: Oficyna Wydawnicza Warszawskiego Uniwersytetu Medycznego.
Górkiewicz, M. (2009). Using Propensity Score with Receiver Operating Characteristics (ROC) and Bootstrap to Evaluate Effect Size in Observational Studies. Biocybernetics and Biomedical Engineering, 29(4), 41-61.
Górkiewicz, M. (2010). Kognitywistyczne spojrzenie na skale psychometryczne: kiedy trudne jest łatwiejsze od łatwego... In A. Pohl, M. Goc, M. Kittel, T. Konik, & M. Siedlecka (Eds.). Rocznik Kognitywistyczny, IV (pp. 81-86). Krakow, Poland: Wydawnictwo Uniwersytetu
, A. L., & Seligman, M. E. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of educational psychology, 98(1), 198.
Doris, A., O’Neill, D., & Sweetman, O. (2013). Gender, single-sex schooling and maths achievement. Economics of Education Review, 35, 104-119.
Ellison, G., & Swanson, A. (2009). The gender gap in secondary school mathematics at high achievement levels: Evidence from the American Mathematics Competitions (No. w15238). National Bureau of Economic
In this paper we propose a multi-criteria model based on the fuzzy preferences approach which can be implemented in the prenegotiation phase to evaluate the negotiations packages. The applicability of some multi-criteria ranking methods were discussed for building a scoring function for negotiation packages. The first one is Simple Additive Weighting (SAW) technique which determines the sum of the partial satisfactions from each negotiation issue and aggregate them using the issue weights. The other one is Distance Based Methods (DBM), with its extension based on the distances to ideal or anti-ideal package, i.e. the TOPSIS procedure. In our approach the negotiator's preferences over the issues are represented by fuzzy membership functions and next a selected multi-criteria decision making method is adopted to determine the global rating of each package. The membership functions are used here as the equivalents of utility functions spread over the negotiation issues, which let us compare different type of data. One of the key advantages of the approach proposed is its usefulness for building a general scoring function in the ill-structured negotiation problem, namely the situation in which the problem itself as well as the negotiators preferences cannot be precisely defined, the available information is uncertain, subjective and vague. Secondly, all proposed variants of scoring functions produce consistent rankings, even though the new packages are added (or removed) and do not result in rank reversal.
Wiesław Półjanowicz, Grzegorz Mrugacz, Michał Szumiński, Robert Latosiewicz, Alina Bakunowicz-Łazarczyk, Anna Bryl and Małgorzata Mrugacz
This paper presents an analysis of learning effectiveness for the courses “Selected issues in visual rehabilitation” and “Ophthalmology and ophthalmic nursing” taught in the years 2009-2011 at the Medical University of Bialystok, Poland. We compared the effectiveness of traditional and distance learning methods; an e-learning platform was implemented experimentally for the purpose of this study. We assessed the usefulness of online learning in terms of organization, knowledge gained and students’ satisfaction with the course. The study was conducted among 75 second year master degree students in the nursing field in the academic years 2009/2010 and 2010/2011. The students were divided into two groups. For the study group of 39 persons (52%), lectures and seminars took place on an e-learning platform, while 36 persons (48%) in the control group attended traditional classes. 80% of students in the e-learning group and 89% of students in the traditional group assessed the organization of both forms of courses positively. The fact that the majority of students in both the e-learning (89%) and traditional classes (86%) gave positive feedback indicates that for both forms there was a high level of content and technical preparedness. The mean scores of the final exam for both courses were 82% in the e-learning group and 79% in the traditional group in the years 2009- 2011. The above results show that both forms of learning are equally effective.
Wiesław Półjanowicz, Robert Latosiewicz, Barbara Kołodziejczak and Magdalena Roszak
Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.
