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This study investigates the effects of a competency-oriented course and the effects of feedback training on students' reflection skills. Thirty-one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency-oriented course, which included more performance-oriented tasks based on competencies and a performance-based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non-trained tutors (control group). After each course, all students wrote a reflection report. Results show that students' reflection reports after the competency-oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non-trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency-oriented design of courses enhances students' reflection skills, but that the training in feedback skills needs to be reconsidered. (Contains 3 tables.)

This study investigated the effectiveness of different types of feedback content (elaborate versus global) and feedback timing (immediate versus delayed) for learning genetics in a web-based learning environment as a function of learners' prior knowledge. It was hypothesized that learning outcomes of students with low prior knowledge would be fostered by immediate elaborate feedback, whereas those of students with more prior knowledge would be enhanced by delayed global feedback. Students' perceptions of the feedback they received were explored. Results showed a significant positive effect of global feedback on learning outcomes for higher prior knowledge learners, although those who received elaborate feedback gave a higher appreciation rating. The findings are discussed in terms of implications for the design and delivery of feedback in web-based learning environments. (Contains 2 tables.)

On the basis of modified neglect of differential overlap (MNDO) quantum-chemical calculations on nucleoside systems, we describe the effect of methylation on the energies calculated for the rotation around the glycosidic C(1')-N bond. We found a high anti-syn activation energy in the case of the pyrimidine nucleosides C and m6G, whereas for the purine nucleosides G, m6G, m7C and m8G only moderate anti-syn energetic barriers were calculated. This result is consistent with the experimentally observed preference for d(G-C)2, d(G-C)3 and d(G-m5C)3 duplexes to adopt Z-DNA structures, in which the syn conformation of guanine is favoured. Enhanced anti-syn activation energy with respect to the unmethylated derivative was calculated in the cases of m5C and m8G. This result is rationalized on the basis of steric and electronic factors. In addition, an increased stabilization of the syn conformer due to selective methylation of guanine was calculated. The data obtained are in good correspondence with the experimentally observed B-Z transition in synthetic methylated DNA duplexes with alternating dC-dG sequence. Our work concerning the initiating step in the B-Z transition which involves rotation around the C(4') - C(S') bond induced by P(V) trigonal bipyramidal intermediates, is discussed. In combination with the rotation around the glycosidic C(1')-N bond, it can be shown that the phosphate within the dpC structure is selectively activated. [ABSTRACT FROM AUTHOR]