{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1675"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1675","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"The Use of Speech Disfluency as an Indicant of Paradigm Development in Pharmacy's Academic Subdisciplines","abstract":"This study compared speech disfluency rates within five subdisciplines of pharmacy to estimate their paradigm development, and identified alternative factors associated with differing rates. Rates were observed in randomly selected courses. Lecturers completed a modified version of the Brief Fear of Negative Evaluation survey and a self-rated anxiety measure. Ten percent of recordings were randomly selected for analysis by two judges to determine inter-reliability. An ANCOVA was conducted on the frequency of lecture disfluencies, with the frequency of interview disfluencies serving as the covariate. The overall mean disfluency rate in lectures was 2.11 disfluencies/minute. Average dislfuency rates among the five subdisciplines ranged from 1.28 to 2.74. It does not appear that type of discipline (even after controlling for subjects' natural disfluency rates), self-rated anxiety, fear of negative evaluation or other alternative factors affect dislfuency rates in the classroom.","abstract_html":"This study compared speech disfluency rates within five subdisciplines of pharmacy to estimate their paradigm development, and identified alternative factors associated with differing rates. Rates were observed in randomly selected courses. Lecturers completed a modified version of the Brief Fear of Negative Evaluation survey and a self-rated anxiety measure. Ten percent of recordings were randomly selected for analysis by two judges to determine inter-reliability. An ANCOVA was conducted on the frequency of lecture disfluencies, with the frequency of interview disfluencies serving as the covariate. The overall mean disfluency rate in lectures was 2.11 disfluencies/minute. Average dislfuency rates among the five subdisciplines ranged from 1.28 to 2.74. It does not appear that type of discipline (even after controlling for subjects' natural disfluency rates), self-rated anxiety, fear of negative evaluation or other alternative factors affect dislfuency rates in the classroom.","abstract_has_math":false,"creators":["Holmes, Erin Renee"],"institution":null,"degree_name":"MS","degree_level":"Immediate Access","degree_discipline":"Pharmacy Administration","degree_department":null,"school":null,"contributors":["Shane P. Desselle","Vincent Giannetti"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:46Z","subjects":["consensus","fear of negative evaluation","paradigm development","pharmacy education","pharmacy subdisciplines","speech disfluency"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/659","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shane P. 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Rates were observed in randomly selected courses. Lecturers completed a modified version of the Brief Fear of Negative Evaluation survey and a self-rated anxiety measure. Ten percent of recordings were randomly selected for analysis by two judges to determine inter-reliability. An ANCOVA was conducted on the frequency of lecture disfluencies, with the frequency of interview disfluencies serving as the covariate. The overall mean disfluency rate in lectures was 2.11 disfluencies/minute. Average dislfuency rates among the five subdisciplines ranged from 1.28 to 2.74. It does not appear that type of discipline (even after controlling for subjects' natural disfluency rates), self-rated anxiety, fear of negative evaluation or other alternative factors affect dislfuency rates in the classroom."]},{"key":"dc:title","label":"Title","values":["The Use of Speech Disfluency as an Indicant of Paradigm Development in Pharmacy's Academic Subdisciplines"]}]}],"canonical_facts":{"dc:contributor":["Shane P. Desselle","Vincent Giannetti"],"dc:creator":["Holmes, Erin Renee"],"dc:date.available":["2018-03-28T07:00:00Z"],"dc:description.abstract":["This study compared speech disfluency rates within five subdisciplines of pharmacy to estimate their paradigm development, and identified alternative factors associated with differing rates. Rates were observed in randomly selected courses. Lecturers completed a modified version of the Brief Fear of Negative Evaluation survey and a self-rated anxiety measure. Ten percent of recordings were randomly selected for analysis by two judges to determine inter-reliability. An ANCOVA was conducted on the frequency of lecture disfluencies, with the frequency of interview disfluencies serving as the covariate. The overall mean disfluency rate in lectures was 2.11 disfluencies/minute. Average dislfuency rates among the five subdisciplines ranged from 1.28 to 2.74. It does not appear that type of discipline (even after controlling for subjects' natural disfluency rates), self-rated anxiety, fear of negative evaluation or other alternative factors affect dislfuency rates in the classroom."],"dc:identifier":["https://dsc.duq.edu/etd/659"],"dc:language":["English"],"dc:subject":["consensus","fear of negative evaluation","paradigm development","pharmacy education","pharmacy subdisciplines","speech disfluency"],"dc:title":["The Use of Speech Disfluency as an Indicant of Paradigm Development in Pharmacy's Academic Subdisciplines"],"thesis:degree_discipline":["Pharmacy Administration"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["MS"]},"updated_at":"2026-07-24T02:09:46Z"}