The control and consequences of bacterial fermentation in the human colon.

The relationship between university students' perceptions of their academic environment, their approaches to study, and academic outcomes was investigated at both university and faculty levels. The responses of a large, cross-disciplinary sample of undergraduate students were analysed using higher order path and regression analyses, and the results confirmed students' perceptions as influencing both 'hard' (academic achievement) and 'soft' (satisfaction, development of key skills) learning outcomes, both directly and mediated through their approaches to study. Perceptions of heavy workload and inappropriate assessment influenced students towards surface, and perceptions of good teaching towards deep, approaches to study. Students' perceptions of their current learning environment were a stronger predictor of learning outcomes at university than prior achievement at school. Protocols are proposed to guide more fine-grained analysis of students' perceptions.

http://reforma.fen.uchile.cl/Papers/Learning%20Environment%20and%20Academic%20Outcomes%20-%20Lizzio%20Wilson%20Simons.pdf

University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice

This book is one of our contemporary medical bibles. It needs no introduction; those who have frequent need of it know it very well, and those who use it less often seek it out on the library shelf when problems arise. The book is truly encyclopedic. Everything relevant discovered during the six-year intervals between publication finds its way into these pages. By today's standards, its 1,778 closely packed small-print pages are a bargain. The mutant gene is both hero and villain in this book. It is reponsible for the biochemical abnormality that results in disease, no matter how rare a given abnormality may be. By the same token, however, it is truly an experiment of nature, shedding light on fundamental metabolic sequences and biologic mechanisms. This volume, more than most, explains the contributions of the laboratory to clinical medicine. Each chapter seems to have been rewritten, so that the exciting

The Metabolic Basis Of Inherited Disease.

Purpose: To review the principles of multivariable analysis and to examine the application of multivariable statistical methods in general medical literature. Data Sources: A computer-assisted sear...

The risk of determining risk with multivariable models.

Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychology—the discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the field of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learning—and how best to do it—to almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the...

Learning Styles: An overview of theories, models, and measures

Utilisation of ammonia nitrogen for protein synthesis in man, and the effect of protein restriction and uraemia.

Nutritional potential of nitrogen recycling in man.

It has recently been claimed that UK medical students from ethnic minorities perform less well than White students in final undergraduate examinations and that this results from discrimination in clinical examinations. In this paper the authors examine the performance of students in two prospective studies of 1981 and 1986 entrants to London medical schools taking finals in 1986, 1987, 1991 and 1992. Overall, 18.2% of students in the survey failed one or more examinations at finals. UK ethnic minority students were 2.09 times more likely to fail one or more examinations than were UK White students. Male students were also 1.65 times more likely to fail an examination than female students. More detailed analysis of individual marks confirmed that UK ethnic minority students performed less well than UK White students, although non-UK ethnic minority students performed better than UK White students. The difference between UK White and ethnic minority students could not be explained by differences in educational achievement, study habits or clinical experience. The poorer performance of UK ethnic minority students extended across multiple-choice questions (MCQ), essay, clinical and oral examinations. Ethnic minority students performed particularly poorly on examinations in medicine and surgery as compared with pathology and clinical pharmacology. Although UK-born ethnic minority students perform less well in final examinations than UK White students, this is unlikely to be explained by racial discrimination as the difference is present in MCQ examinations marked by machine and as non-UK ethnic minority students perform better than UK White students. The cause of the difference in performance is therefore not clear and requires further study.

Final examination performance of medical students from ethnic minorities

The changing clinical experience of British medical students.

A prospective study of the process of application, selection, and admission to medical school was performed St Mary's Hospital Medical School received 1478 UCCA applications for admission in October 1981: 94 (64%) applicants entered St Mary's in October 1981, 436 (295%) entered other medical schools, 176 (119%) read a subject other than medicine, and 772 (522%) did not enter university The study included 126% of all applicants and 129% of all entrants to British medical schools in October 1981 Educational qualifications, demographic variables, type of schooling, family background, and the manner of application were examined in relation to overall selection A level achievement was the major determinant of acceptance O level achievement, early application, and medical parents had significant but smaller independent effects on the chance of acceptance Social class, age, sex, and school type did not predict acceptance when corrected for academic and other factors Few differences in personality, career preference, cultural interests or attitudes were found between those accepted and those rejected

https://www.bmj.com/content/bmj/289/6453/1201.full.pdf

Audit of admission to medical school: I--Acceptances and rejects.

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