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Subject = Diagnostic Testing;
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Displaying Results 1  5 of 5 on page 1 of 1
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Accuracy of diagnostic testing in primary ciliary dyskinesia
(2016)
Jackson, Claire L.; Behan, Laura; Collins, Samuel A.; Goggin, Patricia M.; Adam, Elizab...
Accuracy of diagnostic testing in primary ciliary dyskinesia
(2016)
Jackson, Claire L.; Behan, Laura; Collins, Samuel A.; Goggin, Patricia M.; Adam, Elizabeth C.; Coles, Janice L.; Evans, Hazel J.; Harris, Amanda; Lackie, Peter; Packham, Samantha; Page, Anton; Thompson, James; Walker, Woolf T.; Kuehni, Claudia; Lucas, Jane S.
Abstract:
Diagnosis of primary ciliary dyskinesia (PCD) lacks a “gold standard” test and is therefore based on combinations of tests including nasal nitric oxide (nNO), highspeed video microscopy analysis (HSVMA), genotyping and transmission electron microscopy (TEM). There are few published data on the accuracy of this approach. Using prospectively collected data from 654 consecutive patients referred for PCD diagnostics we calculated sensitivity and specificity for individual and combination testing strategies. Not all patients underwent all tests. HSVMA had excellent sensitivity and specificity (100% and 93%, respectively). TEM was 100% specific, but 21% of PCD patients had normal ultrastructure. nNO (30 nL·min−1 cutoff) had good sensitivity and specificity (91% and 96%, respectively). Simultaneous testing using HSVMA and TEM was 100% sensitive and 92% specific. In conclusion, combination testing was found to be a highly accurate approach for diagnosing PCD. HSVMA alone has excellent acc...
http://hdl.handle.net/10468/9259
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Core skills assessment to improve mathematical competency
(2013)
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
Core skills assessment to improve mathematical competency
(2013)
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
Abstract:
Many engineering undergraduates begin thirdlevel education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology (DIT), a diagnostic test is given to incoming firstyear students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a “module” in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a questionbank. Subsequent to the success of this pilot with thirdyear mechanical engineering students, the project was extended to five different eng...
http://doras.dcu.ie/22716/
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How Much Do Our Incoming First Year Students Know?: Diagnostic Testing in Mathematics at Third Level
(2013)
Sheridan, Blathnaid
How Much Do Our Incoming First Year Students Know?: Diagnostic Testing in Mathematics at Third Level
(2013)
Sheridan, Blathnaid
Abstract:
A continuing cause for concern in higher education institutions is the poor core mathematical skills of incoming students. Many institutions now offer mathematics support services such as dropin centres, online resources and short ‘refresher courses’ in an attempt to alleviate the problem. The majority of third level institutions in Ireland and internationally now make use of diagnostic testing of incoming first year students that both predict subsequent success and select groups for remediation. This project was developed to explore the issues around diagnostic testing and followup support for incoming students in the College of Sciences and Health. A large cohort of first year science students was tested and those who failed to achieve 50% on the test were offered support. This support came in the form of peerassisted student led tutorials during which students had the opportunity to revise basic areas of mathematics. On comparison of the scores on the diagnostic test with the ...
https://arrow.dit.ie/ijap/vol2/iss1/3
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How well do Engineering students retain core mathematical knowledge after a series of high threshold online mathematical test?
(2017)
PRENDERGAST, MARK; Carr, Michael; Breen, Cormac; Faulkner, Fiona
How well do Engineering students retain core mathematical knowledge after a series of high threshold online mathematical test?
(2017)
PRENDERGAST, MARK; Carr, Michael; Breen, Cormac; Faulkner, Fiona
Abstract:
In the Dublin Institute of Technology, high threshold core skills assessments are run in mathematics for thirdyear engineering students. Such tests require students to reach a threshold of 90% on a multiple choice test based on a randomized question bank. The material covered by the test consists of the more important aspects of undergraduate engineering mathematics covered in the first 2 years of the Honours degree programme and the 3 years of the Ordinary degree programme. Students are allowed to resit the assessment as frequently as required until they pass. In order to measure the effectiveness of such an exercise, a followup assessment was given to students on their first day of their fourth year. A comparison is made with the level of basic mathematical knowledge of these students on their first day in third year, exactly a year previously. For the majority of the students we see a significant decrease in the performance of the students from the beginning of third year to th...
http://hdl.handle.net/2262/92597
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Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study
(2020)
Faulkner, Fiona; Breen, Cormac; Prendergast, Mark; Carr, Michael
Measuring the mathematical problem solving and procedural skills of students in an Irish higher education institution – A pilot study
(2020)
Faulkner, Fiona; Breen, Cormac; Prendergast, Mark; Carr, Michael
Abstract:
In 2010 the Irish second level mathematics curriculum underwent a period of significant change when a new mathematics curriculum was introduced. Some preliminary research has been carried out into the impact, if any, that this mathematics curriculum is having on students mathematics performance which have suggested that students’ procedural skills are declining year on year however their problem solving skills may have improved (Treacy and Faulkner 2015). Additional research in this area also highlighted that students willingness to engage in problem solving activities may have improved (Prendergast et al 2017). However preliminary analysis on the impact of the reformed mathematics curriculum, if any, on students’ performance in higher education noted that further research was needed in this area to definitively establish what is happening. This research therefore aims to explicitly determine whether the procedural and problem solving skills of beginning undergraduates are changing ...
http://hdl.handle.net/10468/10359
Displaying Results 1  5 of 5 on page 1 of 1
Bibtex
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Institution
Dublin City University (1)
Dublin Institute of Technology (1)
Trinity College Dublin (1)
University College Cork (2)
Item Type
Journal article (3)
Other (2)
Peer Review Status
Peerreviewed (3)
Unknown (2)
Year
2020 (1)
2017 (1)
2016 (1)
2013 (2)
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