Analysis of trend of low vision of students in the middle and high school entrance examination in Beijing from 2009 to 2018 / 中国学校卫生

Objective@#To investigate the status and trend of low vision of junior and senior high school students in Beijing from 2009 to 2018, and to provide evidence for myopia prevention.@*Methods@#Data came from the results of physical examination of eyesight in 2009-2018 in Beijing, which were cdlected among juncor and senior high school students in March every year. Detection rate of low vision of students and the difference across different districts and counties were analyzed.@*Results@#From 2009 to 2018, the rate of low vision of high school and college entrance examination students in Beijing was on the rise, with the average rate of low vision of 86.07% and 76.36% respectively. Similar trend was found in the rate of high myopia(16.39% and 18.64%,respectively), while that of light and medium myopia tends to be stable. The highest rate of low vision among junior middle school students was in Xicheng (84.75%) District and Chaoyang District (84.03%), and for high middle school students,the highest rate of myopia was found in Fengtai District (91.17%) and Dongcheng District (89.92%).@*Conclusion@#In Beijing, the detection rate of low vision of middle school and college entrance examination students increased steadily, especially the high myopia. The health education of eyesight protection is of great significance to students. It is necessary to strengthen the extensive intervention of eyesight protection in middle and college entrance examination students.

Patterns of Admission Cardiotocography Decisions and Associated Perinatal Outcomes in a Southern Nigerian Teaching Hospital

Aims: To determine the patterns of obstetric decisions based on Cardiotocography (CTG) findings and the effect of these decisions on labour outcomes. Study Design: Retrospective observational audit. Place and Duration of Study: Department of Obstetrics and Gynaecology, Babcock University Teaching Hospital, Ilishan-Remo. Data were obtained from all intrapartum CTG tracings done from January 2016 to December 2018. Methodology: A consecutive sampling technique was used and the case files, delivery register and follow up records of all included CTG tracings were used to obtain maternal and perinatal data. Data were analyzed using the SPSS version 21.0. Numerical data were expressed as mean ± standard deviation (SD). The Chi-square test was used to compare categorical variables while the independent T-test was used to compare means of groups studied. Binary logistic regression was used to assess the factors related to maternal and perinatal outcomes. The level of statistical significance was be set at p-value of <0.05. Results: There were 756 deliveries, but only 436 CTGs met the inclusion criteria. The prevalence of abnormal CTG was 130/436 (29.8%); 93/436(21.3%) were suspicious while 37/436 (8.5%) were pathological. On the basis of CTG; 300/436 (68.8%) of the parturients had intermittent fetal heart tone auscultation, 100/436 (22.9%) had continuous Electronic fetal monitoring (EFM) while labour was stopped in 36/436 (8.3%). The 5th minute APGAR score did not depend on the admission CTG finding (0.55), the decision to stop or continue labour (p=0.26) or the use of continuous EFM (P=0.66). Maternal near miss (MNM) was not a consequence of the decision to stop labour (P=0.98) or the use of continuous EFM (P=0.19). The mode of delivery outcome was however a consequence of decisions to continue or stop labour (P <0.001, AOR=0.202, 95%CI=0.153-0.265). Pregnancy risk was a consistent determinant of maternal outcomes; occurrence of MNM (P <0.001, AOR=0.002, 95%CI=0.000-0.032) and mode of delivery (P <0.001, AOR=0.015, 95%CI=0.005-0.043). Conclusion: Decisions based on admission CTG was associated with a high rate of operative deliveries, without any significant effect on fetal or maternal outcomes. CTG in labour should be restricted to pregnancies adjudged as high risk based on obstetric factors and CTG should be used as an adjunctive triaging instrument.

