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The English final examination is no longer a high-stake test since National Examination (NE) was abolished in 2021 and replaced with the Ujian Satuan Pendidikan (USP). Therefore, this study explores the washback effects experienced by Indonesian EFL teachers and students and discovers teachers’ and students’ perceptions of the implementation of USP. Six participants, three Indonesian English Foreign Language (EFL) teachers, and three Public Vocational High School students in Singosari were interviewed to meet the research goals. The findings indicated that focusing on teaching to the test, cheating, and feelings and attitudes were the washback effects of the English final examination in implementing USP. Then, the English final examination still harms the teaching and learning process and teachers’ and students’ feelings and attitudes, even though it is not a high-stake test. Besides, the implementation of USP also reduces the washback effect of the English final examination.

Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five personality traits as well as measures of cognitive abilities. In this article, we propose the personality-achievement saturation hypothesis (PASH) as an overarching model that describes the association between achievement indicators and personality. The PASH suggests that the differentiation between grades and tests is too simplistic and that associations between personality and achievement instead vary across five main features of the achievement measures that are used: level of standardization, relevance for the student, curricular validity, instructional sensitivity, and cognitive ability saturation. On the basis of findings from prior studies, we focused in particular on conscientiousness and openness to test the PASH. We used data from three large-scale studies (total N = 14,953) and aggregated our findings across these studies. In line with the PASH, the Big Five trait of conscientiousness was most strongly related to measures that were less standardized and less saturated with cognitive ability but higher on curriculum validity, relevance, and instructional sensitivity. In addition, openness was most strongly related to measures that were higher on standardization and cognitive ability saturation but lower on relevance, curriculum validity, and instructional sensitivity in English.Educational Impact and Implications Statement Achievement measures are of central importance for student selection, employment, and educational policy, and according to a widely shared belief, they involve intellectual abilities as well as aspects of personality such as effort and persistence. Up to now, prior research has remained rather inconclusive about why achievement measures vary in their degree of personality saturation. In this study, we developed and successfully tested a new framework (the PASH), which categorizes achievement measures along five main features and thereby contributes to a better explanation of differential associations between personality traits and different achievement measures.

Background: Social, behavioural, and administrative sciences are among the Accreditation Council of Pharmacy Education (ACPE) mandated foundational knowledge requirements for pharmacy school curricula. However, they are often taught in isolation, whereby students lose sight of their meaning and significance in the Pharmacists’ Patient Care Process (PPCP). Objective: The objective was to assess performance and critical thinking skills and explore student perceptions of a Longitudinal Patient Case assignment that integrates knowledge from multiple domains into a learning experience exploring how patients and pharmacists navigate the complexities of the US healthcare system. Methods: Student pharmacists developed their case throughout the term by incorporating course concepts, then submitted a narrated PowerPoint presentation. Quantitative data sources included overall scores, scores for each domain, midterm and final examination scores, and final course grades, analysed using descriptive statistics and Pearson’s correlation. Student reflections encouraged self-discovery and professional identity development and served as the qualitative data source. Thematic analysis occurred through a multi-phase approach. Results: All first-year student pharmacists (n = 153) participated. Scores on the narrated PowerPoint were significantly correlated with midterm and final exams and were moderately correlated with overall course grades. Themes that evolved from students’ self-reflections focused on project execution and learning/knowledge. Conclusions: Synthesising and applying content across a course in this manner enables students to make connections, think critically, and be creative.

