Journal articles: 'Final year experience'

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Gurung, R., and A. Conway. "A survey of final year pharmacy undergraduates’ mentorship experience." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii22—ii23. http://dx.doi.org/10.1093/ijpp/riac089.025.

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Abstract Introduction The General Pharmaceutical Council (GPhC) Standard 7.3 for the initial education and training of pharmacists1 states student pharmacists and trainee pharmacists must have access to pharmacy professionals to provide professional support and guidance by acting as role models and mentors. Four mentoring programmes exist for Brighton University undergraduates, available virtually in addition to external mentoring programmes, such as Royal Pharmaceutical Society (RPS) mentoring programme. Chang et al2 studied RPS mentoring participants and found previous positive experiences inspired participants to participate in their programme. This work investigates 2021/2022 final year Brighton University pharmacy undergraduate mentoring experience. Aim To survey final year pharmacy undergraduates’ mentorship experience. Methods An online survey consisting of 5-point Likert-scale statements and closed-ended questions, was designed, piloted, and distributed using the JISC online survey platform to final year Brighton University pharmacy undergraduates. Data collected included awareness of mentorship programmes, whether undergraduates had previous mentorship experience, and attitudes towards mentoring using 12 Likert-scale statements each for respondents who were mentors, mentees, and those with no mentoring experience. The data were quantitively analysed using Microsoft Excel version 16.58 and the JISC online survey platform. The 5-point Likert Scale questions were analysed by calculating a weighted average. Ethics approval was received from the Brighton University School of Applied Sciences Research Ethics Committee. Results 48 undergraduates completed the survey. 13 (27%) had previous experience mentoring. This sample was comprised of 8 undergraduates with mentor experience and 10 undergraduates with mentee experience. Four undergraduates had both mentor and mentee experience. In total, 63% (n=39) respondents were aware of the University’s mentoring programmes, 32 (60%) were aware of external mentoring programmes available with 45% (n=24) citing the RPS mentoring programme. A total of 75% (n=6) mentors and 70% (n=7) mentees reported that mentoring aided their professional development. All (n=8) undergraduates who were mentors and 80% (n=8) mentees reported that this was a beneficial experience. Three quarters (n=6) of those who were a mentor and 60% (n=6) who were mentees reported that this improved their employability skills. The main challenge found by mentors and mentees was the amount of time needed to undertake these roles. 16 (46%) undergraduates with no mentoring experience agreed that participating in a mentoring programme would be too much time and effort, 28 (80%) would prefer if their mentor/mentee was from or following the same professional background as them and 20 (57%) agreed they would consider signing up for a mentorship programme if offered to them. Discussion/Conclusion Limitations included a low response, but results obtained were sufficient to highlight issues. Although most undergraduates were found to be aware of benefits of a mentorship programme, these should be promoted further, with realism around time mentoring takes, and opportunities scoped to incorporate time for mentoring in undergraduates’ timetables. Many undergraduates still lack mentoring experience and are not aware of mentoring programmes. Establishing mentoring arrangements within the final year with trainee pharmacists could be a mechanism to address the undergraduate’s preference of mentoring arrangements with the same professional background. References 1. GPhC. Standards for the initial education and training of pharmacists2021 [cited 2021 10/11/2021]:[16-32 pp.]. Available from: https://www.pharmacyregulation.org/sites/default/files/document/standards-for-the-initial-education-and-training-of-pharmacists-january-2021_0.pdf 2. Chang H, Desselle S, Canedo J, Mantzourani E. Reflections of mentors and mentees on a national mentoring programme for pharmacists in the United Kingdom: An examination into organisational culture and systems. Research in Social and Administrative Pharmacy. 2021.

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Allan, J., R. J. Chance, K. T. Marks, and C. A. Miller. "Three Years Experience of Undergraduate Final Year Projects Using Signal Processing Microprocessors." International Journal of Electrical Engineering Education 27, no. 2 (April 1990): 109–18. http://dx.doi.org/10.1177/002072099002700204.

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Abdullahi, Musa Siddiq, and Mussa Salisu. "University of Ilorin Final Year Students’ Experience in Practice Teaching Exercise." Journal of Language and Education 3, no. 3 (September 30, 2017): 99–106. http://dx.doi.org/10.17323/2411-7390-2017-3-3-99-106.

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Practice teaching is a vital aspect of the teacher preparatory program in teacher training institutions. This study examined the University of Ilorin final year students’ experience in a practice teaching exercise. It made use of descriptive survey research design. The population for this study were all students of the Faculty of Education, University of Ilorin, Ilorin, Nigeria. The researchers’ self-developed questionnaire with a reliability coefficient of 0.63 was used for data collection while the data collected were analysed using descriptive statistics of mean and standard deviation and inferential statistics of independent t-test. It was found that during the course of practice teaching exercises, student-teachers acquired skills which enabled them to use a variety of teaching methods, and instructional resources, improved their skills in tests construction, scoring and recording, built their teaching confidence and presentation, among others. However, student-teachers were faced with a number of challenges in the course of lesson presentation during practice teaching. It was, therefore, recommended among others, that student-teachers should not perceive their personality and logical presentation of instructional objectives as challenges but rather should embrace and exploit it to improve and widen their (cognitive) domains.

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Toe, Dianne, Christine Ure, and Damian Blake. "Final Year Preservice Teachers' Views of Professional Experience in Partnership Schools." Australian Journal of Teacher Education 45, no. 2 (February 2020): 104–27. http://dx.doi.org/10.14221/ajte.2020v45n2.6.

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Holstein, A., A. Widjaja, D. Nahrwold, and E. H. Egberts. "Clinically relevant diabetes knowledge and experience amongst final year medical students." Practical Diabetes International 17, no. 1 (January 2000): 3–8. http://dx.doi.org/10.1002/(sici)1528-252x(200001)17:1<3::aid-pdi15>3.0.co;2-5.

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Varley, Lorraine, Catherine MacNamara, and Patricia Mannix-McNamara. "Preceptorship: Exploring the experiences of final year student nurses in acute hospital setting." Journal of Hospital Administration 1, no. 2 (October 9, 2012): 42. http://dx.doi.org/10.5430/jha.v1n2p42.