With the aim of verifying the suitability of the CES-D scale for use in long-term care institutions for older adults, the CES-D questionnaire was used to collect patient-reported assessments, and two well-known psychometric instruments – the Hospital Anxiety and Depression Scale (HADS) and the Barthel Index of Abilities of Daily Living – were used to collect nurse-reported assessments, based on observations of patients’ behaviours. With regard to possible frequent cases of cognitive impairment and/or insufficient motivation to give sensible responses to CES-D questions, the patient-reported responses were collected from patients during one-on-one sessions with a nurse. The reliability, concurrent validity, and the trustworthiness of the obtained data were supported with proper values of the Cronbach’s alpha coefficient, 0.70 < alpha < 0.85, with significant correlation between CES-D and HADS-Depression, R = 0.50, p < 0.001, and with significant correlation between scores of particular CES-D items vs. final CES-D evaluations of depression, proved by significance p < 0.001 for 18 of 20 CES-D items. These findings supported the effectiveness of the one-on-one session methodology in questionnaire surveys for older adults. The postulation that cases of self-reported depression included somewhat different information about the patient than nurse-reported depression concerning the same patient was supported with the evidence that, in spite of the significant correlation between the Barthel Index and HADS-Depression, R = −0.17, p = 0.016, and in spite of the significant correlation between CES-D and HADS-Depression, the correlation between the Barthel Index and CES-D, equal to R = −0.08 was insignificant at p = 0.244. The findings of this study, considered jointly, support the valuableness of the CES-D scale for use in one-on-one surveys for older adults.
Magdalena Babińska, Jerzy Chudek, Elżbieta Chełmecka, Małgorzata Janik, Katarzyna Klimek and Aleksander Owczarek
Fácila, L., Nuñez, J. E., G, V. B., Sanchis, J., Bodi, V., Chorro, F. J., & Llacer, A. (2005). Early determination of homocysteine levels in acute coronary syndromes, is it an independent prognostic factor? International Journal of Cardiology , 100(2), 275–279.
Filipiak, K. J., Kołtowski, Ł., Grabowski, M., Karpiński, G., Główczyńska, R., Huczek, Z., Kochman, J., et al. (2014). Comparison of the seven-year predictive value of six risk scores in acute coronary syndrome patients: GRACE, TIMI STEMI, TIMI NSTEMI, SIMPLE, ZWOLLE and BANACH. Kardiologia Polska , 72
Barbara Kołodziejczak, Magdalena Roszak, Anna Ren-Kurc, Andrzej Bręborowicz and Wojciech Kowalewski
. BMC Medical Education 8. doi:10.1186/1472-6920-8-29
Panus, P. C., Stewart, D. W., Hagemeier, N. E., Thigpen, J. C., & Brooks, L. (2014). A Subgroup Analysis of the Impact of Self-testing Frequency on Examination Scores in a Pathophysiology Course. American Journal of Pharmaceutical Education 78(9), 165.
Półjanowicz, W., Mrugacz, G., Szumiński, M., Latosiewicz, R., Bakunowicz-Łazarczyk, A., Bryl, A., & Mrugacz, M. (2013). Assessment of the Effectiveness of Medical Education on the Moodle e-Learning Platform. Studies in Logic, Grammar and Rhetoric
Robert Milewski, Dorota Jankowska, Urszula Cwalina, Anna Justyna Milewska, Dorota Citko, Teresa Więsak, Allen Morgan and Sławomir Wołczyński
meaning and use of the area under a receiver operating characteristic (ROC) curve. Radiology , 143(1), 29–36.
Hillier, T. A., Rousseau, A., Lange, C., Lépinay, P., Cailleau, M., Novak, M., Calliez, E., et al. (2006). Practical way to assess metabolic syndrome using a continuous score obtained from principal components analysis. Diabetologia , 49(7), 1528–1535.
Ioele, G., De Luca, M., Dinç, E., Oliverio, F., & Ragno, G. (2011). Artificial Neural Network Combined with Principal Component Analysis for Resolution of Complex Pharmaceutical Formulations