INTRODUCTION Two-stage collaborative group testing is an assessment format where students first complete a summative assessment independently, and then immediately convene in a small group to complete the same assessment again. Research on two-stage collaborative group testing has shown that it increases immediate learning, improves communication and teamwork, and can lead to enhanced retention of course material; the latter of which is especially important for basic anatomical concepts among health care professionals such as medical radiation technologists. However, such previous research has often employed quasi-experimental designs that may limit both internal and external validity. METHODS Using a randomized crossover design with both quantitative and qualitative data analyses including robust intra-individual statistical comparisons, this research compared the educational impact of the two-stage collaborative group testing format (the COL condition) to traditional independent testing (the IND condition). Students (n=196) from two successive renditions of an introductory anatomy course were randomly assigned into groups of 3-5 students. Groups worked together throughout the term on various course elements, including three in-class, non-cumulative term tests (TTs). After practicing the collaborative format during TT1, during TT2 half the groups were assigned to the COL condition while the other half were assigned to the IND condition. Groups crossed over for TT3. All students completed a cumulative final examination independently, with performance data from that examination coded and extracted according to previous TT condition. Educational impact was evaluated as both immediate learning (by comparing IND and COL performance on the associated TT) as well as retention (by comparing final examination performance for topics previously IND tested versus previously COL tested). Students' qualitative reflections were coded into categories and juxtaposed against quantitative Likert-style feedback to comprehensively explore students' perception of the testing format for evidence of enjoyment, acceptability, and influence on relevant CAMRT professional competencies. RESULTS 167 students (85%) consented to data inclusion, with a final course grade of 75.5 ± 10.0%. On average, TT performance was 13.6 ± 11.6% greater on the COL test (90.4 ± 7.6%) than the IND test (76.7 ± 14.3%) (p

In March 2020, the coronavirus disease 2019 (Covid‐19) global pandemic forced many post‐secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory‐based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student‐held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net‐negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in‐person midterm examination (P

Summary Background Computer-assisted teaching is becoming increasingly more important to acquire new knowledge and skills in medical curricula. The consequence of gender-characteristic personality traits on academic performance in e‑learning examinations are difficult to forecast. This study investigated gender-related differences in examination behavior among undergraduate medical students taking a web-based quiz. Methods A total of 1315 4th grade medical students at the Medical University of Vienna completing the compulsory online moodle-based ECG quiz 2017/2018 were enrolled into this observational study. Individual data of examination behavior and quiz results as well as results of the final annual exam were extracted. Students were grouped into 10 strata according to academic performance. Variables between both sexes were compared using a nonparametrical test. Examination variables were correlated to performance. Results Of the total study population 686 (52%) were female and 629 (48%) were male. The time until the first attempt and number of attempts performed was comparable between both sexes, however female students spent more time on the first attempt compared to their male colleagues (1592 sec [Q1–Q3: 999–2536] vs 1405 sec [Q1–Q3: 828–2395], p = 0.002), suggesting a higher self-discipline and risk-aversity. There was no difference regarding quiz scores or final ECG examination scores between female and male students (p = 0.869 and p = 0.396). Students who accessed the quiz earlier and less time spent for the first attempt tended to perform better at the final examination (rs = 0.20, p s = −0.15, p Conclusions Gender-related differences in examination behavior already described for nononline based examinations are similarly observable in e‑learning. For this test, gender-immanent traits seem not to twist final examination results and impact academic performance.

OBJECTIVES: The purpose of this study was to verify the association of class attendance percentage, and regular test marks of each taught subject in BDS final year with marks obtained in final examination. METHODOLOGY: Class attendance and test performance records of all participants were obtained from the college authority, and the final professional examination marks sheet issued by UHS was obtained from the college office. Potential confounders like age, gender and parents’ occupation were also recorded for each student. Pearson’s correlation coefficient test was applied to verify the association of class attendance and class tests marks percentage for different subjects taught with final marks. Multivariate analysis was undertaken by adjusting for confounders in the model. RESULTS: This study found significant correlation between each taught subject class test marks with final marks obtained in each respective subject of the final year. Class attendance of each taught subject had weak, insignificant association with final marks except in one subject i.e., Operative Dentistry. CONCLUSION: Class test marks are a stronger predictor of final examination marks than class attendance percentage.