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Background: Preceptors play a pivotal role in inducting, supporting, teaching and assessing students on clinical placement. This research sought to examine student nurses’ experiences of preceptorship during their clinical placement in their final year of studies in order to further illuminate what is known about preceptorship in Ireland. Method: A qualitative research design was adopted for this study. Forty-seven final year nursing students were questioned using a structured enquiry schedule about their experiences of preceptorship during clinical placement. All participants were female. The data were analysed thematically according to Smith, Flowers and Larkin’s (2009) framework. Results: The results indicate that while a small minority found the experience of preceptors enhanced their learning while on clinical placement, the majority has a less than optimal experience. Reasons for this included: busy workloads of preceptors, difficulty in the accessibility of the preceptor and lack of preceptor training. Conclusions: The results highlight a number of challenges facing students and preceptors in the study. The authors advocate for a more systematic national study into preceptorship implementation in Ireland. This is necessary in order to inform a more coherent framework with national standards for preceptor training and implementation.

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Lawrentschuk, Nathan, and Damien M. Bolton. "Experience and attitudes of final‐year medical students to digital rectal examination." Medical Journal of Australia 181, no. 6 (September 2004): 323–25. http://dx.doi.org/10.5694/j.1326-5377.2004.tb06299.x.

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Bäck, Lena, and Annika Karlström. "Developing confidence during midwifery training: The experience of Swedish final year students." Sexual & Reproductive Healthcare 25 (October 2020): 100535. http://dx.doi.org/10.1016/j.srhc.2020.100535.

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Wook, Tengku Siti Meriam Tengku, Nazlena Mohamad Ali, Masnizah Mohd, Saidah Saad, Juhana Salim, Aidanismah Yahya, Shereena Mohd Arif, et al. "Trends in the Final Year Project for Multimedia Undergraduate Programme: Supervisory Experience." Procedia - Social and Behavioral Sciences 59 (October 2012): 399–405. http://dx.doi.org/10.1016/j.sbspro.2012.09.293.

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Gates, MC, TF Odom, and RK Sawicki. "Experience and confidence of final year veterinary students in performing desexing surgeries." New Zealand Veterinary Journal 66, no. 4 (April 22, 2018): 210–15. http://dx.doi.org/10.1080/00480169.2018.1464977.

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Phillips, Michael, and Julie Markham. "Providing an authentic experience of laboratory accreditation processes in a final year microbiology unit." Microbiology Australia 37, no. 2 (2016): 90. http://dx.doi.org/10.1071/ma16030.

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The value of gaining industry experience during undergraduate degrees is well recognised1,2 and there is much interest currently in the concept of work-integrated learning (WIL)3,4. Industry experience equips graduates with job-ready skills, but university staff have reported that time, resources, and availability of industry places are obstacles in setting up placements for students3,5. An alternative approach is to provide a ‘real-world’ learning experience within the university. In this paper we will describe an example of an ‘authentic’ learning experience that familiarises students with the procedures involved in laboratory accreditation, and enables students to develop skills that address issues identified by employers during recruitment. These issues include lack of team work, communication, understanding how industry ‘does business’, and lack of practical experience and laboratory skills2,6. Laboratory Quality Management (LQM) is a final year unit at Western Sydney University that addresses some of these issues.

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Seligman, Kristen L., Bryan J. Liming, and Richard J. H. Smith. "Pediatric Tracheostomy Decannulation: 11-Year Experience." Otolaryngology–Head and Neck Surgery 161, no. 3 (April 16, 2019): 499–506. http://dx.doi.org/10.1177/0194599819842164.

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Objective To determine the successful decannulation rate with a published pediatric tracheostomy decannulation protocol. Study Design Case series with chart review. Setting A single tertiary care institution. Subjects and Methods A chart review was performed for patients aged ≤5 years who underwent tracheostomy. Extracted data included demographic data, indication for tracheostomy, age at tracheostomy and decannulation, comorbidities, and surgical complications. Records were searched for documentation of early decannulation failure (within 1 month of decannulation) or late failure (within 1 year). Results Forty patients with a tracheostomy aged ≤5 years underwent attempted decannulation during the 11-year study period. Seventeen patients were excluded from the study for documentation of nonprotocol decannulation. The final study population of 23 patients underwent a total of 27 decannulations, 26 of which were performed by protocol. Of the 26 protocol decannulations, 22 were successful, for a failure rate of 15%. Conclusion Twenty-six protocol decannulations were attempted among 23 patients, 4 of which were unsuccessful for an overall failure rate of 15%. This result is consistent with rates reported in other published decannulation protocols. We believe that our protocol minimizes resource utilization in its use of pulse oximetry over polysomnography, while maximizing patient safety and success through the use of capping trials for very young and very small pediatric patients.

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Mansfield, Rachel. "The effect of placement experience upon final-year results for surveying degree programmes." Studies in Higher Education 36, no. 8 (December 2011): 939–52. http://dx.doi.org/10.1080/03075079.2010.486073.

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Shaw, Kylie, Allyson Holbrook, and Sid Bourke. "Student experience of final-year undergraduate research projects: an exploration of ‘research preparedness’." Studies in Higher Education 38, no. 5 (June 2013): 711–27. http://dx.doi.org/10.1080/03075079.2011.592937.

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Yaqoob, Maryam, Husain Nasaif, and Hana Kadhom. "Undergraduate final year nursing students’ attitudes toward caring for dying patients: Bahrain’s experience." Clinical Nursing Studies 6, no. 4 (May 7, 2018): 53. http://dx.doi.org/10.5430/cns.v6n4p53.