Validación de un modelo de cuatro estrategias de resolución de ítems de razonamiento en una prueba estandarizada de selección / Validation of a Four-Strategies Model for Solving Reasoning Items in a Standardized Selection Test

Resumen La premisa de este estudio consiste en que un modelo cognitivo permite a las personas mejorar el desempeño en la resolución de preguntas de una prueba estandarizada donde el uso de estrategias tiene un papel crucial. El propósito de la investigación fue validar un modelo cognitivo con cuatro estrategias definidas por jueces expertos con base en los procesos de respuesta que subyacen a ítems de la Prueba de Aptitud Académica de la Universidad de Costa Rica (UCR). Se realizaron ocho en trevistas semiestructuradas a estudiantes de la UCR, quienes estaban cursando el primer año en esta institución y se aplicaron las técnicas de reporte verbal para obtener evidencias de los procesos de respuesta de los ítems. Se analizaron los reportes para comprobar la correspondencia entre el marco de las estrategias definidas previamente por jueces expertos y las respuestas dadas por los participan tes. Los resultados indicaron que los participantes siguieron las estrategias propuestas para la solu ción de las situaciones planteadas por los jueces; por tanto, los ítems son indicadores de los procesos subyacentes a estas estrategias. Estos hallazgos abren la posibilidad de implementar investigaciones con atributos presentes en cada estrategia propuesta de este estudio, que posibiliten predecir las pun tuaciones de la prueba en el rendimiento académico en la UCR

Abstract The premise of this study is that a cognitive model can increase students' performance for solving items on a stan dardized test, where strategies play a crucial role. The purpose of the study is to validate a cognitive model with four strategies defined by expert judges based on the response processes that underlie the items of the University of Costa Rica (UCR) Academic Aptitude Test. Eight semi-structured interviews were conducted with first-year students at UCR and the techniques of verbal reporting were applied to gather evidence of the items' response processes. The reports were analyzed to verify the correspondence between the framework of the strategies pre viously defined by expert judges and the answers given by the participants. In light of the results, it was concluded that the participants followed the proposed strategies for solving the situations posed, and, therefore, the items are indicators of the processes underlying these strategies. The results open the possibility of implementing research with attributes present in each strategy proposed in this study, which will allow predicting test scores in academic performance at the UCR.

Admission test in detecting fetal asphyxia at the time of admission in labour

Introduction: The intrapartum assessment of fetal well being has become an integral part of the management of labour. Aim: The objective of this study was to evaluate the predictive value of admission test in detecting fetal asphyxia at the time of admission in labour and to correlate the results of admission test with perinatal outcome in high risk obstetric cases compared with low risk obstetric cases. Materials and methods: This was a prospective observational study conducted in the labour and maternity ward of Govt. Gandhi hospital in Secunderabad, during the period 2012 to 2013 with a sample size 50 high risk obstetric cases and 50 low risk obstetric cases. All women were subjected to an admission CTG, which included a 20 minute recording of FHR and uterine contractions. Results: The majority of women were primigravida in the 18-23 years age group in both high risk and low risk groups. Admission test was reactive in 35 cases (70%) in high risk group, 42 cases (84%) in low risk group where as non reactive in 15 cases (30%) in high risk group and 8 cases (16%) in low risk group. In cases with reactive admission test spontaneous vaginal deliveries were more in low risk group than in high risk group. Operative deliveries were more in high risk group than in low risk group in both reactive and non reactive admission test. Indication for caesarean section in both reactive and non reactive admission test was more in high risk group i.e. 1 case (25%) and 6 cases (66%) respectively. Perinatal outcome was abnormal in high risk groups in both reactive and non B. Rekha, J. Rajeshwari. Admission test in detecting fetal asphyxia at the time of admission in labour. IAIM, 2016; 3(10): 146-152. Page 147 reactive admission test. Specificity and Negative predictive value in high risk group is less than that in low risk group. Conclusion: The admission CTG appears to be a simple non-invasive test that can serve as a screening tool in both high-risk and low risk obstetric patients with significant results.

