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This chapter discusses elementary file, including how to obtain data from a file and how to save output to a file. It also discusses how the file location is specified. Two complete programs, one performing matrix multiplication using a data stored in a file, and another sorting string data from a file, are included.

Background Clinical evaluation of medical student performance has been criticized as variable and subjective. The aim of this study was to assess the correlation of a summative surgical OSCE exam to clinical faculty evaluations as well as surgery shelf exam score and final grades. Methods The performance of 392 students who completed the surgical clerkship between 2017 and 2019 was assessed via Pearson Coefficients comparing OSCE grades, clinical evaluations of Medical Knowledge and Patient Care, Communication and Professionalism, the National Board of Medical Examiners (NBME) shelf surgical subject exam, and final clerkship grade. Results Results demonstrate a statistically significant positive relationship between the OSCE, Shelf score and grade, final clerkship grade, and all clinical evaluations except Communication skills. The greatest correlation occurred between OSCE and shelf scores and grades. Although significant, the degree of correlation with clinical observation was significantly less. Conclusion This study demonstrates that a surgical OSCE has a small positive correlation with clinical knowledge as measured by the NBME shelf exam. There is also an equal correlation with medical knowledge standards, with the OSCE better predicting NBME shelf outcome. This lower correlation to clinical assessment suggests that either the clinical grades contain elements not detected on an OSCE exam but could also support the hypothesis that variability in clinical grades do contain a significant degree of subjectivity.

This article reports a mixed-methods study that investigates academic success in English Medium Instruction (EMI) at a Chinese state university. Questionnaire, exam score (n=100), and semi-structured interview data (n=29) was collected from second-year undergraduate students majoring in Business Management. Content-related language proficiency, perceived success, and motivation were explored as possible significant predictors of academic success in EMI. Business English proficiency was a statistically significant predictor, highlighting that students with a lower level of proficiency need supplementary linguistic support in order to fully succeed in their EMI studies. Language learning motivation did not predict academic success, echoing previous findings (Rose et el., 2019). Perceived success in EMI did predict actual success in EMI, highlighting the need to enhance students’ perceptions of their own ability to succeed in EMI. Qualitative data revealed that students’ perceptions of success in EMI centred around content knowledge acquisition, improved English proficiency, knowledge application and transformation, and forming new modes of thinking. Practical implications for pedagogy are discussed.

Background The pass rate on the American Board of Internal Medicine (ABIM) nephrology certifying exam has declined and is among the lowest of all internal medicine (IM) subspecialties. In recent years, there have also been fewer applicants for the nephrology fellowship match. Methods This retrospective observational study assessed how changes between 2010 and 2019 in characteristics of 4094 graduates of US ACGME-accredited nephrology fellowship programs taking the ABIM nephrology certifying exam for the first time, and how characteristics of their fellowship programs were associated with exam performance. The primary outcome measure was performance on the nephrology certifying exam. Fellowship program pass rates over the decade were also studied. Results Lower IM certifying exam score, older age, female sex, international medical graduate (IMG) status, and having trained at a smaller nephrology fellowship program were associated with poorer nephrology certifying exam performance. The mean IM certifying exam percentile score among those who subsequently took the nephrology certifying exam decreased from 56.7 (SD, 27.9) to 46.1 (SD, 28.7) from 2010 to 2019. When examining individuals with comparable IM certifying exam performance, IMGs performed less well than United States medical graduates (USMGs) on the nephrology certifying exam. In 2019, only 57% of nephrology fellowship programs had aggregate 3-year certifying exam pass rates ≥80% among their graduates. Conclusions Changes in IM certifying exam performance, certain trainee demographics, and poorer performance among those from smaller fellowship programs explain much of the decline in nephrology certifying exam performance. IM certifying exam performance was the dominant determinant.

Emporium courses have been offered as an option to reduce the amount of time students spend in developmental mathematics courses. This study investigated differences in achievement and persistence in mathematics by course modality for students enrolled in developmental mathematics at a suburban community college in the Northeast United States from fall 2015 through spring 2019. Statistically significant differences existed in final exam score and course grades by course level. For the upper two developmental mathematics courses, achievement measures in emporium courses were comparable to face-to-face courses. Thus, an emporium model that is designed to provide a semi-structured schedule, prompt feedback, and frequent interactions with tutors and faculty is a viable option for middle- and upper-level courses. The emporium modality did not appear to benefit students placed into the lowest level course (i.e., pre-algebra) as grades and persistence rates were lower compared to face-to-face courses. Online course modality was not the best option across all course levels. The results of this study may have implications for post-secondary institutions that want to begin offering developmental mathematics courses in multiple modalities.