The ideal length of podcasts for undergraduate medical education is unclear. Although many medical schools post full-lecture podcast recordings, there is increasing evidence that podcasts of shorter duration may be a more effective educational tool. Data on podcast utilization for psychiatry education in particular remain limited. This study aimed to compare traffic statistics (views and downloads) of both moderate- and long-duration podcasts. Resident-driven, 5- to 15-min, moderate-duration audiovisual podcasts (“summary podcasts”) were created to supplement the existing full-lecture podcast recordings (“long podcasts”) during the 22-day University of Calgary medical school pre-clerkship psychiatry curriculum from November to December 2019. The authors compared traffic statistics including number of views and downloads of summary podcasts against long podcasts. Six lectures during the curriculum had both long podcasts and summary podcasts available to students. Overall, there was no statistically significant difference between the mean combined views and downloads of the summary podcasts compared to the long podcasts. When looking at views and downloads across the span of the curriculum, the long podcasts were predominantly accessed in the days following the lecture, with the summary podcasts being accessed more frequently in the days preceding the final examination. This study suggests that both long podcasts and summary podcasts were accessed by students. The differing patterns of when each type of podcast was accessed may indicate a preference for the summary podcasts being used as review tools, rather than as a primary means of learning the material.

This research explored the effect of incentives to complete online quizzes during a course. When a 1% weighting incentive per quiz was removed, student engagement dropped dramatically. There is also evidence that students who continued to complete quizzes did so with less vigour, spending less time on each quiz, starting them later in the week and having fewer attempts per quiz on average. The average mark per quiz was also lower once an incentive to complete them was removed. There was no significant difference in examination performance based on how many quizzes a student continued to attempt after incentives were removed. However, a comparison to a control group of students who sat the same invigilated assessments showed that, relative to term test performance, final exam mean score was 7% lower for the cohort who had the incentive to complete online quizzes removed. This differed from the control group, who showed no difference between term test and final examination mean scores when quiz incentives were maintained for the entire course. Building on previous research, this study demonstrates that a binary variable representing engagement in online quizzes did not capture the quality of that online engagement. Implications for practice or policy: Completion of online formative assessments by students is reduced if course leaders remove small-stakes incentives. The removal of small-stakes incentives by course leaders harms student motivation and achievement. Specifically, students who complete formative online assessment without incentives have fewer attempts, start them later in the availability window, spend less time completing them and record a lower mean score than those with incentives. Average final examination achievement is lower when incentives to complete online formative assessments are removed by course leaders.

This paper presents the findings of a study which aimed at exploring the washback of the Secondary School Certificate (SSC) English examinations on English teaching and learning practice at secondary schools in Bangladesh. For this purpose, a qualitative research (employing interviews with English teachers, FGDs with students and classroom observations protocol) was conducted in 12 secondary schools. The results from data analysis indicate that the SSC English tests had strong negative washback on English teaching-learning practice at secondary schools resulting from a lack of a congruence between the objectives of the curriculum and the format of the tests, teachers’ lack of adequate understanding about the curriculum and present assessment system, respondents’ negative attitudes towards the test, and pressure from the schools and the parents to ensure good grades in the final examination. Consequently, teachers and learners adopted such teaching and learning approaches which are highly examination-oriented. The study puts forward some suggestions on how positive washback could be generated. The findings of the study have implications for the decision makers, designers of curricula, assessment and testing, teachers, and teacher trainers involved in the Bangladeshi educational system and elsewhere.

A Quantitative Critical Thinking (QCT) software tool was developed in this study to facilitate students’ learning of quantitative critical thinking via repeated practice by chemical engineering students reading a core module called fluid-solid systems. The software tool generated detailed calculation steps to typical engineering design problems encountered in this module that contained weaknesses, flaws or even errors. Students utilized the software tool to practice identifying these weaknesses, flaws or errors in the design solutions and then present a better or correct design by applying the concepts and knowledge acquired in the module. Since the QCT software tool was built upon an existing design software tool that was able to generate the correct, detailed design calculation steps to design problems, students were able to check their own design calculations against those presented by the software tool during this second learning step, thereby engaging in and learning quantitative critical thinking via a repeated practice approach. The software tool was successful in enhancing the performance of second-year undergraduate students in solving a question that required quantitative critical thinking in the final examination of the module. The average percentage scores achieved by students for the question who reported higher frequencies of usage of the software were generally higher than those who reported lower frequencies of usage or did not utilize the software tool throughout the semester.