Efecto de una capacitación sobre los puntajes de la prueba de admisión de la Universidad de Costa Rica: una aproximación bayesiana

Se usó un diseño cuasi-experimental con pre y post-test para estimar el efecto de una capacitación para la prueba de admisión de la Universidad Costa Rica, un test estandarizado que mide habilidades de razonamiento en contextos verbales y matemáticos. Cuatro colegios públicos del área metropolitana central del país participaron en el estudio, asignándose dos de ellos aleatoriamente al grupo de intervención y los otros dos al grupo de control, con 61 estudiantes en el primer grupo y 80 en el segundo. La intervención consistió de 5 sesiones de capacitación de 3 horas, utilizando como guía un manual desarrollado por una experta pedagoga, con enfoque constructivista. Las medidas antes y después fueron formas reducidas de la prueba de admisión 2014. La variable dependiente fue la diferencia entre ambas mediciones. El efecto de la capacitación fue de 3.5 puntos porcentuales y significativo, y se estimó utilizando un modelo bayesiano de regresión multinivel.

A quasi-experimental design with pre and post- test was used to estimate training effects for the University of Costa Rica's admission test, a standardized exam that measures reasoning abilities in mathematical and verbal contexts. Four secondary public schools from the metropolitan central area of the country participated in the study; two of them were randomly assigned to the intervention group and the other two to the control group, with 61 students in the first group and 80 in the second. The intervention consisted of five three-hour training sessions, using a written guide developed by a pedagogy expert with a constructivist approach. Before and after measures were reduced test forms of the real admission test from the year 2014. The dependent variable was the difference between the two measures. The effect of the training was estimated using a multilevel Bayesian regression model with a significant magnitude of 3.5 percentage points.

The performance of students with and without disability on the 11th grade university admission test / Rendimiento en la prueba de admisión a la universidad (Saber 11) de personas en y sin condición de discapacidad

Objective Comparing standardized university admission scores between students with and without disability within the same school and also comparing the performance of students with hearing, visual and physical disability. Methods This was a retrospective cohort study which compared the test results of students with and without disabilities within the same school. A matched case-control study nested in a cohort was assembled. Standardized differences were calculated for comparing such scores. Results Students without disabilities performed significantly better than disabled ones(i.e. disabled students scored lower than their classmates). Conclusion Further research is needed to determine whether the Colombian educational system, adjustments made to tests for this population or students' individual skills were the factors underlying the difference regarding the test results.

Objetivo Comparar los resultados en la prueba Saber 11 (prueba estandarizada para la admisión en la mayoría de universidades de Colombia) entre los estudiantes con y sin discapacidad dentro de la misma institución educativa. Asimismo, comparar el rendimiento de los alumnos con problemas de audición, discapacidad visual y física. Métodos Se realizó un estudio de cohorte retrospectiva en la que se dividió a los estudiantes según su condición de discapacidad. Se anidó un caso-cohorte emparejando cada caso de discapacidad con su grupo de compañeros de colegio. Se calcularon las diferencias estandarizadas para comparar los grupos. Resultados Los estudiantes sin discapacidades se desempeñaron significativamente mejor que los estudiantes con discapacidad, es decir, los estudiantes con discapacidades obtuvieron puntajes más bajos que sus compañeros de clase. Conclusión Se necesita más investigación para investigar si el sistema educativo colombiano, los ajustes en las pruebas para esta población o las capacidades individuales de los alumnos son los factores subyacentes de la diferencia en los resultados de las pruebas.

Breadth of knowledge vs. grades: What best predicts achievement in the first year of health sciences programmes? / 보건의료교육평가

This study aimed to identify those features within secondary school curricula and assessment, particularly science subjects that best predict academic achievement in the first year of three different three-year undergraduate health professional programmes (nursing, pharmacy, and health sciences) at a large New Zealand university. In particular, this study compared the contribution of breadth of knowledge (number of credits acquired) versus grade level (grade point average) and explored the impact of demographic variables on achievement. The findings indicated that grades are the most important factor predicting student success in the first year of university. Although taking biology and physics at secondary school has some impact on university first year achievement, the effect is relatively minor.

