PRISM :: Browsing by Author "Beran, Tanya N."

Browsing by Author "Beran, Tanya N."

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Open Access
A model of achievement: a study of individual, family and social factors
(2007) Quilliams, Laura; Beran, Tanya N.
Open Access
A model of individual and family factors related to achievement
(2006) Shea, Giselle; Beran, Tanya N.
Open Access
A study of the ecological correlates of substantiated cases of child physical abuse and exposure to domestic violence in Alberta
(2006) McCormack, Megan Carol; Beran, Tanya N.
Open Access
Academic and psychological impact of cyber bullying
(2011) Nordahl, Jennifer; Beran, Tanya N.
Cyber bullying has emerged as a new form of bullying affecting a large portion of children. Children that were victims of cyber bullying (n = 239) in grades 6, 7, 10, and 11 were surveyed to. examine whether they experienced impaired academic performance and psychological well-being. Seven types of cyber bullying were identified. Through correlations the results demonstrated that all seven types of cyber bullying are significantly related to children's well-being. One-way ANOVAs and t-tests indicate that specific characteristics of the victim (sex, grade, and perpetrator) are associated with differential impact. In addition, this study found that deconstructing cyber bullying by type reveals unique information. For some types of cyber bullying, for example, girls and young children report more severe impact than boys and older children. Overall, the study demonstrates the importance of examining different types of cyber bullying to gain an understanding of children's experiences of this phenomenon .
Open Access
Accuracy of portrayal by standardized patients: Results from four OSCE stations conducted for high stakes examinations
(BioMed Central, 2014-5-6) Baig, Lubna A.; Beran, Tanya N.; Vallevand, Andrea; Baig, Zarrukh A.; Monroy-Cuadros, Mauricio
Open Access
Attachment quality and bullying behaviour in school-aged youth
(2009) Walden, Laura; Beran, Tanya N.
Open Access
Childhood victims of peer aggression: individual, familial and peer factors
(2002) Beran, Tanya N.; Violato, Claudio
Open Access
Concordance between teacher and student reports of physical and indirect bullying
(2007) Stewart, Shannon Elizabeth; Beran, Tanya N.
Open Access
Cyber bullying: the new era of bullying
(2009) Poole, Ann; Beran, Tanya N.
Open Access
Efficacy of a Preparation Intervention for the Management of Children’s Pain and Fear during Needle Procedures: Help from a Robot Named MEDi®
(2019-06-26) Lee, Rachelle; Beran, Tanya N.; Pearson, Jacqueline Reynolds; Spencer, Adam O.
Intravenous (IV) lines are routinely administered to pediatric patients prior to the delivery of anesthesia for elective surgery. Aside from using volatile anesthetics to aid with needle insertion, IV lines are often placed while children are awake in the operating room (OR). Although IV inductions are safe and usually well-tolerated, many still express needle-related discomfort despite the current strategies that can minimize procedural pain. This randomized-controlled, two-armed trial examined the impact of a humanoid robot (MEDi®) programmed to teach breathing strategies, on children’s ability to tolerate IV procedures. A total of 137 children (4-12 years) were recruited in Short Stay Surgery at a tertiary pediatric hospital. Patients were randomly assigned to standard care or a robot-facilitated intervention that taught breathing strategies before the IV procedure. Children’s pain and fear before, during, and after induction were rated by patients, parents, pediatric anesthesiologists, and researchers. Follow-up interviews were conducted with children and their parents to assess pain-related memories. No significant differences or changes in fear and pain were found between study groups (ps > 0.05). However, it is evident that children enjoyed interacting with MEDi® and exhibited higher use of breathing-based strategies in the OR (Fisher’s exact test (1) = 4.66, p < 0.05, Cramer’s phi = 0.21). However, several children did find the robot-facilitated preparation to be an enjoyable experience. They were also 5.04 times more likely to complete IV induction (without inhalational anesthetics), compared to standard care (Fisher’s exact test (1) = 4.85, p < 0.05, Cramer’s phi = 0.22). Finally, of those who received pre-operative coaching, some children remembered the IV induction positively and one-third of participants were able to recall meeting MEDi® at the follow-up. This study was the first to examine children’s experience of IV induction when provided support from MEDi®.
Open Access
Improving the quality of dictated operative reports conducted by surgical residents: evidence for effectiveness of a teaching module
(2012) Lee, Kathy Kawai; Beran, Tanya N.
