Electronic medical record quality and its impact on user satisfaction — Healthcare providers' point of view     

I-Chiu Chang  Yi-Chang Li  Teng-Yen Wu  David C. Yen 《Government Information Quarterly》2012

With the increasing mobility of the population, Electronic Medical Records (EMRs) become a promising opportunity for governmental investment to many countries. An EMR project usually involves a huge grant and needs tight control of the output. However, most measuring tools for the quality of paper-based medical records placed a focus on data format and compliance with law which may not be sufficient and adequate enough in measuring the EMR's quality. The purposes of this study are to firstly develop and validate an instrument for measuring the quality of EMRs using 217 physicians and nurses at 25 hospitals and then examine the relationship between the EMR's quality and user satisfaction. Four first-order constructs of EMR quality were identified, namely data content quality, data model quality, information quality, and knowledge quality. Only the quality of data content and information impact user satisfaction significantly. Based on the research findings, implications and limitations are discussed.  相似文献   

Online activities of urban Malaysian adolescents: report of a pilot study     

Kok Eng Tan  Melissa Ng Lee Yen Abdullah  Kim Guan Saw 《Literacy》2012,46(1):33-39

The literacy practices of many communities today show new ways of meaning making in the contemporary, technological and digital culture. A number of Malaysian adolescents belong to this culture. This pilot study reports the preliminary findings of a larger study aimed at describing the online activities of Malaysian adolescents. Fifty‐four participants from an urban secondary school in Penang took part in this study. One finding showed that the percentages of language use on the Internet were: 80.6 per cent in English, 10.6 per cent in Bahasa Malaysia and 8.8 per cent in Chinese. In addition, the study also revealed some common websites that these adolescents frequented. The findings point to the need to investigate the extent of these online literacy practices beyond school among the adolescent population in Malaysia and to look into the implications for ESL education.  相似文献   

The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses     

Linda Bol  Karen D. Y. Campbell  Tony Perez  Cherng-Jyh Yen 《Community College Journal of Research & Practice》2016,40(6):480-495

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning (SRL) exercises based on Zimmerman’s (2002) cyclical model. The exercises were completed weekly and repeated for a total of 3 weeks. During the last week of class, participants completed a final exam to measure math achievement as well as the metacognitive self-regulation and time/study environment management scales on the Motivated Strategies for Learning Questionnaire ([MSLQ], Pintrich, Smith, Garcia, & McKeachie, 1991). There were significant differences between the two groups, indicating that training in SRL improved math achievement and metacognitive skills assessed on both MSLQ scales. The findings suggested that training in SRL improves math achievement, metacognitive self-regulation and time/study environmental management skills of students enrolled in developmental math courses.  相似文献   

Children's Temperament and Behavior in Montessori and Constructivist Early Childhood Programs     

Shu-Chen Yen  Jean M. Ispa 《Early education and development》2000,11(2):171-186

This study tested the hypothesis that curriculum type (Montessori and constructivist) moderates the impact of temperament (specifically activity level and attention-span/persistence) on the classroom behavior of 3- to 5-year-old children. Mothers enrolled in Montessori and constructivist preschools filled out the Colorado Childhood Temperament Inventory. The children's teachers filled out the Preschool Behavior Questionnaire and the Preschool Adjustment Questionnaire. A near-significant trend suggested that temperamentally active boys were more likely to be perceived by their teachers as having behavior problems if they were enrolled in Montessori programs than if they were enrolled in constructivist programs. There was no such trend for girls. There was no evidence that temperamental attention-span persistence moderated the impact of curriculum type on either boys' or girls' behavior. The findings thus give modest support to the notion that parents should be advised to select constructivist early childhood programs especially for boys who are temperamentally predisposed to be highly modifying their teaching practices to better accommodate the needs of these children active. In addition, directors and teachers in Montessori programs may consider modifying their teaching practices to better accommodate the needs of these children.  相似文献   

Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students     

Gwo Jen Hwang  Po Han Wu  Ya Yen Zhuang  Yueh Min Huang 《Interactive Learning Environments》2013,21(4):338-354

The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.  相似文献   

Investigating biomedical research literature in the blogosphere: a case study of diabetes and glycated hemoglobin (HbA1c)     