Evaluation processes must be conceived in line with learner-centered emphasis though instruction in English for Academic Purposes (EAP) is grounded on learner-centered approaches, EAP- English for Academic Purpose, which is considered as a major important functional feature of the language. Formative evaluation is major evaluation approach that provides various advantages for EAP students. This study examined (n=50) the perception of lecturers in three Thai universities, including Walailak, of including the inclusion of formative assessments in EAP instruction. The findings showed that, despite several obstacles to its implementation, lecturers have adapted optimistic attitudes to the use of formative evaluation in EAP education through studies and interviews. In addition, the instructors knew the merits of EAP training assessment. However, the expertise and the knowledge required for the formational assessment of EAP instructions were not available to them. The main evaluation in the form of the final examination was summative. This study suggests that formative evaluation should be taken into account in the EAP curriculum. Â Â Â

The purpose of this study was to determine the implementation of the semester exams with an offline system. To get more accurate information about teachers' perceptions of the quality of student answers in the semester exams and student compliance with the rules of returning the questions promptly. The research method used is quantitative research methods with descriptive research design. The sample used in this study was 49 teachers who taught various subjects listed in the 2013 revised SMK level curriculum. While the data collection tools used were observation, questionnaires, interviews, literature study, then explained through tables and presented or tabulated by the teacher's answers using formulas. The results showed that the teacher's perception of students' answers in the offline system semester exams was poor or 63.26%. Meanwhile, students' compliance with the rules of returning the questions and answers showed that they were on time or 48.97%. So the researchers argue that the implementation of the semester exams with the offline system needs to be improved or look for other ways to improve the quality of student answers. And student compliance in returning questions and answers can be maintained and further enhanced for students who are still in the category of not being on time and not on time.

Introduction: Team-Based Learning establishes as a potential ramification educational strategy that ensures student’s high performance. TBL guarantees active learning and critical thinking this impacts student’s competency and improves their future achievements. This study aims to evaluate the effectiveness of TBL as a powerful educational strategy that fosters them for Problem based learning Curriculum. Methodology: Study Design: Descriptive prospective study. Study Area: College A and College B, Pharmacology course, Medicine, Khartoum, Sudan. Study duration from July 2019 –January 2020. Study Population Medical students in College A and College B in an introductory Pharmacology Course. Sample size: All students in the second year, college of Medicine attending the Pharmacology course will be included in college A and all students in the third year, college of Medicine attending the Pharmacology course included in college B. Methods: Purposeful convenient sampling method all second-year medical students who attended the introductory Pharmacology course in College A and all students in the third year who attended Pharmacology course in College B taught by the same Pharmacology Staff facilitator and received the same final exam questions. College A, students were taught in integrated course student-centered, team-based learning where they have a traditional lecture hall strategy. They are examined using best of four as a tool for assessment College B, students were taught in a traditional lecture hall method, teacher-centered. They are examined using the best of four as a tool for assessment. Final results were collected from each group in College A and college B and compared. Results: showed that the mean ranks for the subclasses of the final examination performance that there was a significant result 0.001 obtained in college A students and college B students grade F with a mean rank of 7.08 and 16.22 respectively. For students who had grade C also this is a significant result of 0.019 where students in college A mean rank was 25.89 and 38.46 respectively. For students who had grade A again, there is a significant result of 0.004 where a student in college A mean rank was 61 in comparison to students in college B where the student's mean rank was 43.88. In the other subclasses C+, B, and B+ there were no significant differences 0.952, 0.419, and 0.837 respectively. Conclusion: TBL improved the outcome of the students at the exam in the extremes of marks those with category mark C and those in category mark A.