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Background: Nursing students are frequently exposed to dying patients during their clinical placement. Research studies that examined nursing students’ attitudes toward caring for dying patients were limited in the Gulf Region, including Bahrain.Objective: The purpose of this study is to examine the attitudes of fourth-year baccalaureate nursing students regarding caring for dying patients.Methods: A descriptive cross-sectional design was utilized to recruit a convenience sample of fifty-four nursing students. Frommelt’s Attitudes towards Caring of the Dying (FATCOD) five Likert scale was used.Results: The overall findings revealed that participants had a neutral attitude toward caring for dying patients. The overall attitudes mean score was 3.4 ± 0.3. The majority of participants were female (83%, n = 45). The difference in the mean score in relation to gender was statistically significant (p = .049). Although the majority of all participants (80%) reported having dealt with the terminally ill people in the past, the association between previous experience and reported attitudes was not statistically significant (p = .31).Conclusions and recommendations: Literature revealed that students who received end of life education where found to have positive attitudes. Therefore, it’s crucial to introduce a standalone educational module regarding end of life care early on in the undergraduate curriculum. It is recommended that future studies recruit nursing students from other baccalaureate year levels to reassess the attitudes and level of preparedness following a curriculum reform and implementation of end of life care education. Additionally, a qualitative research method is recommended to explore the lived experience of the nursing students when they are caring for dying patients.

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Robinson, Georgina, and Dennis Nigbur. "Experiences of musical performance anxiety in final-year undergraduate music students: An interpretative phenomenological analysis." Social Psychological Review 20, no. 1 (2018): 18–32. http://dx.doi.org/10.53841/bpsspr.2018.20.1.18.

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Musical performance anxiety (MPA) is a common problem for musicians. However, the majority of work in this area is quantitative in nature, meaning that analyses of musicians’ individual experiences are lacking. This study therefore explored the subjective experiences of performance anxiety in undergraduate music students through the use of semi-structured interviews. Interpretative phenomenological analysis (IPA) was used to analyse the experiences of four undergraduate music students, including how MPA feels, how it is dealt with, and what causes it. Three themes emerged from the analysis: the psychological impact of the audience, issues of trust, and the musical identity. These results are compatible with several quantitative studies and contribute an original idiographic perspective on how music students experience and understand MPA. This has implications for both amateur and professional musicians: If the underlying mechanisms are better understood, it may be possible to introduce interventions to help musicians cope with their anxiety.

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Starke, Robert M., Ashok R. Asthagiri, John A. Jane, and John A. Jane. "Neurological Surgery Training Abroad as a Progression to the Final Year of Training and Transition to Independent Practice." Journal of Graduate Medical Education 6, no. 4 (December 1, 2014): 715–20. http://dx.doi.org/10.4300/jgme-d-14-00136.1.

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Abstract Background Residents at the University of Virginia spend 1 year abroad at a neurological surgery program prior to their chief year. The Accreditation Council for Graduate Medical Education (ACGME) considers international rotations elective experiences and does not count them toward clinical accreditation. Objective We compared clinical training obtained in New Zealand (NZ) to data from US ACGME-accredited programs to see if it was reasonable to reconsider the former as clinical training. Methods We compared US national average chief case volumes to those performed by University of Virginia residents rotating in NZ over the past 3 years, using case volume comparisons and a survey of the residents' experience. Results The mean number of cases performed in NZ was above the 50th percentile for US averages for adult cranial cases, including the 70th to 90th percentile for aneurysms and 50th to 70th percentile for tumors. The average number of cases performed in 1 year in NZ satisfied the cranial case quota for 4 of 6 adult and 2 of 3 pediatric areas over the entire residency. The rotation doubled the cranial exposure of graduating residents at the chief level without diluting the experience of residents in the core program. All residents reported being “very satisfied” with the experience, noting it facilitated their transition to chief year and independent practice. Conclusions Clinical training obtained during an international rotation in NZ is comparable to that attained in the United States. The international experience in NZ facilitated advancement in all 6 competencies, and should be considered adequate for clinical neurological surgery education.

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Peterson, Steven W., and Howard A. Tobin. "B Mastopexy: Versatility and 5-Year Experience." American Journal of Cosmetic Surgery 24, no. 2 (June 2007): 85–90. http://dx.doi.org/10.1177/074880680702400205.

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Introduction: Many women are searching for restoration of a younger outward physical appearance. Mastopexy with or without augmentation may help improve or restore a woman's breast shape at the price of scars on the breast. We describe our experience with the versatility and improved aesthetic result using the B mastopexy technique, which provides a natural-appearing breast contour with less scarring. Materials and Methods: A retrospective review was performed on 40 patients who underwent B-type mastopexy from June 2000 through August 2005. Our technique is described in detail including our approach when simultaneous augmentation is performed. Patients undergoing simultaneous augmentation to give additional fill to the breast typically received an implant size ranging from 240 mL to 300 mL. Results: B mastopexy was performed on 40 patients with simultaneous augmentation performed in 27 patients. There were no complications, and only 1 patient underwent scar revision. All patients were satisfied with final outcome. Conclusion: B mastopexy provides an approach to restoring a naturally appearing breast contour and a more youthful look when augmentation is performed simultaneously. The versatility and limited scar makes this our procedure of choice.

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Birbeck, David, Lois McKellar, and Kat Kenyon. "Moving Beyond First Year: An Exploration of Staff and Student Experience." Student Success 12, no. 1 (March 15, 2021): 82–92. http://dx.doi.org/10.5204/ssj.1802.

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Transition pedagogy has had a major impact on the first year experience for higher education students in Australia. Similarly, there has been a significant focus on transitioning students from their final year of study to employment. Considerably fewer studies have sought to understand the “middle child”; the years in between the first and final year of study. Staff at a metropolitan Australian university noticed an increase in students struggling with university life after the first year of their program, with students purposefully withdrawing from courses or their program entirely. This article reports on focus groups held with staff and feedback via a student survey. Findings suggest the challenges faced by students in second year are multi-faceted, and curriculum and delivery should be intentionally designed to support students through a series of transitions throughout the university journey.

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AlKhateeb, Nazdar, Jalal Salih, Nihad Shabela, and Nazar Shabila. "The perspectives of final year medical students for one year training experience in clinical skills laboratory in Erbil." Zanco Journal of Medical Sciences 19, no. 2 (September 29, 2015): 972–79. http://dx.doi.org/10.15218/zjms.2015.0019.