Contribution: Practical active learning stations (PALSs)-equipped classrooms function similar to prototypical active learning classrooms (ALCs). They support student collaboration and active learning pedagogies but at a fraction of the cost. Background: Active learning pedagogies and active learning technology are revitalizing STEM education and their use has led to an increase in student performance and satisfaction with the learning environment in postsecondary settings. An obstacle to increasing access to ALCs is the cost of constructing such learning environments. To address this challenge, a means to retrofit an existing computer laboratory into an ALC by making use of economy hardware and open-source software was devised. Intended Outcomes: In the context of an introductory sequence of programming courses (i.e., CS1 and CS2), students in a PALS-equipped classroom would perform as well as students in a prototypical ALC. Application Design: A quasi-experimental study was employed to compare the overall student performance across learning environments. Student performance was measured by the final exam score and overall course score. Throughout the study, the PALS-equipped classroom was paired five different times in head-to-head comparisons with either a prototypical ALC or a traditional classroom. Findings: The focus of the study was the potential effects of classroom type on students’ final exam score and the overall course score. A statistically significant effect was found for only one measure, which was that students in the PALS classroom in CS1 scored higher on their overall course score even when accounting for demographic differences and the pretest measure. There were no other significant effects for classroom type, either on the final exam score for either course or the overall course score in CS2.

Purpose Optical coherence tomography (OCT) is a non-invasive method for diagnosis and monitoring of retinal (typically, macular) conditions. The unfamiliar nature of OCT images can present considerable challenges for some community optometrists. The purpose of this research is to develop and assess the efficacy of a novel internet resource designed to assist optometrists in using OCT for diagnosis of macular disease and patient management. Methods An online tool (OCTAID) has been designed to assist practitioners in the diagnosis of macular lesions detected by OCT. The effectiveness of OCTAID was evaluated in a randomised controlled trial comparing two groups of practitioners who underwent an online assessment (using clinical vignettes) based on OCT images, before (exam 1) and after (exam 2) an educational intervention. Participants’ answers were validated against experts’ classifications (the reference standard). OCTAID was randomly allocated as the educational intervention for one group with the control group receiving an intervention of standard OCT educational material. The participants were community optometrists. Results Random allocation resulted in 53 optometrists receiving OCTAID and 65 receiving the control intervention. Both groups performed similarly at baseline with no significant difference in mean exam 1 scores (p = 0.21). The primary outcome measure was mean improvement in exam score between the two exam modules. Participants who received OCTAID improved their exam score significantly more than those who received conventional educational materials (p = 0.005). Conclusion Use of OCTAID is associated with an improvement in the combined skill of OCT scan recognition and patient management decisions.

Muchtar Hanafi,1 Amandha Boy Timor Randita,2 Maryani,1 Tonang Dwi Ardyanto1 1Medical Education and Research Center, Teaching Hospital of Universitas Sebelas Maret, Sukoharjo, Indonesia; 2Department of Medical Education, Faculty of Medicine, Universitas Sebelas Maret, Surakarta, IndonesiaCorrespondence: Tonang Dwi Ardyanto Email tonang.ardyanto@staff.uns.ac.idIntroduction: Faculty of medicine plays a role to support the students’ success in passing national exit exam through mentorship. Peer-reflection evaluates the students’ learning process. We aimed to analyze the impact of peer-reflection to change the students’ learning attitude and improve national exam score.Methods: Nine test-retaker students participated in mentorship program for three months. They took two parts of faculty-level examination. After the 1st and the 2nd part of faculty exam, there were peer-reflections I and II that argued about the characters, strengths and weaknesses, suggestions. Then, they did self-reflection to conduct responses about the mentorship including the impact of peers’ input and finally took national exam. The examination score before and after peer-reflection were compared. We analyzed the statement of reflection by documents and content analysis. The progress of examination score was analyzed descriptively.Results: The students objectively understood the strengths and weaknesses of their way of learning, and then implemented the peers’ advices. Peer-reflection method provided a feeling of same purpose, then developed ways of learning that promoted them to be higher motivated. Finally, 6 of 9 students passed the exam.Discussion: Suggestions given by peers would be memorable and powerfully changed motivation. Peer-reflection explored non-academic problems that determined the pattern and the way of how students learned.Keywords: doctor, exit examination, peer-reflection, retaker