We have previously reported that multiple Team-Based Learning (TBL™) exercises in a 4-week pre-clinical medical school course improved final exam performance and significantly reduced the number of course failures. Here, we conducted a long-term study, with eight cohorts of first-year medical students, to determine whether the implementation of a single TBL individual readiness assessment test (iRAT) exercise in a 4-week medical school pharmacology course produces similar effects in overall course performance. We implemented a single TBL iRAT exercise that covered the subjects addressed during one week of the medical pharmacology course, with the four most recent cohorts of students matriculating at Cooper Medical School of Rowan University (n = 403). The first four cohorts matriculating at CMSRU did not participate in the TBL exercises (n = 266). Correlation of individual student TBL iRAT and final examination scores in the medical pharmacology course was compared to a second, unrelated first-year course (physiology) to control for variation in student performance between cohorts. We found that there was a significant moderate correlation between final examination and TBL iRAT scores (r = 0.49, p 0.05). Implementation of the single TBL exercise also significantly reduced variance or range of student final examination performance compared to the group of the first four cohorts. These results suggest that implementation of a single TBL exercise, which covers only one week of content delivered in a 1-month medical pharmacology course, benefits first-year medical students by reducing the disparity in knowledge acquisition among them and providing a means to identify students who may struggle with course content.

The study aims to analyse factors such as perceived ease of use, technology and communication and institution involvement in influencing the effectiveness of online systems and applications for final online examinations held at International Islamic University College Selangor (KUIS) during the period of movement control order (MCO) 2020. Basic model of Technology Acceptance Model (TAM) is applied in this research to study the effectiveness of online systems and applications used by students of KUIS who undergo final online examinations during MCO 2020. This is a quantitative research and questionnaires have been used as the research instrument. The questionnaires were distributed to KUIS students’ who took part in the final online examinations during MCO 2020 and a total of 351 data have been collected. Through multiple regression analysis, it is discovered that perceived ease of use and technology are the main factors that influence the most towards the effectiveness of online systems and applications for final online examinations purposes at KUIS while institution involvement factor influences the least. As a conclusion, by studying through these factors, the findings of this research study can serve and be beneficial towards KUIS and the teaching staff in the direction of improving the effectiveness of using online platforms for online examination purposes.

Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations.

Objectives To evaluate the ability of pathology modules to promote learning of pathology-related course content in a preclinical medical education curriculum. Methods Pathology modules were created for the “Hematology/Oncology” and “Women’s Health” (WH) courses. Students were recruited over 2 consecutive academic years; cohorts 1 and 2 refer to 2 separate groups of students in years 1 and 2, respectively, of the study. Course performance data were collected. Results Use of pathology modules resulted in a statistically significant higher correlation between performance on the final examination and pathology-related questions in the Hematology/Oncology course and written examination and pathology-related questions in cohort 1 in the WH course. There was statistically significant improvement (P = .026) on pathology-related laboratory practical examination questions in the WH course for cohort 1, and no other statistically significant improvement for the other cohorts and examinations. The percentage of students completing all or part of the modules was highest in the WH course for cohort 1 (60%) compared with WH course cohort 2 (33%) and Hematology/Oncology cohort 1 (30%) and cohort 2 (39%). Conclusions Pathology modules may improve acquisition and retention of pathology-related course content when used appropriately.

The multiple-choice question (MCQ) format is commonly used to assess student knowledge as it is able to accommodate a large number of participants. The advantages of MCQs are that they are easy to handle and the results are able to be obtained quickly. To ensure that students are effectively tested, it is important to analyse the quality of MCQs by assessing the questions or items using educational measurements. The aim of this study is to assess the quality of MCQs of final exam questions of foundation students by using the Difficulty Index and Discriminant Index. The sample for this study is the Introduction to Philosophy final exam paper which is one of the courses taken by foundation students. The analysis involves 33 graded final exams and 20 MCQ items. The findings showed that there are 3 items that are ‘good’ that can be retained, 9 items that are considered as ‘fair acceptable/not acceptable’ which can be retained or revised, and 8 items that should be revised or discarded. The results of this study show that it is important to assess the quality of items in the assessment as it is able to change the selection of items in the assessment.