Mood changes in the course of preparation for the Brazilian university admission exam - a longitudinal study / Alterações de humor ao longo da preparação para o vestibular - um estudo longitudinal

OBJECTIVE: Academic examinations are an important source of stress for students. This study is intended to assess senior high school students' mood changes during the preparation for a very important academic examination, the Brazilian university admission examination. METHOD: Positive and Negative Affect Schedule - Expanded Form was used to assess the students three times in the course of the months preceding the examination. RESULTS: ANOVA for repeated measures showed that Negative Affect increased as the examination approached, and that this increment was already present months before the examinationtookplace. Asingle conditionallyindependent random effect model showed that time spent studying was associated with fluctuations in mood. CONCLUSION: Teenagers, in preparation for a very important examination, may present mood disturbances associated with both the proximity of the examination and their study load months before the examination actually takes place. Other stressing factors may play a role in these findings and should be further investigated.

OBJETIVO: Exames acadêmicos são uma fonte importante de estresse para estudantes. Este estudo teve como objetivo avaliar alterações de humor em estudantes de terceiro ano do Ensino Médio ao longo da preparação para um exame acadêmico de grande importância, o vestibular. MÉTODO: Positive and Negative Affect Schedule - Expanded Form foi utilizado para avaliar os estudantes três vezes ao longo dos meses antecedendo o exame. RESULTADOS: ANOVA para medidas repetidas mostrou que o afeto negativo aumentou com a aproximação do exame e que esse aumento já estava presente meses antes dele acontecer. Um modelo de efeitos aleatórios com independência condicional mostrou que o tempo de estudo estava associado às flutuações de humor. CONCLUSÃO: Adolescentes em preparação para exames muito importantes podem apresentar um distúrbio de humor associado à proximidade do exame e à quantidade de estudo meses antes que ele ocorra. Outros estressores podem estar associados a esses achados e devem ser investigados.

Correlation of Academic Achievements with Cognitive Admission Variables and Demographics at Chungbuk National University Graduate Medical School / 한국의학교육

PURPOSE: This study was performed to identify academic and nonacademic predictors of the success of entrants to Chungbuk National University Graduate Medical School (CNUMS) during the first 3 years of completion. METHODS: We analyzed the academic achievements in preclinical education in the first 2 years in students who were admitted in 2005 and 2006 and compared them with cognitive admission variables and demographic characteristics. RESULTS: There was no significant difference in academic achievement between students groups that were classified by gender, age, or academic degree type. Among Medical Education Eligibility Test (MEET) subscale scores, Verbal Reasoning was correlated with 'Medical humanities & social sciences' and 'Basic clinical procedures;' Nature Science Reasoning 1 with 'Basic medical sciences;' and Nature Science Reasoning 2 with 'Basic medical sciences' and 'Clinical medicine.' Undergraduate GPA correlated well with all academic achievements. English test scores did not correlate with academic performance. CONCLUSION: Among all of the variables that were examined, undergraduate GPA score was the most reliable variable in predicting academic achievement during the 2-year preclinical medical education, and MEET scores were a secondary indicator of academic achievement at CNUMS.

Effect evaluation of admission test combined with artificial rupture of membrane to predict delivery and fetal outcome / 中国实用护理杂志