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POOLE, S. "THE EXPERIENCE EXPERIMENT: LA RENTREE AS POINT DE DEPART IN FINAL-YEAR LANGUAGE CLASSES." French Studies Bulletin 15, no. 51 (January 1, 1994): 5–7. http://dx.doi.org/10.1093/frebul/15.51.5.

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N, Deepamala, and Shobha G. "Effective approach in making Capstone project a holistic learning experience to students of undergraduate computer science engineering program." Journal of Technology and Science Education 8, no. 4 (September 4, 2018): 420. http://dx.doi.org/10.3926/jotse.427.

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Final year or Capstone Project is an important and final phase of the undergraduate curriculum in Computer Science Engineering program. Final year project is a course where all the skills learnt by the students in previous semesters are applied and evaluated. The important aspects in the delivery of course are i) developing a model to train the students to deliver quality project work and documentation, ii) effective evaluation of the student based on rubrics which are mapped to course outcomes iii) Map the feedback from stakeholders as per graduate attributes and measure performance. This paper discusses the approach followed for three academic years 2014-2017 on a batch of 250 students per year. Training sessions, evaluation rubrics, usage of project management tools, mapping of their performance with the outcomes of the course and program, feedback from the stakeholders like companies and students themselves gives a clear view of improvement of the performance of the students after the Final Year Project course in three years.

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Macluskey, Michaelina, Angela S. Anderson, and Simon D. Shepherd. "The Impact of a 1-Year COVID-19 Extension on Undergraduate Dentistry in Dundee: Final Year Students’ Perspectives of Their Training in Oral Surgery." Dentistry Journal 10, no. 12 (December 6, 2022): 230. http://dx.doi.org/10.3390/dj10120230.

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Background: The detrimental impact of the COVID-19 pandemic on dental education prompted the Scottish Government to fund an additional year to the dental course to ensure that the students had the necessary clinical experience. The aim of the study was to better understand the final year student perceptions of this extension on their oral surgery experience at the University of Dundee. Methods: This mixed methods study consisted of an anonymous online questionnaire and a focus group. Results: Forty-one students (69.3%) completed the questionnaire and ten students participated in the focus group. Thirty-six (88.8%) students agreed that the oral surgery teaching provided sufficient knowledge to undertake independent practice. All of the students felt confident to carry out an extraction, and the majority of them (n = 40, 95%) felt confident to remove a retained root, however, their confidence with surgery was lower. Conclusion: The extension gave the students sufficient experience in oral surgery to gain confidence in clinical skills and an appropriate level of knowledge in preparation for the next phase of their career. Most of the students agreed that the extension was necessary and beneficial. This cohort graduated with more oral surgery experience than any of the students did in the previous 4 years from Dundee and with experience that was comparable with the students at other schools in the pre-COVID-19 era.

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Emanuelli, Chiara, Rocco Scolozzi, Francesco Brunori, and Roberto Poli. "Future-Labs in the Classroom: The Experience of -skopìa." World Futures Review 10, no. 4 (July 16, 2018): 294–302. http://dx.doi.org/10.1177/1946756718786325.

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During the past three years, -skopìa[EDUCATION], the educational branch of the recently established start-up of the University of Trento, -skopìa, has conducted an extensive series of future laboratories in the classroom, working in particular with students aged twelve years old (second year of “medie inferiori”) and fifteen years old (second year of “medie superiori”). Future labs follow an explicit protocol (initial and final tests, three major steps, respectively, focused on the past, the future and the present). Teachers wanting to conduct a lab in their classroom must attend a preliminary training course. Furthermore, all the labs are monitored by -skopìa.

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Lee, Yee-Yong, and Su-Hie Ting. "A Comparative Assessment of Online Learning Readiness for First Year and Final Year Engineering Undergraduates." Journal of Cognitive Sciences and Human Development 7, no. 1 (March 25, 2021): 86–105. http://dx.doi.org/10.33736/jcshd.3051.2021.

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Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness was relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online teaching and learning.

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Kane, Claire, Mark Wareing, and Esa Rintakorpi. "The psychological effects of working in the NHS during a pandemic on final-year students: part 2." British Journal of Nursing 31, no. 2 (January 27, 2022): 96–100. http://dx.doi.org/10.12968/bjon.2022.31.2.96.

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This study explored the psychological experience of a small cohort of nursing and midwifery students who had been deployed to work in the NHS during the COVID-19 pandemic. The students were employed on band 4 contracts within an acute NHS Trust in the South of England. Overall, students found the experience of being deployed into clinical practice during a major public health emergency a valuable and unique experience that strengthened their resilience. However, students reported a significant level of personal obligation to opt-in to deployment. Working within clinical areas caused heightened anxiety and uncertainty, which was alleviated by managerial support.

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Willett, Gilbert M., Susan E. Schuerman, Evelyn B. Boonyawiroj, Robert H. Fuchs, Laura H. Bilek, and Joseph F. Norman. "A Description of One Programʼs Experience Utilizing Final-Year Physical Therapist Students as Teaching Assistants." Journal of Physical Therapy Education 12, no. 1 (1998): 17–25. http://dx.doi.org/10.1097/00001416-199801000-00004.

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Danielson, Jared A., Amanda J. Fales-Williams, Steven D. Sorden, Ronald K. Myers, Holly S. Bender, and Eric M. Mills. "Peer Assessment of a Final-Year Capstone Experience for Formative Evaluation of a Pathology Curriculum." Journal of Veterinary Medical Education 35, no. 3 (September 2008): 466–74. http://dx.doi.org/10.3138/jvme.35.3.466.

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Geng, Gretchen, Richard Midford, Jenny Buckworth, and Therese Kersten. "Tapping into the teaching experiences of final year education students to increase support for students in their first year." Student Success 8, no. 1 (March 26, 2017): 13–23. http://dx.doi.org/10.5204/ssj.v8i1.363.

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This study investigates the mentorship of pairing first year and final year teacher education students during their school placements or practicum. Participating students were studied using an Interpretative Phenomenological Analysis (IPA) approach and undertaking Perceived Stress Scale (PSS) to interpret their experience and their stress levels in the peer mentorship program. This peer mentoring program offered benefits for the first year education students by reducing their stress levels significantly and providing reassurance about their performance during school practicum. It also prepared the final year students for taking on teacher mentor roles. While the student mentorship program cannot replace the support provided by schools and universities, it does offer first year students reassurance as to their practical teaching abilities and performance. In addition, this study provides several perspectives on student mentorship during teaching practicum that are worthy of further research.