—The objective of this study is to evaluate student performance using fuzzy set theory in Islamic Finance online course. This study focuses on selecting best individual among 30 students that registered for Islamic Bank Management course. The variables that involved in this study are online quiz marks, online assignment marks and online self-learning time. The outcome of the fuzzy set analysis was compared with final examination data. The methodology of this study involving converting real data to fuzzy set, intersection calculation, decision analysis using maximizing approach. Result of fuzzy set shows the best individual score is 0.9. This student selected as best candidate for student performance in online learning with considering three variables namely online quizzes, online assignment and online self-learning hour. The comparison with final examination marks shows a good agreement with fuzzy set theory that concluded best individual from fuzzy set theory exhibits highest performance during final examination. The main finding of this study can help educators to predict the best performer in online learning class. In the same time, finding of this study can act as guideline to advise students in achieving their desired grade for online learning course.

The article substantiates the structural and functional model of professional training of the Federal Police of Federal Republic of Germany (GFP). The presented model takes into account the main components of the researched process, reproduces, simulates, reflects its properties, features and characteristics.The model is developed on the basis of the analysis of pedagogical literature, educational programs and curricula, the corresponding orders of the Federal Ministry of Internal Affairs of Germany, as well as the practical activities of educational institutions which provide professional training of the specified personnel. The presented model reveals the objective, content, procedural, institutional, diagnostic and resultative units. The objective unit reflects the needs in the field of professional training of the GFP personnel, reveals the objective, professional requirements, peculiarities of professional activities, tasks of professional training of the GFP personnel. The content unit of the structural and functional model takes into account the legislative and regulatory framework, which determines the areas of professional activities of the GFP personnel, its professional, legal status, training requirements, and reflects the content of curricula, educational programs, modules, competencies (general, professional, special, methodical, managerial), program learning outcomes, professional knowledge, skills, abilities and qualities of future police officers. The procedural unit of the model reveals the essence and defines the peculiarities of the organization and implementation of professional training of the GFP personnel, in particular the forms of education, stages of training, forms and methods of training, training and methodological support which enable to effectively achieve the goals outlined in the objective unit. The institutional component of the model shows the educational institutions where the training of the GFP personnel of each level is carried out. The diagnostic and resultative unit of the model provides for the verification of the goal achievement of the GFP personnel training and reveals the types and scales of evaluation of learning outcomes, forms of final examination that take place in the personnel training system, as well as qualifications obtained by the GFP personnel at the end of training. The implementation result of the presented structural and functional model is a trained highly qualified specialist of the German Federal Police.

PURPOSE OF REVIEW: South Africa, and the African continent, have a shortage of ear, nose and throat (ENT) specialists. The coronavirus disease 2019 (COVID-19) pandemic not only had an adverse impact on specialist training, but also impacted the ability of trainees to undertake the final examinations in order to qualify as ENT specialists. RECENT FINDINGS: The response to the COVID-19 pandemic resulted in the postponement of the final examination of the Fellowship of the College of Otorhinolaryngologists of South Africa (FCORL (SA)). A virtual clinical examination was held via videoconferencing to assess clinical judgement, insight, reasoning and decision making. SUMMARY: The virtual clinical assessment allowed trainees to undertake the final examination despite the COVID-19 pandemic, ensuring that they could be added to the limited number of specialists in South Africa and the African continent.

Many factors predict academic performance at university but accessing lecture recordings has not been established as one. Our aims were to quantify how and why biochemistry students accessed lecture recordings and to determine any association between accessing lecture recordings and academic outcomes. Lecture recording access data was collected and related to academic outcomes. On average, students accessed 46% of lecture recordings and each recording was accessed 2.3 times, but not to completion. After lecture delivery, students were slow to access lecture recordings, and the number of accesses was still increasing prior to the examinations. For the entire cohort, there were weak positive associations between accessing lecture recordings and academic outcomes for the semester, and between the access to lecture recordings in weeks 1-5 and 6-11 with the mid-semester and final examination, respectively. For programs, the weak association for the semester was only apparent for the pharmacy and biomedical science students, and not for the medical laboratory or nutrition students. The most common reason for accessing lecture recording was to "Revise lecture concepts for assessment purposes." For students, who did not attend lectures, lecture recordings were accessed predominantly as "I prefer the flexibility of online recordings." Flexibility was also the theme of the positive additional feedback on accessing lecture recordings. In conclusion, consideration needs to be given on how to persuade students to access lecture recordings in a timelier way. As accessing lecture recordings is weakly associated with positive academic outcomes for some program cohorts, this supports their continued availability.