Background Many U.S. medical schools are modifying their curricula with limited understanding of the impact on students’ clinical knowledge. Methods The surgical rotations and Surgery Shelf Exam score reports of 1514 students at a single medical school over nine academic years (2010–2018), which included a four-year transition period to a condensed pre-clerkship curriculum. Subject-specific results were compared by rotation type using Mann-Whitney tests. Regression analysis was used to assess the relationship between scores and time. Results Data from 1514 students were included. Shelf scores decreased each year of the transition curriculum compared to the reference year (2014–2015). However, clinical exposure to specific rotations resulted in better scores in related shelf subjects. For example, students who rotated on Vascular Surgery achieved statistically better scores on the related subject than their colleagues (3.62 vs. 3.44; p = 0.0014). Conclusions The transition curriculum was associated with a lower performance on the surgical shelf exam when compared to the traditional curriculum, regardless of when surgery was taken during their clerkship year.

This study aims to improve the English speaking skills of STKIP MB students majoring in elementary school teacher education who take English courses, especially speaking skills at the basic level through English camp activities. English camp activities are outdoor activities carried out as practical speaking activities outside the classroom. . This activity is carried out after the lecture enters the midterm exam where students have first learned the basic theory for seven meetings at the beginning of the lecture. This research is a classroom action research conducted in two cycles with each cycle consisting of two meetings of English camp activities. The results of this study show their speaking ability at the basic level with the topics that have been determined increases significantly each meeting and at the end of each cycle taken from the speaking ability data with categories of assessment of topic accuracy, use of vocabulary, pronunciation and fluency in speaking. . The conclusion in the study shows that English camp activities can improve basic level speaking skills for PGSD STKIP MB students with success indicators of 80% of students getting an oral speaking exam score of 75 or more

Background: Instructors and students are on a continuing quest to identify predictors of learning. Objective: This study examines the associations between self-reported exam score and study techniques among students in two courses, Introductory Psychology and Computer Science. Method: We used an online survey to measure the extent students ( N = 249) used 10 techniques studied in cognitive science. We also measured students’ perseverance, metacognitive skill, distractions, and procrastination. Results: Student use of specific study techniques varied between the two courses and a high utility technique, practice testing, was well used. Students reported low levels of spaced practice. Perseverance and metacognitive skills both correlated significantly with many of the study techniques. While no study techniques predicted exam scores in Introductory Psychology beyond variance predicted by GPA, the use of spaced practice predicted a significant portion of variance in students in Computer Science. Conclusions: Students’ use of study techniques varies between their courses and while related to GPA and exam scores, are not unique predictors of variance in learning. Additional moderators and mediators of learning need to be identified. Teaching Implications: We discuss ways instructors can help prepare students in Introductory Psychology and key needs for future research on studying.

The results showed that most respondents had good critical nursing competency scores including primary assessment: airway assessment (53.8%); breathing assessment (56.4%); Circulation assessment (61.5%); Disability assessment (56.4%); and Exposure assessment (59%), professionalism (56.4%), critical nursing care competencies (79.5%), Clinical reasoning process (71.8%), Patient safety (61.5%) and critical care exam score (46.2%). The result of statistical test with Pearson test obtained that the primary assessment: airway assessment (ρ = 0.038); circulation assessment (ρ = 0.029); Exposure assessment (ρ = 0.023), competence of critical nursing care (ρ = 0.049), clinical reasoning process (ρ = 0.028) and patient safety (ρ = 0.001) have a significant relationship to the critical care exam score. The implementation of learning methods for journal sharing of critical care has a positive impact on competencies and results in good student competencies.

