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152 results for “Undergraduates”
Health-related Quality of Life and Undergraduate Nursing Students: A Narrative Review.
<p>Dataset</p>
Knowledge , Attitude and Practice (KAP) of Fifth Year Undergraduate Dental Students on Post Exposure Prophylaxis
ClinicalTrials.gov study NCT03695302. IPD Sharing: UNDECIDED. Countries: 0. Publications: 0.
Sleep Hygiene in Undergraduate Students Studying in the Field of Health
ClinicalTrials.gov study NCT07190872. IPD Sharing: NO. Countries: 0. Publications: 0.
Effectiveness of Heart Rate Variability Biofeedback Training Versus a Meditation Program in Reducing Stress Levels in University Undergraduate Students.
ClinicalTrials.gov study NCT06457932. IPD Sharing: UNDECIDED. Countries: 0. Publications: 0.
Sequential Practicing on Psychomotor Skill Acquisition in Undergraduate Dental Students
ClinicalTrials.gov study NCT06862401. IPD Sharing: NO. Countries: 0. Publications: 0.
Sniper Intubation for Training of Undergraduate Medical Student
ClinicalTrials.gov study NCT04770077. IPD Sharing: UNDECIDED. Countries: 0. Publications: 0.
Sleep, Learning and Wellbeing in NUS Undergraduates: The NUS1000 Study
ClinicalTrials.gov study NCT05977517. IPD Sharing: UNDECIDED. Countries: 0. Publications: 0.
Improved academic achievement with the flipped classroom in undergraduate medical education
<p><strong><span>Purpose</span></strong><span>: </span><span>to compare the academic performance of undergraduate medical students learning <em>Neurosurgery</em> using the flipped classroom methodology versus traditional lectures. Based on three courses of experience, it is the second largest series ever published in medical education.</span></p> <p><strong><span>Methods</span></strong><span>: a quasi-experimental study was accomplished during three consecutive academic courses. The traditional lecture was the pedagogic method employed in three academic units, whereas the fourth academic unit of the Medical School used a flipped classroom methodology. </span><span>The impact on learning was assessed through a final exam, which is the same for all students from all academic units in each course and is accomplished simultaneously in a single exam session. Students’ satisfaction was assessed through a Likert-scale survey.</span></p>
Psychometric Assessment of the GHQ-12 (General Health Questionnaire-12 items): Evaluating the reliability, validity, and comparison of factor structure in Indian undergraduate students
<p>Objectives: This study aimed to assess the reliability, validity, and factor structure of the GHQ-12 in the Indian undergraduate student population. Although it is the most widely used scale of psychological distress, the debate around its factor structure is still ongoing. Method: A sample of (n=432) Indian undergraduate students aged 17 to 22 years were taken. The English version of GHQ-12 was used. Internal consistency was assessed by Cronbach's alpha coefficient. Convergent validity was examined by the correlation coefficients with life satisfaction, subjective happiness, and a measure of general worry. A comparison of the different models of GHQ-12 proposed in the literature was made using Confirmatory Factor Analysis (CFA) with maximum likelihood estimates. Result: Cronbach’s alpha (.784) reliability coefficient indicates adequate reliability. Correlation coefficients with life satisfaction (r= -529, p<.01 ), subjective happiness (r= -460, p<.01), and general worry (r= .424, p<.01) were also along the expected lines.Confirmatory Factor Analysis (CFA) showed a good fit to the data (Standardized Root Mean Square Residual (SRMR) = 0.0319, Comparative Fit Index (CFI) = 0.989, Tucker Lewis Index (TLI) = 0.982, Root Mean Square of Error Approximation (RMSEA) = 0.039). Hence, the findings indicated a seven items two-factor model consisting of Social Dysfunction and Anxiety/Depression.</p>
Le mappe argomentative come comparator di feedback interno: un laboratorio per studenti universitari [Argument maps as comparator for internal feedback: a Lab for undergraduate students ]
<p>Il feedback interno è un costrutto divenuto recentemente rilevante per il suo impatto sulla regolazione metacognitiva e affettivo-relazionale, in relazione a diverse skills e contesti formativi. In particolare, il concetto di comparator, ovvero gli strumenti, gli interventi o le risorse che attivano il feedback interno, necessita di approfondimento tramite ricerca empirica. In questo contributo si parte dall’ipotesi che la componente visiva delle mappe argomentative (MA), già legate allo sviluppo di skills argomentative e di pensiero critico, possa essere una fonte generativa di comparazione concreta, permettendo una comprensione facilitata ed una migliore ricostruzione del senso dell’informazione testuale argomentativa. Infatti, le AM diagrammano le relazioni logiche fra i diversi enunciati, permettendo di seguire e di comprendere meglio la catena di ragionamento. Per verificare la suddetta ipotesi, è stato condotto uno studio sperimentale per indagare in che misura un percorso con le AM favorisse gli studenti nell’incremento di: a) feedback interno (FI) associato quindi a b) il livello di competenza di comprensione del testo (CoT) e a c) lo sviluppo di pensiero critico (CT). </p> <p>Questo record Zenodo presenta i quattro dataset (anonimizzati) raccolti durante la sperimentazione ed adottati per le analisi descrittive ed inferenziali, di cui si presenta una parte nel presente paper. Inoltre, si allega ilo Script R utile alla replica delle analisi. Qualsiasi commento o miglioramento è benvenuto!