workplace. A significantly lower overall score was found for participants working in public compared to private laboratories (36 (16-40) vs. 40 (31-40), P < 0.001). There were no statistically significant differences in overall scores for participants of different age groups (P = 0.456) and laboratory accreditation status (P = 0.081).Conclusion
A considerable percentage of laboratory technicians in Croatian medical laboratories do not comply with safety measures. Lack of compliance is observed in all personnel regardless laboratory accreditation and participants’ age. However, those working in private laboratories adhere more to the code of conduct.Key words: survey, compliance, laboratory technician, universal safety measures, total quality management, clinical laboratory services 相似文献782.
783.
Science & Education - In the context of the current COVID-19 pandemic, we deem of importance the identification of what content is privileged in secondary schools around health and disease.... 相似文献
784.
In this article, we systematize the factors influencing performance and feasibility of automatic content scoring methods for short text responses. We argue that performance (i.e., how well an automatic system agrees with human judgments) mainly depends on the linguistic variance seen in the responses and that this variance is indirectly influenced by other factors such as target population or input modality. Extending previous work, we distinguish conceptual, realization, and nonconformity variance, which are differentially impacted by the various factors. While conceptual variance relates to different concepts embedded in the text responses, realization variance refers to their diverse manifestation through natural language. Nonconformity variance is added by aberrant response behavior. Furthermore, besides its performance, the feasibility of using an automatic scoring system depends on external factors, such as ethical or computational constraints, which influence whether a system with a given performance is accepted by stakeholders. Our work provides (i) a framework for assessment practitioners to decide a priori whether automatic content scoring can be successfully applied in a given setup as well as (ii) new empirical findings and the integration of empirical findings from the literature on factors that influence automatic systems' performance. 相似文献
785.
In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. 相似文献
786.
Schiefer Julia Edelsbrunner Peter A. Bernholt Andrea Kampa Nele Nehring Andreas 《Educational Psychology Review》2022,34(3):1541-1575
Educational Psychology Review - Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’... 相似文献
787.
Molina-Toro Juan Fernando Rendón-Mesa Paula Andrea Villa-Ochoa Jhony Alexander 《Education and Information Technologies》2022,27(2):1655-1673
Education and Information Technologies - This article presents an analysis of contradictions expressed by pre-service mathematics teachers when performing two modeling tasks using their own... 相似文献
788.
Andrea Linton Andrew C. Garrett Kenneth R. Ivie Jr. Jay D. Jones Jason F. Martin Jeremy J. Delcambre Christianne Magee 《Anatomical sciences education》2022,15(2):330-340
Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction. 相似文献
789.
This study presents in-depth empirical analyses of drop-outs from all Swiss universities for the entire student population between 1975 and 2008. The results show that most identifiable factors associated with a greater or lesser probability of dropping out are identical to those found in a recent Systematic Review (Larsen et al., 2013). The main findings are that: first, since the 1970s, there has been a marked trend towards falling drop-out rates which is largely due to female students who, today, have lower drop-out rates than their male counterparts; secondly, not only are there different drop-out rates for specific subjects of study, but there are also differences in baccalaureate profiles, which indicates that the skills acquired prior to entering university have a great impact on successful study; thirdly, students who change their first subject choice are at great risk of dropping out. No firm conclusions can yet be drawn about the Bologna reform but, based on the subjects which changed to the Bachelor/Master system between 2001 and 2003, no reduction in drop-out rates can be found as a result of the reform. 相似文献
790.
Andrea C. Allard Diane Mayer Julianne Moss 《The Australian Educational Researcher》2014,41(4):425-443
In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)—and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effective beginning teaching and demonstrably address the current anxiety regarding ‘evidence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigorous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach. 相似文献