A dictated operative report (DOR) is an important communication tool that documents procedural details. DO Rs are unique to each surgical event and are required every time a surgeon performs a procedure. Despite their importance, their quality is often poor. The guidelines published by surgical associations, moreover, are vague, and this skill is rarely taught in surgical residency programs. The present study examines the effectiveness of a one-hour teaching module designed to enhance the quality ofDORs. Twenty-five surgical residents attended a teaching session. Their DOR performance before and after the teaching session was compared with paired samples t-tests. Both the accuracy and quality of their DORs significantly improved, according to the Structured Assessment and Global Quality Rating Scale (p < 0.05). Linguistic dictation skills, however, did not change. lt is clear that with targeted teaching, surgical residents can improve the qua I ity of the content in DO Rs.
Open Access
Instructors' perspectives on the utility of student ratings of instruction
(2007) Rokosh, Jennifer Louise; Beran, Tanya N.
Open Access
National study concerning bullying: prevalence rates and associated psychological and behavioural consequences
(2011) Stanton, Lauren; Beran, Tanya N.
Open Access
Parenting styles, peer factors and indirect and physical aggression: analyses from the national longitudinal survey of children and youth
(2005) Szuch, Shantelle M.; Beran, Tanya N.
Open Access
Practice analysis of chiropractic radiologists: an exploratory study
(2011) Smith, Sara Dawn Sheila; Beran, Tanya N.; Donnon, Tyrone L.; Hecker, Kent
Open Access
Pre-service teachers' attitudes about school bullying: a new perspective
(2004) Siu, K. Carol; Beran, Tanya N.
Open Access
Stress and coping in families of children with autism spectrum disorders
(2008) Hendrickson, Susan G.; Beran, Tanya N.
Open Access
Student Evaluations and the Effect of Timely Feedback on Course Quality and Faculty Development in Saudi Arabia: A Mixed Methods Approach
(2018-06-07) Alhassan, Abdulaziz Ibrahim; Beran, Tanya N.; Oddone Paolucci, Elizabeth; Baig, Lubna; Magzoub, Mohi Eldin
Feedback from students is one of the most frequently used tools for evaluating/improving university instructors’ performance, assessing teaching quality, and improving learning outcomes. However, few studies have fully examined the effect of instructors receiving timely feedback from students, or student and instructor perceptions about feedback to instructors. This study’s first goal was to determine whether timely student feedback to Problem-Based Learning (PBL) instructors affects teaching styles and teaching quality in a Saudi Arabian university. The second goal was to explore whether student feedback in general and timely student feedback in particular to PBL instructors would contribute to faculty professional development. An embedded mixed methods design was used, whereby a qualitative method was embedded within a quantitative experimental major design. Quantitative data were first collected via a survey administered twice during a study block to 329 first-year, male and female medical students in novice and advanced streams. Students and instructors were divided into an experimental (E) and a control (C) group where students evaluated 22 PBL instructors on instructor performance and PBL session organization. However, only E group instructors received timely student feedback. Qualitative data were then collected from 61 of these students and 13 instructors through one-on-one semi-structured interviews. The quantitative results showed significant differences in student scores between the E and C groups. Then, student results were analyzed separately for differences based on gender and novice and advanced streams. The results showed differences in student scores between the E and C groups for the male and novice stream students, and no significant difference in student scores for the female and advanced stream students. Qualitative data for the instructors and students revealed three major overarching themes concerning the importance, process, and use of student feedback. The mixed methods’ results showed the effectiveness of timely student feedback on instructors’ performance and PBL session organization items. Additionally, the effectiveness of timely student feedback was shown for both men and women and for novice students, but not for advanced students.
Open Access
The relationship between bullying and achievement: a study of related school and family factors
(2005) Hughes, Ginger; Beran, Tanya N.
Open Access
The relationship between bullying and social skills in elementary school students
(2004) Larke, Ian Douglas; Beran, Tanya N.
The present study examined the relationship between bullying and social skills in a sample of 120 students in grades 4 through 6. A total of 14 teachers completed questionnaires about their students to determine (1) the relationship between two forms of bullying (i.e., direct physical bullying and indirect bullying) and social skills (i.e., cooperation, assertion, and self-control), and (2) gender differences in the relationship between the two forms of bullying and social skills. A series of partial correlation analyses were performed. Results revealed a significant relationship between direct physical bullying and social skills (r = -.46 p < .001), and indirect bullying and social skills (r = -.26 p < .01). Furthermore, the relationship between bullying and social skills differed according to gender. These combined results suggest that children who bully others, regardless of the form of bullying, are not likely to possess well-developed social skills to effectively manage interpersonal relationships.