</p> <p>=========</p> <p>ENGLISH</p> <p>Internal feedback is a construct that become recently relevant for the impact it has on metacognitive and affective-relational regulation, in relation to different skills and learning contexts. In particular, the concept of comparator, i.e. the tools, interventions, or resources that activate internal feedback, requires the support of empirical research. In this contribution, we take as an initial hypothesis that the argument maps’ (AM) visual component, already linked to the development of argumentative and critical thinking skills, could be a generative source of concrete comparison, allowing for a facilitated comprehension and an improvement of the sense-making abilities within argumentative texts. In fact, AMs diagram the logical relationships between different utterances, allowing the learner to keep track and better understand the reasoning chain. To test the above hypothesis, an experimental study was conducted to investigate the extent to which a course with AMs favored students in increasing: a) internal feedback (IF), associated with b) their level of text comprehension (CoT) and hence, c) critical thinking (CT). </p> <p>This Zenodo record presents the four (anonymised) datasets collected during the experimentation and adopted for the descriptive and inferential analyses, part of which are presented in this paper. Also attached is the R Script useful for replicating the analyses. Any comments or improvements are welcome!</p>
Data set from Barbic F, Minonzio M, Cairo B, Shiffer D, Dipasquale A, Cerina L, Vatteroni A, Urechie V, Verzeletti P, Badilini F, Vaglio M, Iatrino R, Porta A, Santambrogio M, Gatti R, Furlan R. Effects of different classroom temperatures on cardiac autonomic control and cognitive performances in undergraduate students. Physiol Meas. 2019 Jun 4;40(5):054005. doi: 10.1088/1361-6579/ab1816. PMID: 30970334.
<p>Data set from Barbic F, Minonzio M, Cairo B, Shiffer D, Dipasquale A, Cerina L, Vatteroni A, Urechie V, Verzeletti P, Badilini F, Vaglio M, Iatrino R, Porta A, Santambrogio M, Gatti R, Furlan R. Effects of different classroom temperatures on cardiac autonomic control and cognitive performances in undergraduate students. Physiol Meas. 2019 Jun 4;40(5):054005. doi: 10.1088/1361-6579/ab1816. PMID: 30970334.</p> <p> </p> <p>This is the abstract:</p> <p><strong>Objective: </strong> Indoor microclimate may affect students' wellbeing, cardiac autonomic control and cognitive performance with potential impact on learning capabilities. To assess the effects of classroom temperature variations on the autonomic profile and students' cognitive capabilities.</p> <p><strong>Approach: </strong> Twenty students attending Humanitas University School, (14M, age 21 ± 3 years) underwent a single-lead ECG continuous recording by a portable device during a 2 h lecture when classroom temperature was set 'neutral' (20 °C-22 °C, Day 1) and when classroom temperature was set to 24 °C-26 °C (Day 2). ECGs were sent by telemetry to a server for off-line analysis. Spectral analysis of RR variability provided indices of cardiac sympathetic (LF<sub>nu</sub>), vagal (HF, HF<sub>nu</sub>) and cardiac sympatho-vagal modulation (LF/HF). Symbolic analysis of RR variability provided the percentage of sequences of three heart periods with no significant change in RR interval (0V%) and with two significant variations (2V%) reflecting cardiac sympathetic and vagal modulation, respectively. Students' cognitive performance (memory, verbal comprehension and reasoning) was assessed at the end of each lecture using the Cambridge Brain Sciences cognitive evaluation tool.</p> <p><strong>Main results: </strong> Classroom temperature and CO<sub>2</sub> were assessed every 5 min. Classroom temperatures were 22.4 °C ± 0.1 °C (Day 1) and 26.2 °C ± 0.1 °C (Day 2). Student's thermal comfort was lower during Day 2 compared to Day 1. HR, LF/HF and 0V% were greater during Day 2 (79.5 ± 12.1 bpm, 6.9 ± 7.1 and 32.8% ± 10.3%) than during Day 1 (72.6 ± 10.8 bpm, 3.4 ± 3.7, 21.4% ± 9.2%). Conversely, 2V% was lower during Day 2 (23.1% ± 8.1%) than during Day 1 (32.3% ± 11.4%). Short-term memory, verbal ability and the overall cognitive C-score scores were lower during Day 2 (10.3 ± 0.3; 8.1 ± 1.2 and 10.9 ± 2.0) compared to Day 1 (11.7 ± 2.1; 10.7 ± 1.7 and 12.6 ± 1.8).</p> <p><strong>Significance: </strong> During Day 2, a shift of the cardiac autonomic control towards a sympathetic predominance was observed compared to Day 1, in the presence of greater thermal discomfort. Furthermore, during Day 2 reduced cognitive performances were found.</p>
Perceived Vulnerability and Stress Associated with COVID-19 among Undergraduate Nursing Students
<p>This is the data set for the study entitled, Perceived Vulnerability and Stress Associated with COVID-19 among Undergraduate Nursing Students<strong>.</strong></p>
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Allen Brain Atlas
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Annotated Behaviour and Observability Dataset (ABODe)
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DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.