This study was conducted to compare teaching gynecology and infertility courses with both lecture and peer methods. In 2018, a quasi-experimental study was designed at the midwifery department of a state university in Iran. A total of 32 midwifery students were participated in the study. During the first eight sessions, 50% of the course content was taught in the form of same-level peer – teaching. The last eight sessions of the course were taught by lecture. At the end of each session, students were given a post-test, also midterm and final exam. At the end of exams, each student was asked to complete a questionnaire assessing students' perception about teaching methods. The average mid- term exam score for peer – teaching (34.5 ± 5.5 ) was significantly (p ) higher than the lecture method (30.4 ± 5.8 ), as well as average final exam score (7.2 ± 1.5 vs. 5.8 ± 1.6 ). The average overall student perception score for the peer – teaching method was significantly (p ) higher than the corresponding score for the lecture method (86.8 ± 11.5 vs. 74.1 ± 12.4 ). Using the peer education as a complementary method in teaching theoretical courses along with the traditional lecture method seems to be appropriate.

Background: The reading interest rate of Indonesian society is relatively low (approximately 0,001). Meanwhile, during their study, medical students have to read numerous English literatures. Previous research showed that reading activity can be improved by reading motivation. However, studies about Indonesian medical students reading motivation on English literature are still limited. This study aims to assess the effect of students’ English literature reading motivation to the block exam average score.Methods: This was a cross-sectional study conducted in January 2018. We used stratified random sampling, and we found 274 samples that fit with inclusion and exclusion criterias selected. The motivation was assessed using the English literature reading motivation scale, block exam test results were obtained through the academic database. Data were analyzed with multiple linier regression test.Result: Students’ English reading motivation increased the block exam average score of Medical Students. Every increase of one score of motivation significantly increase 0,10 score block exam average (p

Background. The number of students who must repeat an academic year due to an inability to attain enough credits has been increasing in Japan. It is important for universities to be able to identify these students in advance to ensure that they pass their examinations without need of repetition. In this study, we tried to predict the likelihood of students’ repetition of their senior year using the factors of gender, experience of repetition up to the junior year, and scores on tests conducted four times before their graduation exam in the senior year. Methods.Seventy-three students belonging to the senior class of a medical technology college in Tokyo were studied. The students were divided into three groups: Group 1, composed of students who passed the graduation exam on the first attempt (n=35); Group 2, composed of students who failed to pass the graduation exam at the first attempt, but passed the graduation re-exam (n=26); and Group 3, composed of students who did not pass the graduation exam or the re-exam (n=12). Results.We found that gender was not a factor of senior-year repetition. Students who had experienced of repetition prior to junior year tended to be six times more likely to fail the graduation exam than those who did not (OR=6.52, 95% CI: 1.17 – 32.44, P=0.03). Low scores on Test 4, administered two months before the graduation exam, were associated with students who fail to pass the graduation exam (OR=15.2, 95% CI: 3.29 – 70.14, P=0.00). The graduation exam score was associated with students who fail to pass the re-exam (OR=55.2, 95% CI: 1.13 – 2679.86, P=0.04). Conclusion.This study suggests that we need to support senior-year students based on the results of pre-graduation testing, and we need to increase support for students with repetition experience before junior year.

The aim of this study is to investigate the relationship between the Entering (Special Talent) Exam Performance and Academic Achievement of the students of the Faculty of Fine Arts and the other grade types and factors used in calculating the Entering Exam Score . The data were obtained from 227 students graduated from the Departments of Painting, Sculpture, Visual Communication Design, Ceramic and Glass Design at Erciyes University Faculty of Fine Arts. The data collection process covers total for 10 years between 2006-2012 and 2010-2016. Multiple linear regression analysis and t-test were used for data analysis. As a result of the analysis, it was concluded that non-area high school graduation, YGS (the transition to higher education examination) and AOOBP (weighted high school GPA) scores have a positive effect on the Academic Achievement and the Entering Exam Score had no effect. On the other hand, it was identified that AOOBP has a positive, YGS has a negative and the type of high school has no effect on Entering Exam Score.

