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- 저자 : Murdoch, J.N. (검색결과 16 건)
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Murdoch Iona,Carver Anthony L,Sultan Pervez,O’Carroll James E,Blake Lindsay,Carvalho Brendan,Onwochei Desire N.,Desai Neel 대한마취통증의학회 2023 Korean Journal of Anesthesiology Vol.76 No.6
Background: Cesarean section is associated with moderate to severe pain and nonsteroidal anti-inflammatory drugs (NSAIDs) are commonly employed. The optimal NSAID, however, has not been elucidated. In this network meta-analysis and systematic review, we compared the influence of control and individual NSAIDs on the indices of analgesia, side effects, and quality of recovery.Methods: CDSR, CINAHL, CRCT, Embase, LILACS, PubMed, and Web of Science were searched for randomized controlled trials comparing a specific NSAID to either control or another NSAID in elective or emergency cesarean section under general or neuraxial anesthesia. Network plots and league tables were constructed, and the quality of evidence was evaluated with Grading of Recommendations Assessment, Development and Evaluation (GRADE) analysis.Results: We included 47 trials. Cumulative intravenous morphine equivalent consumption at 24 h, the primary outcome, was examined in 1,228 patients and 18 trials, and control was found to be inferior to diclofenac, indomethacin, ketorolac, and tenoxicam (very low quality evidence owing to serious limitations, imprecision, and publication bias). Indomethacin was superior to celecoxib for pain score at rest at 8–12 h and celecoxib + parecoxib, diclofenac, and ketorolac for pain score on movement at 48 h. In regard to the need for and time to rescue analgesia COX-2 inhibitors such as celecoxib were inferior to other NSAIDs.Conclusions: Our review suggests the presence of minimal differences among the NSAIDs studied. Nonselective NSAIDs may be more effective than selective NSAIDs, and some NSAIDs such as indomethacin might be preferable to other NSAIDs.
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Students’ Perspectives of EMI Distance Learning Class Satisfaction
Yvette Murdoch 한국언어과학회 2020 한국언어과학회 학술대회 Vol.2020 No.10
Shortly after the decision among campuses was made to move online due to the COVID-19 pandemic, Korean tertiary students demanded tuition refunds, citing fees paid did not equate to levels of education received. Considering the numerous concerns involved in switching from traditional to online classes, student dissatisfaction with online classes may not solely be with what students have deemed ‘poor lecture quality’. It is probable that a number of student factors are playing strong roles in overall satisfaction. Korean universities place high value on i) satisfaction, semesterly students offer opinions on classes through completion of teacher evaluations, and ii) EMI, one of the indices assessing global competitiveness on the Jungang-Ilbo university ranking. This study examined English as the Medium of Instruction (EMI) distance learners’ perspectives of satisfaction. While there have been a number of studies on L1 and EFL/ESL online classes, research on EMI distance learning in Korea, and even EMI distance learning classes, is yet uncommon. Results indicated instructional strategy use was higher among students with prior EMI experience, and instructional strategy use and satisfaction differed among specialty disciplines. Analysis of the effects of factors on satisfaction revealed academic integration, academic conscientiousness, and instructional strategy mediated the link between distance learner class engagement and satisfaction. Interestingly, academic conscientiousness was inversely associated with instructional strategy and engagement did not directly influence instruction strategy use. Results suggest simplification might increase efficiency, and this combined with academic conscientiousness and academic integration, which increase when students are engaged, increases EMI distance learning satisfaction.
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Yvette Denise Murdoch,임혜정 팬코리아영어교육학회 2020 영어교육연구 Vol.32 No.2
This study analyses the relations of factors effecting the English writing enjoyment among Korean students using structural equation modelling (SEM). Data (N= 956) were collected from students who visited their university’s writing centre for advice and help with their English writing assignments for both English language and English as the medium of instruction (EMI) classes. A structural equation model was established to examine relations between students’ fear of evaluation, students’ negative perceptions about writing in English, students’ literacy interactions with others, and students’ English writing enjoyment. The mediation effects of students’ negative perceptions of writing in English and literacy interactions with others were statistically significant. Results indicated that, compared to its direct effect, fear of evaluation‒formative and summative, not overt direct error correction‒had a higher significant indirect effect on English writing enjoyment through students’ negative perceptions of their writing and literacy interactions with others. (146 words)
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Impact of Constructed Participation Assessment to Evaluate Student Participation
Yvette Denise Murdoch,임혜정,조지영,안토니오 코벨로 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.4
This manuscript explored the impact of using formative grade assessment for participation in university undergraduate basic EFL conversation course. Generally, teaching staff seldom create rubrics that assess students’ performance in order to grade their course participation. Most instructors rely solely on observations and subjective participation assessment and often link participation to attendance. This study explored the formative participation grading assessment rubric created by two instructors for a Korean university undergraduate basic EFL conversation course. For this purpose, a survey instrument was developed to investigate the impact on the individual learner and the overall effect of course participation and its assessment rubric. The study confirmed students’ view that participation is an essential aspect of course evaluation, and it offered insight for instructors into course engagement and assessment. It was found that students’ academic self-efficacy was closely correlated to course engagement both for in- and out-of-class activities, elimination of teacher bias could be largely resolved through negotiation and clarification, and that instructors should bear in mind attendance, especially the management of non-attendance when assessing course participation. Implications for future follow-up studies on course participation and participation assessment rubric were also detailed.
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Korean Foreign Language and Native Speaker Teachers
Yvette Denise Murdoch 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.2
Many students learn English in Korea solely through listening and/or reading comprehension, little time is spent on the verbal production of the language. Hence, despite studying English since grade 7, proficient speakers of English in Korea are rare. (It is noted that as a result of South Korean educational reforms in recent years the study of English now begins from grade 3.) Firstly, this article examined some of the issues underlying the native/non-native speaker teacher dilemma. Next, background information regarding research data was detailed. Following this, exploration of student beliefs regarding classroom contributions of Korean foreign language teachers over native speakers and vise-versa was presented. Lastly, along with student suggestions for Korean foreign language teacher and native speaker teaching improvement, analysis and recommendations were made for the future of English language instruction in Korea.
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Student Text Analysis and Its Pedagogical Implications for South Korean English Teachers
Yvette Denise Murdoch 한국영어교과교육학회 2003 영어교과교육 Vol.2 No.1
Often texts written by Korean students are difficult to process. This article analysed the processing problems of one particular student text. In the analysis, the essay provided brief background information on the writing and then examined the text by looking at the nature of the student"s text and using several theoretical discourse frameworks. Next, a rewrite of the student"s writing, in a more acceptable form, was partially presented and discussed. Finally, pedagogical implications of the analysis looked at focusing on the reader, patterns in English text, clause relationships and the genre.
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