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Moorthy, Dr H. Krishna, Biju S Pillai, and Sony Bhaskar Mehta. "Digital Rectal Examination of Prostrate : Does Examiner's Experience influence the Results ?" American Research Journal of Urology 4, no. 1 (December 27, 2020): 1–3. http://dx.doi.org/10.21694/2575-7148.20003.

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There is lack of uniformity in grading the size or assessing the consistency of prostate gland with Digital Rectal Examination (DRE) when done by different clinicians during evaluation of prostate pathology. This study was to compare the results of DRE findings in prostate pathology performed by Urologists at three different levels of clinical practice in the same set of patients and assess the accuracy of the findings with respect to their clinical experience. Materials and Methods: 200 patients with clinical features of prostatomegaly having no documented Urinary Tract Infection were subjected to DRE separately by one Resident in his Final year of training, Junior Consultant (5 years post degree) and Senior Consultant with more than 10 years clinical experience. Their findings were correlated with USG Abdomen estimated volume. Patients with DRE detected hard area in the prostate underwent Trans-rectal tru-cut biopsy of the hard area in the prostate and the biopsy reports were again correlated with the clinical findings. Results: DRE grades assessed by Final year Resident correlated with USG Abdomen estimated volume in 63%, while the same for Junior Consultant was 69% and that for Senior Consultant was 71%. The percentage correlation was better with smaller clinical size of the prostate when the overall DRE assessment of the prostate volume by the three sets of observers was compared to USG Abdomen prostate volume. There was also error in diagnosing abnormal texture of the prostate by Final year Resident in a significant number of patients. Conclusions: There were significant variations in DRE findings of prostate among clinicians, with the accuracy improving with increase in clinician’s experience. DRE findings should always be supplemented with other investigations before a final conclusion regarding the prostate pathology is made.

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Megerian, Cliff A., and Anthony J. Maniglia. "Parotidectomy: A Ten Year Experience with Fine Needle Aspiration and Frozen Section Biopsy Correlation." Ear, Nose & Throat Journal 73, no. 6 (June 1994): 377–80. http://dx.doi.org/10.1177/014556139407300607.

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During the years 1980 through 1990, 247 patients underwent parotidectomy at our institution for the removal of primary parotid lesions. Charts were reviewed in an effort to document the distribution of pathology in patients undergoing parotidectomy and the histopathology from each case was organized and tallied by virtue of the final specific diagnoses. An additional goal of this study was to evaluate the efficacy of pre-operative fine-needle aspiration biopsy (FNAB) and frozen section pathology in accurately predicting final histopathology. In our series, 86.7% of lesions were found to be benign and 13.3% were malignant in nature. When compared to final pathologic findings, FNAB yielded a diagnostic accuracy rate of 89.3% with a 2.1% false negative rate with regards to pre-operative detection of malignancy. Frozen section biopsy was found to have a diagnostic accuracy of 94.1% and also demonstrated a 2.1% false-negative rate. We believe these studies are indeed complementary to each other, as reflected in the 96.2% diagnostic accuracy achieved with a combination of FNAB and frozen section biopsy information. This report will review the patterns of misdiagnosis for each modality of diagnostic testing and present the parotid histopathology found over a 10-year period.

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Myers, Jeff, and Tracey DasGupta. "Improving the final year of life at the institutional level: Quality dying initiative (QDI)." Journal of Clinical Oncology 32, no. 31_suppl (November 1, 2014): 124. http://dx.doi.org/10.1200/jco.2014.32.31_suppl.124.

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124 Background: For a tertiary academic health sciences and comprehensive cancer centre, care of the dying is a significant element of the institution’s overall patient and family care experience. The aim for this large-scale quality improvement project was to improve the quality of the experience for a patient in the final year of life and their family members. Methods: This is descriptive study involves one institution and the characterization of three distinct patient populations: A - Imminently dying patients for whom care goals have been clarified to be comfort, B - Patients for whom death “this admission” would not be a surprise and C - Among patients being discharged, death “within the next year” would not be a surprise, linking in the outpatient cancer care setting. Results: On average 19 deaths per week are in some way expected for the institution’s acute care setting. Phase 1 of the QDI included a review of evidence and best practices in care of the dying as well as comprehensive plans for both organizational engagement and communications. Phase 2 of the QDI (i.e. “Implementation Phase”) involved interventions for each patient population. A corporate-wide “Comfort Strategy” was developed to address Population A. Components include standardized order sets, standardized interprofessional “Comfort Assessment and Documentation”, the palliative care team’s “Coaching Consult”, a “Family Member Education” process and an evaluation plan that includes an experience survey routinely sent to family members following a patient’s death. The intervention was piloted on and subsequently rolled out to all inpatient oncology units. Interventions for Population B and C are the triggering of Goals of Care and Advance Care Plan discussions respectively. Key metrics have been identified for all three patient populations and are based on care elements considered important by dying patients and their family members. These now comprise a dashboard, which has been endorsed for roll out to all patient care units in the acute care setting. Conclusions: A quality framework can be effectively applied for the institutional context of developing an approach to improving the final year of life for a cancer patient.

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Kusi Amponsah, Abigail, Joana Kyei-Dompim, Evans Frimpong Kyei, Evans Oduro, Richard Adongo Afaya, and Collins Kwadwo Ahoto. "Final Year Nursing Students’ Knowledge and Attitudes regarding Children’s Pain." Pain Research and Management 2020 (February 14, 2020): 1–6. http://dx.doi.org/10.1155/2020/7283473.