Gruzd A  Black FA  Le TN  Amos K 《Journal of the Medical Library Association : JMLA》2012,100(1):34-42

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Co-authorship networks and research impact: A social capital perspective   总被引：1，自引：0，他引：1  

Eldon Y. Li  Chien Hsiang Liao  Hsiuju Rebecca Yen 《Research Policy》2013

The impact of research work is related to a scholar's reputation and future promotions. Greater research impact not only inspires scholars to continue their research, but also increases the possibility of a larger research budget from sponsors. Given the importance of research impact, this study proposes that utilizing social capital embedded in a social structure is an effective way to achieve more research impact. The contribution of this study is to define six indicators of social capital (degree centrality, closeness centrality, betweenness centrality, prolific co-author count, team exploration, and publishing tenure) and investigate how these indicators interact and affect citations for publications. A total of 137 Information Systems scholars from the Social Science Citation Index database were selected to test the hypothesized relationships. The results show that betweenness centrality plays the most important role in taking advantage of non-redundant resources in a co-authorship network, thereby significantly affecting citations for publications. In addition, we found that prolific co-author count, team exploration, and publishing tenure all have indirect effects on citation count. Specifically, co-authoring with prolific scholars helps researchers develop centralities and, in turn, generate higher numbers of citations. Researchers with longer publishing tenure tend to have higher degree centrality. When they collaborate more with different scholars, they achieve more closeness and betweenness centralities, but risk being distrusted by prolific scholars and losing chances to co-author with them. Finally, implications of findings and recommendations for future research are discussed.  相似文献   

Indigenous Elementary Students’ Science Instruction in Taiwan: Indigenous Knowledge and Western Science     

Huei Lee  Chiung-Fen Yen  Glen S. Aikenhead 《Research in Science Education》2012,42(6):1183-1199

This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students?? non-Indigenous teacher played a central role in developing a science module ??Measuring Time?? that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students?? pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in ??Measuring Time??. Students?? increased interest and pride in their Amis culture were noted.  相似文献   

Exploring the relationship between clout and cognitive processing in MOOC discussion forums     

Robert L. Moore  Cherng-Jyh Yen  F. Eamonn Powers 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):482-497

The purpose of this study was to explore the relationship between clout and cognitive processing in massive open online course (MOOC) discussion forum posts. Cognitive processing, a category variable generated by the automated text analysis tool, Linguistic Inquiry Word Count (LIWC), is made up of six sub-scores (insight, causation, discrepancy, tentativeness, certainty and differentiation). Clout is a nontransparent summary variable in LIWC that can be used to understand the level of confidence conveyed in the text. Because clout is nontransparent, we do not know the algorithm used to calculate its value. To better understand this variable, this study examined cognitive processing alongside clout. In this study, a series of linear mixed models were fitted to evaluate, after controlling for gender, degree and type of post, if the focal relationship between each sub-score of cognitive processing as the predictor variables and clout as the dependent variable changed across courses with different pacing (self-paced or instructor-paced). Next, the focal relationship between each predictor and clout was examined with or without regard to pacing. Findings showed words classified as showing discrepancy, certainty or differentiation were negatively associated with clout scores.  相似文献   

Trends and Issues in Improving University Teaching     

Chen Ai Yen 《高等教育研究与发展》1988,7(1):49-62

This study reports the trends and issues related to the teaching improvement efforts at the National University of Singapore as a whole and in the Medical Faculty in particular. The university‐wide study is mainly based on the returns of a questionnaire evaluating the Teaching Methodology courses conducted in conjunction with the Institute of Education, Singapore in the past seven years (1981 – 1987). The perceptions and meanings regarding teaching improvement efforts that are derived from interviews with a purposive sample of Medical Faculty members confirm the advantages of the developmental approach of instructional and faculty development. The main issues derived from the study centres around questions about academic staff needs of educational courses, the effects of improved teaching on learning, and the ability of media and information technology to improve the quality of teaching. The study shows the emergence of the following trends: 1) There is an increasing recognition that all lecturers need some basic teaching methodology courses. 2) Improved teaching that emphasizes the education of the whole person especially in professional programmes rather than on specific vocational training produces better educated professionals. 3) The integration of various alternative media and modern technology with large and small group teaching has been increasingly used to improve instruction.  相似文献