Analysis of perception of training in graduates of the Faculty of Medicine at Universidad de Castilla-Mancha

IntroductionProblem-based learning has been a key component of the teaching method employed at the Faculty of Medicine at the University of Castilla La Mancha (UCLM) in Albacete, Spain since its creation. The aim of this study was to evaluate perceptions of training among residents who graduated from the first three years of the UCLM Degree in Medicine.MethodsUsing the Jefferson Medical College postgraduate rating form, residents rated their performance in four areas of clinical competency (medical knowledge, data gathering skills, clinical judgment, and professional attitudes) at the beginning of residency training in comparison with colleagues from other faculties. The construct validity of responses was evaluated using Cronbach's alpha and exploratory factor analysis.ResultsOver half the respondents (57.8%) considered that they had received better training than peers from other medical schools, and 98.5% felt that their general performance in the four competencies analyzed was similar or superior to that of their colleagues. Factor analysis revealed two major factors: “the physician as scientist” and “the physician as manager and communicator”.ConclusionsOur study shows that graduates from the UCLM Faculty of Medicine perceive their training, which is largely based on problem-based learning, as satisfactory.     

Why bother with testing? The validity of immigrants’ self-assessed language proficiency

Due to its central role in social integration, immigrants’ language proficiency is a matter of considerable societal concern and scientific interest. This study examines whether commonly applied self-assessments of linguistic skills yield results that are similar to those of competence tests and thus whether these self-assessments are valid measures of language proficiency. Analyses of data for immigrant youth reveal moderate correlations between language test scores and two types of self-assessments (general ability estimates and concrete performance estimates) for the participants’ first and second languages. More importantly, multiple regression models using self-assessments and models using test scores yield different results. This finding holds true for a variety of analyses and for both types of self-assessments. Our findings further suggest that self-assessed language skills are systematically biased in certain groups. Subjective measures thus seem to be inadequate estimates of language skills, and future research should use them with caution when research questions pertain to actual language skills rather than self-perceptions.     

Factor analyzing the “ASK” cultural competency self-assessment scale for child protective services

This study explored the development of a short version of “ASK” (Attitude–Skills–Knowledge) Scale — a tool for caseworkers and supervisors self-assessing cultural competency in a training context. The goal was to determine the validity and reliability of the 97-item long form and find factors to consolidate the items to create a shorter tool for training and practice use. In a state project, 171 caseworkers and supervisors rated the level of importance of 97 areas of attitudes, skills, and knowledge competency in terms of self-assessing their readiness to work in a culturally diverse environment. Attitude, skill, and knowledge domains of the instrument were tested with high reliability (.93 for the 30 “attitude” items, .95 for the 40 “skill” items, and .92 for the 27 “knowledge” items). Factor analyses indicate that this scale can be efficiently applied to categorize the 30 attitude items into eight factors, the 40 skill items into nine factors, and the 27 knowledge items into seven factors. With these 24 factors, a short ASK version was constructed for future research to encourage continuous self-assessment.     

An investigation of perceptions of programme quality support of adult basic education programmes

This study was designed to identify the degree to which the directors of adult basic education programs perceive they have program quality support, as evidenced by a well-defined mission and role in the community, a management system, human resources management, and a suitable learning environment. NSCALL’s Evidence-based program self-assessment (2006) was modified and administered electronically to administrators of adult education programs in a mid-southern state. Findings indicated that most directors perceive they are implementing the indicators of program quality support in all of the areas surveyed. A research-based annual self-study that considers the quality indicators is recommended, leaving a need for an update to the NCSALL assessment for use as a program assessment instrument.     

Midwives’ experiences of using the Mindfetalness method when talking with pregnant women about fetal movements

BackgroundInformation given to pregnant women about fetal movements is important in maternity care and decreased fetal movements is associated with fetal growth restriction and stillbirth. The fetal movement pattern is different for every fetus and women perceive different types of movements. Mindfetalness is a self-assessment method for a woman to use to become familiar with her unborn baby’s fetal movement pattern.AimWe aimed to explore midwives’ perceptions about informing pregnant women about fetal movements and their experiences of working with Mindfetalness in their daily work.MethodsA web-questionnaire was distributed to midwives who participated in a randomized controlled trial evaluating Mindfetalness, a method for the observation of fetal movements. In total, 67 maternity clinics in Stockholm, Sweden, were randomized to Mindfetalness or routine care. Of the 144 midwives working in maternity clinics randomized to Mindfetalness, 80% answered the questionnaire.FindingsThe midwives thought that the leaflet about Mindfetalness was supportive in their work when informing women about fetal movements and the majority wanted to continue to distribute the leaflet when the trial ended. The midwives also expressed that the study increased their own knowledge about fetal movements. Women embraced the information about Mindfetalness positively and appreciated the written material. The midwives thought that talking about fetal movements in maternity care is an important but challenging task.ConclusionMindfetalness is a useful tool to use in maternity clinics when informing pregnant women about fetal movements. The written information was appreciated by both pregnant women and midwives.     

大学生生活质量的自我评价——以南京市某高校为例

为了解在校大学生生活质量自我评价情况及其影响因素,采用世界卫生组织生活质量测定量表（WHOQOL-100）对南京市某高校469名大学生进行问卷调查。研究表明,大学生生活质量自我评价存在显著的性别和年级差异,并受家庭所在地和父亲文化程度的影响。据此,建议相关部门重视大学生生活质量问题,针对不同性别、年级的大学生加强教育、管理和服务,以有效改善大学生的生活质量。