Further studies are needed to ascertain the underlying cause. We noted that students in the DL group had a significantly lower scores for all five areas of proficiency: participation, communication, preparation, critical thinking and group skills.įindings of this study revealed that the performance of students utilising the DL PBL tutorials was lower than that of students participating in the conventional FF approach. The mean total score for the DL group was 37.5 ± 4.6, which was significantly lower than that of the FF group (39.0 ± 4.4, p < 0.001). With four tutorials, there were 490 observations, with 245 in each group. The main outcome was a student’s total score (i.e., the sum of the scores from the five key areas, ranging from 0 to 50). Students utilising the PBL tutorial were given grades by their tutors according to a standardised scoring system encompassing five key areas (score range: 0–10).
We used students’ baseline performance at the preceding block for one-to-one propensity score matching. We compared two groups of fourth-year medical students from the same class: one group used distance learning (DL) the other, the face-to-face (FF) method. This retrospective study was conducted in a single academic institution. The aim of this study was to compare the performance of students using distance learning PBL tutorials using with that of students utilising the conventional face-to-face approach. One approach has been the distance learning problem-based learning (PBL) tutorial utilising the online peer-to-peer platform. The volume collects 12 papers reporting reflections and quantitative studies covering mainly three topics: the assessment of the effects of anxiety or more generally of a different attitude in the study of Statistics, tools and methods for the assessment of training paths and technology-based learning experiences.Įducational pedagogies were modified during the COVID-19 pandemic to minimise interruption to teaching. Stat.Edu’21 aimed at stimulating discussions, solicitations and contributions around the central theme of ALEAS, the development of adaptive learning systems in the field of Higher Education as a complementary tool for traditional courses, and promoting a community of practice in this field. The conference was the final event of the “ALEAS - Adaptive LEArning in Statistics”, an ERASMUS+ project () developed in the period 2018-2021 to design and implement an Adaptive LEArning system able to offer personalised learning paths to students, with the purpose to provide them remedial advice to deal with the “statistics anxiety”. More questions? You can always contact us.The volume collects the papers presented at the conference “Stat.Edu’21 -New Perspectives in Statistics Education” which was held at the Department of Political Sciences of the University of Naples Federico II (25-26 March 2021). Always check with your doctor before making any decisions. It may also be skewed towards procedures more common among Medicare beneficiaries than the general population.Ī lack of detection does not necessarily mean a lack of expertise, just that it was not visible within this dataset. The data is limited to Medicare beneficiaries, meaning that physicians that do not accept Medicare (<10% of all physicians) will be excluded. While this data can provide a wealth of knowledge, it comes with certain limitations. These procedures go into this section in order to help consumers make more informed choices. Using this data, we can detect when doctors perform certain procedures more frequently than similar providers. It includes aggregate information about the procedures performed by different providers. This feature uses Medicare data to determine how often a provider performs a procedure relative to other providers in their state also performing the same procedure.ĭata in this section is calculated using Medicare Physician and Other Supplier Data, which provides records of Medicare utilization throughout the United States. This section highlights the procedures that C.
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