Objective To evaluate the value of admission test of fetal heart rate and artificial rup-ture of membrane in predicting fetal distress in labor. Methods 658 pregnant women who had been pregnant for 33+5 to 43 weeks and delivered spontaneously in 24 hours were divided into low risk group(598 cases) and hign risk group(60 cases) according to their admission test. The admission test, result of deliv-ery, amniotic fluid contamination and Apgar scores of newborns were analyzed. Results 515 cases were reactive type(78.27%), 72 cases were equivocal type(10.94%) and 71 cases were ominous type(10.79%). Total incidence of neonatal asphyxia were 6.53%,and it was 1.94% and 33.08% in reactive type subjects and ominous type subjects, respectively. The rates of anmiotic fluid contamination were 20. 97% and 67.61% in reactive type subjects and ominous type subjects (P<0.01). The incidence of reactive type and equivocal type of amniotic fluid contamination and neonatal asphyxia were significantly lower in the low risk group than those in the high-risk group (P<0.05). Conclusions Reactive type of admission test can ensure safety of fetus during the subsequent four to five hours. Admission test of fetal heart rate and artifi-cial rupture of membrane can be used to predict fetal outcome in labor.

Capacidad predictiva del corte de la décima semana en el rendimiento docente de la asignatura fisiología / Predictive capacity of the Academic cutting in 10th week. Teaching Profit in Physiology subject

Introducción: Se dispone de escasos indicadores predictores del rendimiento académico en la asignatura Fisiología. Objetivos: Evaluar la capacidad predictiva del corte de la décima semana respecto a los resultados de examen final ordinario en la asignatura de Fisiología de la carrera de Medicina. Materiales y Métodos: Se estudiaron los resultados del corte y la nota del examen final ordinario de 1250 estudiantes que recibieron la asignatura en los últimos 5 semestres que se han impartido hasta este curso 2006-2007 en la Facultad de Ciencias Médicas de Pinar del Río "Dr. Ernesto Guevara de la Serna". Para variables cualitativas se utilizaron el cálculo de porcentajes y números absolutos. La concordancia entre las evaluaciones se evaluó mediante el índice Kappa al 95 % de certeza. Además se realiza Chi cuadrado para evaluar capacidad predictiva. Resultados: Existió correspondencia de los resultados del corte con los resultados del examen final ordinario con significación leve en cuanto a la asociación cuando se usa como predictor de éxito-fracaso. Se constataron diferencias en el comportamiento por semestres y cursos escolares. Conclusiones: El corte de la décima semana constituye un indicador que aproximadamente es capaz de predecir el rendimiento académico de los alumnos en la asignatura Fisiología y que es mejor predictor cuando existen mayor número de estudiantes evaluados dentro de cada categoría.

Introduction: Predictive indicators of the academic profit in Physiology subject are scarce. Objectives: To assess the predictive capacity of the academic cutting in the 10th week in relation to the results of the final examination of Physiology subject in medical major. Material and methods: Results of the academic cutting and the final examination marks of 1250 students receiving the subject in the last five semesters till course 2006-2007 were collected at "Ernesto Guevara del Serna" Medical School in Pinar del Rio. Qualitative variates were used to calculate the percentages and absolute numbers. The coincidence in evaluations was assessed using Kappa index with a 95% of certainty. Results: A correspondence with the results of the academic cutting and the results of the final examination was observed having a slight significance regarding the association when using failure-success as a predictor. Differences in the behavior per semesters and the academic courses were noted. Conclusions: The academic cutting in the tenth week constitutes an indicator to predict the academic profit of the students in Physiology subject and this was the best predictor to be used when having a greater number of students evaluated in each category.

Abilities Required for Admission to Medical School in Korea: Report on the Medical (Dental) Education Eligibility Test / 医学教育

1) The Medical (Dental) Education Eligibility Test was developed as the medical school admission test in Korea and was administered for the first time on August 29, 2004. The test evaluates reasoning abilities in language, natural sciences, and spatial relationships.<BR>2) The language section assesses cognitive and communication abilities. The natural science section assesses cognitive ability on the basis of academic knowledge in the field, whereas the spatial relationships section evaluates aptitude expected of dentists in their clinical examinations.<BR>3) Because entrance examinations have traditionally placed too much emphasis on academic knowledge and achievement, assessment of other kinds of aptitudes, such as ethics, cooperativeness, and communication skills, has recently become increasingly important. It remains to be seen how these aptitudes and interpersonal skills can be measured and scaled with admission tests.