Highlights • French students from an area particularly affected by COVID-19 experienced high levels of stress under lockdown, with a prevalence of severe perceived stress of 22%. • The presence of someone hospitalized for COVID-19 in one's household and female gender were the main risk factors for severe perceived stress. • The perceived effectiveness of physical exercise for calming down and support from family and friends were protective factors against stress., Objectives : The novel coronavirus disease has caused a global public health emergency. This study aimed to investigate perceived stress levels due to the COVID-19 outbreak and explore associated factors among students under lockdown. Methods : Sociodemographic data, living and learning conditions and existing scales of perceived stress (PSS) and social support (MSPSS) were administered to French students via an online survey. Multivariate logistic regression models were used to evaluate the association between severe perceived stress and different factors. Results : Among 3764 university students, the average PSS score was 19.2 (SD=8.3), and 22% experienced high perceived stress. The presence of someone hospitalized for COVID-19 in one's household (OR=6, 95% CI: 2.4-14.6) and female gender (OR=2.3, 95% CI: 1.9-2.9) were the main risk factors for severe perceived stress. The following risk factors were also identified: enrollment in the arts, humanities and language program; postponement of a final examination; reduced learning time; conflicts at home and with neighbors; difficulties isolating; noise inside or outside one's home; a lack of direct outdoor access; increased alcohol and tobacco consumption; and the perceived ineffectiveness of the use of media entertainment to calm down. Friend support (OR=0.87, 95% CI: 0.82-0.93) and family support (OR=0.79, 95% CI: 0.74-0.84) and the perceived effectiveness of physical exercise (OR=0.5, 95% CI: 0.4-0.6) for calming down were protective factors. Conclusion : These findings highlight the factors that should be taken into account to counteract students’ stress and the need to focus on students during epidemics.

Purpose This paper aims to describe how the COVID-19 pivot to online teaching enabled a student-produced podcast assessment to be created and substituted for the final examination in an MBA accounting course. Design/methodology/approach This paper provides instructors’ reflections and feedback from students on the usefulness of podcasts as an assessment tool in accounting education. Also included are the assignment instructions and a marking rubric which can be adapted as a sharing network. Findings The pivot to the authentic podcast assessment proved to be a very positive outcome during COVID-19 for instructors and students. The students embraced and enjoyed the task, and importantly it was an efficient learning experience that connected theory to practice, while preserving authenticity. Originality/value Podcasts have grown in popularity and have been widely used with students as receivers. The accounting education literature is however devoid of instances where podcasts have been used as an assessment tool. Although the assessment was changed because of the COVID-19 pandemic, it has ongoing applicability as a useful assignment in future semesters.

Objective To assess caregiver‐reported dementia as a risk factor for retained roots, an indicator of poor oral hygiene, among patients receiving home‐visit dental treatment in Japan. Methods The medical records of 231 dentate patients who received home‐visit dental treatment (covered by public medical insurance) for more than 2 years were retrospectively analyzed. The number of teeth and retained roots at the initial and final examinations were obtained from the dental charts, and the “change in the number of retained roots from initial to final examination” was determined. The presence or absence of caregiver‐reported dementia, diabetes, and osteoporosis, as well as the level of long‐term care needed, were used as indicators of general health condition at the initial interview. Multiple regression analyses were conducted in five models that tested the association of independent variables (age, gender, observation period, general health, presence or absence of caregiver‐reported dementia at the initial interview) with changes in the number of retained roots. Results In all models, the presence of caregiver‐reported dementia at the initial interview was significantly associated with the change in the number of retained roots (p