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Alok Mishra Nergiz Ercil Cagiltay Ozkan Kilic 《European Journal of Engineering Education》2007,32(3):349-361
Software engineering education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for curriculum design. The main focus of these guidelines is around core and foundation courses. This paper summarizes the current problems of software engineering education programs. It also proposes some important dimensions as integral parts of software engineering education: interdisciplinary skills, practice experience, communication, skills on continuing education and professionalism. In the current guidelines and studies these dimensions are not addressed specifically. Although there could be other dimensions to be considered in software engineering education, we believe that the proposed ones are very crucial as software engineering is evolving more rapidly than any other engineering discipline. This study also provides a survey of some major universities’ undergraduate software engineering programs to evaluate these dimensions. 相似文献
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Suleyman Demir Nergiz Zorbozan Elif Basak 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2016,26(1):77-81
Introduction
We aimed to determine the number of repeated cholesterol (RC) tests and the ratio of unnecessary-repeated cholesterol (URC) tests among patients admitted to Pamukkale University Hospital (Denizli, Turkey) and provide solutions to avoid URC testing.Materials and methods
Total cholesterol (T-cholesterol) tests (N = 86,817) between June 2014 and May 2015 were evaluated. The tests performed more than once per patient were determined as RC test (N = 28,811). RC test with an interval shorter than 4 weeks were determined as URC test (N = 3968) according to the shortest retest interval stated in ACC/AHA blood cholesterol guideline. RC testing included internal medicine, surgery and paediatric outpatients and inpatients. Reference change value (RCV) of total cholesterol was calculated.Results
The 33.1% of the T-cholesterol tests were RC tests (N = 28,811), 13.7% of them were URC tests (N = 3968). Our RCV value was 25%. The percentage change between consecutive tests was less than RCV in 86.1% (N = 3418) of URC tests. URC tests were performed more frequently in patients with desirable total cholesterol value (P < 0.001).Conclusion
There is a significant part of repeated T-cholesterol tests requested in our hospital. URC test requests can be evaluated by laboratories and the obtained data should be shared with clinicians. Laboratories can calculate RCV for the tests they performed and report this value with the test result. To prevent from URC tests, a warning plug-in can be added to hospital information software in accordance with guidelines to prevent from URC test requests.Key words: unnecessary repeated cholesterol test, cholesterol retest interval, reference change value, laboratory costs, preanalytical phase, test requesting 相似文献3.
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Using learning styles theory in engineering education 总被引：2，自引：2，他引：0
Nergiz Ercil Cagiltay 《European Journal of Engineering Education》2008,33(4):415-424
Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting more significant. In this study, a learning style assessment tool was used to examine the relationship between students’ learning styles and their performance in engineering education programmes. At the beginning of the programme, 285 students’ learning styles were measured using a learning style assessment tool. Four years after the engineering education, their performance in the programme was compared with their individual learning styles. This study shows that most of the students are assimilators. Divergers and convergers follow the assimilators. The number of accommodators is very limited. The relationship between engineering students’ learning styles and their performance is found: assimilators and convergers performed better than the divergers and accommodators. The performance difference between assimilators and divergers is statistically significant. The results of this study show that the learning style theory is a potential tool for guiding the design and improvement of courses and helping students to improve their individual performance. 相似文献
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