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Pain is one of the commonest reasons why children visit the hospital. Inadequately treated pain in children can negatively affect their physical, psychological, and social well-being; it also places financial burden on families of affected children and healthcare systems in general. Considering the eventual suffering of vulnerable children and their families if nursing students are insufficiently educated and ill-prepared, the current study aimed at assessing final year nursing student’s knowledge and attitudes pertaining to pediatric pain. A descriptive cross-sectional study was conducted among 100 final year undergraduate nursing students at a private university college in Ghana. In addition to their ages and gender, the students responded to the 42 individual items on the Pediatric Nurses’ Knowledge and Attitudes Survey regarding pain (PNKAS) instrument. Descriptive statistical analysis was aided by the Statistical Package for Social Sciences version 25 software. The mean age of the final year nursing students was 29 years (range of 21 to 47 years); a majority of them were females (78%). Participants had an average (SD) correct answer score of 44.0% (10.6%). Good pediatric pain knowledge and attitudes were observed in items that were related to the individualized and multidimensional nature of the pain experience and its treatment, benefits of pre-emptive analgesia, pharmacodynamics, and pain assessment. Poor pediatric pain knowledge and attitudes occurred in items that focused on pain perceptions, opioid drug administration, useful pain medications, pain physiology, and nonpharmacological pain management interventions. Final year nursing students have insufficient knowledge and attitudes toward children’s pain management. Areas of good and poor pediatric pain knowledge and attitudes should be considered when designing and implementing educational interventions on this subject. Curricular revisions should be made on existing nursing curriculum to lay more emphasis on children’s pain management and use educational interventions that support knowledge translation for improved care.

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Blicblau, Aaron S., and David Richards. "Development of “Real World” Project Skills for Engineering Students." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 1 (January 2012): 1–13. http://dx.doi.org/10.4018/ijqaete.2012010101.

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This work investigates the possible relationship between project results at first and final years of an engineering course for the same set of students to determine appropriateness of final year projects in a working environment. To determine if any significant prediction was applicable a multiple linear regression analysis model was applied to all sets of data. The analysis of results indicates that there is no significant correlation between grades from first year projects and final year projects. In terms of predictability of performance, exposure to first year projects is more of an initial adaptation to a teaching and learning environment. It is less of a suitable predictor of grade performance in project work in final year. For students to do well in their final year project, a period in industry greatly enhances their independent learning skills resulting in an overall enhanced learning experience. The major benefits to students in their final year project are in professional and personal areas, such as improved abilities to formulate, solve difficult problems and gain skills with independent learning.

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Rube, Jacob, Alexandra Peyser, Freya Tarapore, Bari Scheckner, Rachel Frank, Suzanne Vento, Cathy Hoffman, et al. "IgA Nephropathy: A Twenty Year Retrospective Single Center Experience." Clinical medicine. Pediatrics 3 (January 2009): CMPed.S2224. http://dx.doi.org/10.4137/cmped.s2224.

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IgA nephropathy (IgAN) is a common glomerular disease whose etiology is unknown. Previous studies have described the clinical and laboratory features but none have specifically compared patients during different time periods. This 20 year retrospective study was performed to assess trends in the severity of IgAN from 1989–2008. We reviewed 57 patient charts that contained a confirmed biopsy diagnosis of IgAN and recorded data at the time of diagnosis and the final follow-up appointment. Clinical data included physical examination, urine, and blood tests. Patients were separated into two cohorts, Cohort 1 1989–1998 and Cohort 2 1999–2008. An increase in severity was noted in Cohort 2 based on a significantly higher Up/c and lower serum albumin level. Other prognostic indicators including GFRe, hematocrit, and glomerular injury score also demonstrated a trend towards more severe disease over the past 20 years. The patients in both Cohorts received similar treatments and had comparable renal function at the last follow-up visit. Based on our findings, we suggest that although a kidney biopsy is required to diagnose IgAN, the procedure may not be necessary in patients clinically suspected of having the disease but who have normal kidney function and minimal urine abnormalities.

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Panadero, Ernesto, Daniel García-Pérez, Javier Fernández-Ruiz, and Héctor Sánchez-Centeno. "A Transitional Year Level to Higher Education: Challenges, Experiences and Self-regulatory Strategies during the Final Year of the University Preparatory Level." Estudios sobre Educación 39 (October 1, 2020): 109–33. http://dx.doi.org/10.15581/004.39.109-133.

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Final Year level of the University Preparatory cycle (FYUP) –in Spanish 2º Bachillerato– is one of the most challenging academic courses. It is extremely demanding academically in itself and by the end of it students must also pass the university entry exam. Yet research has not investigated how students experience this year. We thus explored, using in-depth interviews with 75 students from two public high schools, their attitudes toward this academic year. Our results showed that (a) the participants struggled greatly during FYUP, experiencing high levels of academic stress (that affects their general well-being, mostly because of the high academic demands); (b) students were looking forward to their university experience but were concerned about failing or not finding their place; and (c) they reported a narrow range of learning, motivational, and emotional strategies. This study shows that students face significant learning and academic challenges during FYUP. A clear educational implication is that interventions should be implemented in earlier years to help the students be better prepared.

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KLOSTERMAN, E. S., P. H. KASS, and D. A. WALSH. "Approaches to veterinary education - tracking versus a final year broad clinical experience. Part two: instilled values." Revue Scientifique et Technique de l'OIE 28, no. 2 (August 1, 2009): 811–22. http://dx.doi.org/10.20506/rst.28.2.1927.

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Akkad, A., S. Bonas, and P. Stark. "Gender differences in final year medical students’ experience of teaching of intimate examinations: a questionnaire study." BJOG: An International Journal of Obstetrics & Gynaecology 115, no. 5 (March 7, 2008): 625–32. http://dx.doi.org/10.1111/j.1471-0528.2008.01671.x.

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Gates, M. Carolyn, Katherine E. Littlewood, Kavitha Kongara, Thomas F. Odom, and Robert K. Sawicki. "Experience of Practicing Veterinarians with Supervising Final-Year Students and New Graduates in Performing Desexing Surgeries." Journal of Veterinary Medical Education 47, no. 4 (November 2020): 465–74. http://dx.doi.org/10.3138/jvme.0918-100r.

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Danijela, Serbic, and Bourne Victoria. "Final year research project as a tool for maximising students’ employability prospects." Psychology Teaching Review 26, no. 1 (2020): 90–95. http://dx.doi.org/10.53841/bpsptr.2020.26.1.90.