There are numerous influential factors contributing to students’ successful learning in introductory chemistry courses. One popularized factor is mathematical preparedness as gauged by a prerequisite mathematics grade or a standardized exam score. Less well known factors are students’ attitude toward the subject of chemistry or students’ involvement with chemistry. In this replication and extension study, students’ attitude in introductory chemistry courses, including a chemistry course designed for nursing and allied health students, was measured using the Attitude toward the Subject of Chemistry Inventory. Results show that a low-involvement hierarchy of attitude effect for students’ attitude toward chemistry, previously observed after 5 weeks, persists throughout a semester, and is likely widespread in classes across our department. Results also suggest a measurable difference between students’ emotional satisfaction with chemistry and their emotional attachment to chemistry, the latter of which is connected with their engagement with chemistry rather than their achievement in chemistry. Students’ low-involvement influence on chemistry achievement is being mediated predominantly by the affective subcomponent of their attitude. Attitudes are learned and a low-involvement hierarchy of attitude effect is susceptible to positive change. The results presented herein cement the reliability and generality of previous findings and extend those findings. The hierarchy of attitude effect can serve as a bifocal lens to capture evidence of students’ engagement with chemistry learning (learning process) as well as their chemistry achievement (learning product).

One of tools to get attention from student candidates was offered by UKRIDA was scholarship. Scholarship offered by UKRIDA for student candidates were tuition fee deduction and were implemented selectively according to the rules. The decision support system was built using SAW method as a simple and efficient method. The tuition fee deductions comprised of three types namely: National Exam score, school report card score and courses score (mathematics and English only). The weights for each criteria and sub-criteria was determined by applied provision in university. The result of the system was the number of deduction for each student candidate based on the major.

The average national exam score of biology subject in high school in Tanjungpinang tends to be the lowest among other subjects. It is assumed that the ability of student science literacy also tends to be weak. The role of teacher is very important to improve student’s science literacy ability. Applying various learning strategies to create meaningful learning processes is one of the teacher's role. The strategy is Problem-based Learning (PBL) model. This research was conducted to determine science literacy ability of high school students in Tanjungpinang using PBL learning strategy. Research was conducted in SMA 4 and SMA 6 in Tanjungpinang. It is a quantitative approach with Quasi Experiment. PBL is free variable and science literacy skills as bound variable. Researcher uses tests, observation sheets and interviews as research instruments. Based on the results of this research can be concluded that implementation of PBL gives significant difference for student’s science literacy in tenth grade in SMA 4 and SMA 6.

Günümüzde tahminleme alanında çok sayıda algoritma ve yazılım bulunmaktadır. Buna imkân tanıyan yöntemler eğitim alanında da kullanılmaktadır. Eğitimde öğrenci başarısı üzerine çalışmalar yer almaktadır. Üniversite öğrencilerinin akademik başarılarının tahminlenmesi olası durumların görülebilmesi açısından önem arz etmektedir. Bu çalışmada öğrencilerin Türk Dili dersine yönelik başarıları veri madenciliği yöntemleriyle tahmin edilmiştir. Çalışmaya Türkiye’deki bir devlet üniversitesinde Türk Dili dersini alan 160 öğrenci verisi dahil edilmiştir. Elde edilen veriler için DecisionStump, RandomTree, RandomForest, REPTree ve M5P yöntemleri ile geliştirilen tahmin modelleri oluşturulmuş ve birbirleriyle karşılaştırılmıştır. Verilerin eğitim ve test olarak ayrıştırılmasında 10-katlı çapraz doğrulama yöntemi kullanılmıştır. Modellerde öğrencinin ders geçme notunu etkileyecek program, ÖSS giriş türü, ÖSS giriş puanı, ÖSS giriş sıralaması, bir önceki dönemin not ortalaması, vize notu, çalışma durumu, mevcut çalışma ile sınavdan kaç puan beklendiği, sınav nasıl geçti ve final sınav puanı dikkate alınmıştır. Sonuç olarak en iyi ortalama mutlak hata 10.16 ve korelasyon katsayısı 0.72 ile tahminler üretildiği görülmüştür. Çalışma sonucunda öğrencilerin ders geçme notunu önceden tahmin ederek önlemler alınabileceği düşünülmektedir.