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Embedding employability in higher education is a key Teaching Excellence Framework requirement, and psychology departments across the UK recognise that this is indeed important for students’ employability prospects. The Final Year Research Project is the most important independent piece of work that psychology undergraduate students undertake, contributing considerably to the overall degree classification. Therefore, it can provide a fertile ground for embedding employability and allows for innovation in teaching and supervision of projects. Yet, based on our extensive Final Year Research Project supervision and coordination experience, this opportunity tends to be overlooked by psychology departments, project coordinators and supervisors; often resulting in projects being given insufficient attention in students’ job and further study applications and interviews. In this practice exchange paper, we first detail how employability is built into Years One and Two of our undergraduate degree, before outlining how it is integrated in Year Three within Final Year Research Projects. We then describe and discuss several initiatives that we developed and implemented to embed employability in Final Year Research Projects. We developed the 3R approach to helping students Recognise and Reflect on their skill development and Relate them to the next step in their career.

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Gavin, James P., and Ian Coleman. "Placement experience and learning motivations in higher education." Journal of Applied Research in Higher Education 8, no. 3 (July 4, 2016): 302–15. http://dx.doi.org/10.1108/jarhe-11-2014-0105.

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Purpose – Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach – A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings – Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value – Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.

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Mofolo, N., and J. Botes. "An evaluation of factors influencing perceptual experiences and future plans of final-year medical interns in the Free State, 2013–2014." South African Family Practice 58, no. 5 (November 2, 2016): 74. http://dx.doi.org/10.4102/safp.v58i5.4589.

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Background: Medical internship refers to the 24-month period of supervised training in an accredited facility, where newly qualified doctors rotate through all relevant medical domains before starting their community service as medical practitioners. The Free State province has one academic complex and three regional hospitals accredited for internship training.Objectives: To evaluate the experience and future plans of final-year interns enrolled in a two-year medical internship programme in the Free State, and whether they felt sufficiently prepared to be medical doctors. Methods: This study was a cross-sectional study. A questionnaire was distributed to all consenting interns from the Free State completing their second year of internship during 2013 and 2014.Results: A total of 80 second-year internship doctors from four healthcare facilities completed the questionnaire. The majority (87.2%) indicated that they believe internship prepared them well for community service and 65.0% were positive about the supervision they received. However, only 52.5% felt that they were properly orientated.Conclusion: Medical interns felt positive about their experiences at their allocated Free State healthcare facilities and acknowledged they were better prepared for their careers. In some domains, insufficient supervision and lack of orientation impacted on the internship experience. Workload, lack of resources, insufficient staff and work environment at institutions are the main push factors.

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Carpeggiani, Clara, Alberto Macerata, and Maria Aurora Morales. "Electronic medical record in cardiology: a 10-year Italian experience." Revista da Associação Médica Brasileira 61, no. 4 (August 2015): 317–23. http://dx.doi.org/10.1590/1806-9282.61.04.317.

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SummaryObjectives:the aim of this study was to report a ten years experience in the electronic medical record (EMR) use. An estimated 80% of healthcare transactions are still paper-based.Methods:an EMR system was built at the end of 1998 in an Italian tertiary care center to achieve total integration among different human and instrumental sources, eliminating paper-based medical records. Physicians and nurses who used EMR system reported their opinions. In particular the hospital activity supported electronically, regarding 4,911 adult patients hospitalized in the 2004- 2008 period, was examined.Results:the final EMR product integrated multimedia document (text, images, signals). EMR presented for the most part advantages and was well adopted by the personnel. Appropriateness evaluation was also possible for some procedures. Some disadvantages were encountered, such as start-up costs, long time required to learn how to use the tool, little to no standardization between systems and the EMR technology.Conclusion:the EMR is a strategic goal for clinical system integration to allow a better health care quality. The advantages of the EMR overcome the disadvantages, yielding a positive return on investment to health care organization.

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Daubney, Ellie. "Nearly qualified but learning is for life." Journal of Paramedic Practice 12, no. 4 (April 2, 2020): 150. http://dx.doi.org/10.12968/jpar.2020.12.4.150.

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In her final column as a student paramedic, third year Ellie Daubney shares how COVID-19 is affecting her final year of her paramedic science degree and her plans to fill in any gaps in experience before embarking on her official career as a newly qualified paramedic

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O'Brien, Katie. "Taking Science to the Xtremes: a unique PhD experience." Biochemist 38, no. 5 (October 1, 2016): 34–35. http://dx.doi.org/10.1042/bio03805034.

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Obtaining a PhD is a long and often rocky road. Now in my final year of doctoral study, I am taking a moment to look back at the successes and (far more frequent) failures of PhD life, particularly my first year experience. This was, quite literally, full of ups and downs as I found myself undertaking research as part of the Xtreme Everest 2 (XE2) expedition team.

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Boland, Patrick A., Azlena Ali Beegan, Maurice Stokes, Malcolm R. Kell, John M. Barry, Angela O’Brien, and Siun M. Walsh. "Management and outcomes of phyllodes tumours – 10 year experience." Breast Disease 40, no. 3 (July 15, 2021): 171–76. http://dx.doi.org/10.3233/bd-201059.

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INTRODUCTION: Phyllodes tumours represent 0.3–1% of breast tumours, typically presenting in women aged 35–55 years. They are classified into benign, borderline and malignant grades and exhibit a spectrum of features. There is significant debate surrounding the optimal management of phyllodes tumour, particularly regarding appropriate margins. METHODS: This is a retrospective review of a prospectively maintained database of patients who underwent surgical management for phyllodes tumours in a single tertiary referral centre from 2007–2017. Patient demographics, tumour characteristics, surgical treatment and follow-up data were analysed. Tumour margins were classified as positive (0 mm), close (≤2 mm) and clear (>2 mm). RESULTS: A total of 57 patients underwent surgical excision of a phyllodes tumour. The Mean age was 37.7 years (range: ages 14–91) with mean follow-up of 38.5 months (range: 0.5–133 months). There were 44 (77%) benign, 4 (7%) borderline and 9 (16%) malignant phyllodes cases. 54 patients had breast conserving surgery (BCS) and 3 underwent mastectomy. 30 (53%) patients underwent re-excision of margins. The final margin status was clear in 32 (56%), close in 13 (23%) and positive in 12 (21%). During follow-up, 4 patients were diagnosed with local recurrence (2 malignant, 1 borderline and 1 benign pathology on recurrence samples). CONCLUSION: There are no clear guidelines for the surgical management and follow-up of phyllodes tumours. This study suggests that patients with malignant phyllodes and positive margins are more likely to develop local recurrence. There is a need for large prospective studies to guide the development of future guidelines.

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Simon, Marioara, Bogdan Pop, Lacrimioara Toma, Aletta Vallasek, and Ioan Simon. "ENDOBRONCHIAL ULTRASOUND – ONE YEAR OF EXPERIENCE IN CLINICAL PRACTICE." Medicine and Pharmacy Reports 90, no. 2 (April 26, 2017): 188–95. http://dx.doi.org/10.15386/cjmed-655.

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Background and aim. Endobronchial ultrasound (EBUS) is a recent minimally invasive, safe examination method for the mediastinum, with a good diagnostic precision.This method makes possible real time examination with transbronchial fine needle aspiration, diagnostic transbronchial needle aspiration (TBNA) and staging of non-small pulmonary tumors, as well as diagnosis of mediastinal and hilar adenopathies of various causes.Methods. We present the experience of the Bronchoscopy Department of the Pulmonology Clinic of Cluj-Napoca with EBUS-TBNA as a tool for the diagnosis and staging of tumors in contact with the bronchial wall and mediastinal and hilar adenopathies of unknown etiology. During the period August 2014 – January 2016 we examined 152 patients with no direct or indirect signs of lung tumor in traditional bronchoscopy. Rapid on site evaluation (ROSE) was available for all patients.Results. Our study is a retrospective study of 152 EBUS-TBNA examinations. The average age of our patients was 54.43 years and 64% came from urban and 36% from rural background. EBUS-TBNA brought the final histological confirmation (tumors, sarcoidosis, limphoma) in 82.8% of the cases. A tumor confirmation was obtained in 95% of the patients who were suspected of having tumor.For a better understanding of the importance of this method in the daily clinical practice we present a case of peripheral pulmonary neoplasm with mediastinal and hilar adenopathies, where the contribution of EBUS-TBNA to a rapid diagnosis was essential.Conclusion. By the introduction of this method in our country one year ago, we can diagnose patients with lung and mediastinal tumors, which cannot be diagnosed by traditional bronchoscopy. This brings a valuable contribution to the improvement of lung cancer staging and diagnostic.

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Petkovsek, Daniel S., Daniel G. Cherfan, Felipe F. Conti, Grant L. Hom, Justin P. Ehlers, Amy S. Babiuch, Aleksandra V. Rachitskaya, et al. "Eplerenone for the treatment of chronic central serous chorioretinopathy: 3-year clinical experience." British Journal of Ophthalmology 104, no. 2 (May 11, 2019): 182–87. http://dx.doi.org/10.1136/bjophthalmol-2019-314047.

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Background/aimsThe efficacy of mineralocorticoid receptor antagonist eplerenone to treat chronic central serous chorioretinopathy (CSCR) has been established. However, previous studies have been limited by small cohort size and short follow-up duration. This study aims to report 3-year clinical outcomes of patients treated with eplerenone for chronic CSCR.MethodsInstitutional review board-approved retrospective chart analysis at a single institution from 2012 to 2018. Baseline best-corrected visual acuity and anatomical measurements related to degree of subretinal fluid (SRF) were collected at eplerenone initiation. Follow-up data were collected at the closest date to 12, 24 and 36 months.ResultsData were obtained for 100 eyes of 83 patients at 1-year (mean 11.18 ± 4.00 months), 49 eyes at 2-year (24.01 ± 3.33 months) and 33 eyes at 3-year (mean 35.5 ± 7.89 months) follow-up visits. The rate of complete SRF resolution was 31%, 28% and 33%, respectively. At final follow-up, logarithm of the minimum angle of resolution visual acuity change from baseline was +0.10 ± 0.24 (p = 0.130). Average change from baseline at final follow-up for central subfield thickness was −97 ± 140.6 µm (p < 0.001), cube volume was –1.07 ± 1.71 mm3 (p < 0.001), macular thickness –28. 5 ± 47.5 µm (p < 0.001), maximum SRF height was −95.6 ± 160.5 µm (p < 0.001) and maximum SRF diameter was −1169.0 ± 1638.7 µm (p = 0.008).ConclusionAnatomical improvement occurs primarily within the first year of eplerenone treatment for chronic CSCR.

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Saputra, Muji R., and Listyati Setyo Palupi. "Relationship between Social Support and Psychological Well-Being of the Final Year Students." E3S Web of Conferences 202 (2020): 12027. http://dx.doi.org/10.1051/e3sconf/202020212027.

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Research shows that final year students experience stress when they work on their thesis. This situation has affected their psychological well-being. According to Ryff psychological well-being is a condition of someone who is free from pressure and problems. Thus, this study aims to determine the relationship between social support and psychological well-being of final year students who are working on a thesis. This research was conducted at Airlangga University. This study uses a quantitative approach. This research was conducted on 156 students that are working on their thesis at Airlangga University. Data obtained using a survey method that uses a measure of social support scale developed by Zimet and psychological well-being scale developed by Palupi in the journal Studia Universitatis Maladaviae. The data analysis technique used in this study is Pearson Product Moment. The results of the analysis show a correlation of 0.760 which means there is a relationship between social support and psychological well-being of the final year students who are working on their thesis.

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Hapangama, A., and K. A. L. A. Kuruppuarachchi. "COVID-19 pandemic and assessments of final year medical students in psychiatry: an innovative Sri Lankan experience." Sri Lanka Journal of Psychiatry 12, no. 2 (December 31, 2021): 47. http://dx.doi.org/10.4038/sljpsyc.v12i2.8315.

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Journal articles on the topic 'Final year experience'

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