Due to the Covid-19 pandemic in the fall 2020 semester, a traditional in-person class was redesigned into an online remote flipped classroom. Students' average grades, AmericanChemical Society exams, and a metacognition survey were given to compare the remote flipped class to the traditional in-person classes. The comparison was done to have a general assessment of the effectiveness of the remote flipped classroom. Students had a slightly higher average grade, exam score, and elaborated more on the metacognition survey. This is seen as an indication that the redesign was successful for the semester and further research is being done to see if these findings were an outlier or an overall trend.. © 2021 American Chemical Society. All rights reserved.

Adequate sleep is essential for students to be able to solve challenging problems effectively. After many years of advising students to get enough sleep the night before their final exam, two studies were conducted with students in introductory physics classes to investigate their sleep habits. In the first previously published study, few students got adequate sleep and there was a significant positive correlation between hours of sleep and final exam score. In the second study the following semester, students were shown the results of the first study. Showing students the negative effect that sleep deprivation the night before a final exam had on exam scores in a prior class appears to have changed students’ sleep choices the night before their own final exam, based on students’ self-reports of sleep. Once students saw evidence that staying up all night studying for a final exam would likely hurt their score on the exam, class average hours of reported sleep significantly increased.

This article reports on a case study designed to examine the implementation of flipped classroom in the EFL classroom in Taiwan. In addition, students’ perception of flipped classroom was also investigated. Sixty-one senior high school students participated in this study; data were gathered from students’ English midterm exam score and questionnaire. The data then were quantitatively analyzed by using T-test and descriptive statistics. The results show that students’ English proficiency in flipped classroom was not significantly different with students in traditional classroom. However, the results reveal that students’ perception of flipped classroom were generally favorable. Students’ contended that flipped classroom enhanced their motivation in learning English, as they liked the self-pace through the course and they stated that flipped classroom gave them more class time to practice English. The results presented here may facilitate improvements in the implementation of flipped classroom in EFL class. Furthermore, suggestions for further research are also presented.

Background Transfusion medicine (TM) knowledge varies widely among physician trainees. In addition, there have been few instances in which curricular changes have been meaningfully assessed for TM education in medical school. Methods We created and presented a novel lecture to improve TM knowledge for graduating medical students using eight objectives designed to reinforce critical information about blood management. Each objective was coded according to unique color schemes, fonts, and graphics to create visual associations while quickly and clearly presenting complex concepts. The validated BEST Collaborative exam was used to measure changes in student TM knowledge, while a survey was conducted to gauge changes in confidence for each objective. Students were asked to submit anonymous feedback about their experiences. Results The mean student post-course exam score was 50.0%, while the pre-course baseline score was 27.5% (P

BACKGROUND Originally developed for resident self-assessment, the Plastic Surgery In-Service Examination has been administered for over 45 years. The Accreditation Council for Graduate Medical Education requires that at least 70 percent of graduates pass the American Board of Plastic Surgery Written Examination on their first attempt. This study evaluates the role of In-Service Exam scores in predicting Written Exam success. METHODS In-Service Exam scores from 2009 to 2015 were collected from the National Board of Medical Examiners. Data included residency training track, training year, and examination year. Written Exam data were gathered from the American Board of Plastic Surgery. Multivariate analysis was performed and receiver operating characteristic curves were used to identify optimal In-Service Exam score cut-points for Written Exam success. RESULTS Data from 1364 residents were included. Residents who failed the Written Exam had significantly lower In-Service Exam scores than those who passed (p < 0.001). Independent residents were 7.0 times more likely to fail compared with integrated/combined residents (p < 0.001). Residents who scored above the optimal cut-points were significantly more likely to pass the Written Exam. The optimal cut-point score for independent residents was the thirty-sixth percentile and the twenty-second percentile for integrated/combined residents. CONCLUSIONS Plastic Surgery In-Service Exam scores can predict success on the American Board of Plastic Surgery Written Exam. Residents who score below the cut-points are at an increased risk of failing. These data can help identify residents at risk for early intervention.

This paper aims to identify the school characteristics consistently associated with better performance of pupils in state exams in Latvia and understand the reasons behind substantial exam score gap between urban and rural schools. We find that exam scores are positively related to school size and teacher salaries, but negatively related to teacher age. Oaxaca–Ransom decomposition shows that the whole urban–rural exam score gap can be attributed to a few observable characteristics of schools, teachers and pupils.