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A military-specific reaction time (RT) test was developed to explore its reliability and sensitivity to discriminate between military personnel and sport science students. Fifteen male professional Spanish soldiers and 16 male sport science students completed two RT test modalities: military-specific and nonspecific RT tests. For each RT test modality, both the Simple (i.e., one stimulus, one response) and the Go, No-Go RT (i.e., true, and false stimuli, one response) were tested. The military-specific RT test consisted of a video presented through virtual reality glasses of a forest environment in which soldiers would appear from behind different bushes (stimuli) and the response consisted of pressing the button of a gun-shaped mouse (when they saw a soldier pointing a rifle at them). Both Simple and Go, No-Go RT reached acceptable reliability in both populations (coefficient of variation ≤ 9.64%). Military personnel presented a lower RT than sport science students during the military-specific RT test (p ≤ .001), while no differences were obtained during the nonspecific RT test. RT values were not significantly correlated between the military-specific and nonspecific RT tests (r ≤ .02). These findings collectively suggest that the novel military-specific RT test is an ecologically valid alternative to evaluate the information processing abilities of military personnel. [ABSTRACT FROM AUTHOR]

Purpose: This paper provides novel evidence on the role of gender in the performance of university students, which is particularly relevant to the debate on the performance of female students in science, technology, engineering and mathematics (STEM) subjects. Design/methodology/approach: Our approach relies on the metafrontier approach proposed by Huang et al. (2014), which measures students' efficiency within a given faculty and the impact of the faculty's technology on students' efficiency. We use a sample of 53,159 first-year students in 8 faculties from a large university in southern Italy from 2002–2003 to 2010–2011. Findings: Students' efficiency is relatively low, reflecting an essential role of unobserved heterogeneity. The different technologies of somewhat similar faculties have minimal impact on efficiency. There is a performance gap against women in five faculties, which on average is strongest for the faculties in the pure and applied science area. This gap increases with the proportion of female students and decreases with female lecturers. Practical implications: The metafrontier has the benefit of providing relevant policy information on the drivers of student success by relying on data that universities routinely generate and preserve. Originality/value: The stochastic metafrontier approach allows us to separate the group-specific frontiers from the metafrontier, yielding a decomposition of the efficiency scores of various faculties into technical efficiency scores and technological gaps. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cultivating innovative talents in the humanities and social sciences is a pivotal element in the development of high-level innovative talents with a direct impact on a nation's superstructure and economy. Nevertheless, this area has often been a weak link in the talent market. In response to this challenge, Chinese universities have initiated the "New Humanities and Social Sciences" reform, emphasizing interdisciplinary education to nurture high-quality talents. However, the impact of interdisciplinary education within this context on the creativity of humanities and social science students, along with the intricate underlying mechanisms, remains a question yet to be fully answered. To address these issues, using survey data from 184 students majoring in humanities and social sciences in Sichuan Province of China, we employed structural equation modeling to explore the impact of interdisciplinary education on the creativity of humanities and social science students, the moderating effect of metacognitive awareness and the mediating role of knowledge integration ability. The research findings unequivocally affirm the significantly positive influence of interdisciplinary education on the creativity of humanities and social science students. Knowledge integration ability mediates the relationship between interdisciplinary education and creativity. Furthermore, metacognitive awareness plays a moderating role in the relationship between knowledge integration ability and creativity. [ABSTRACT FROM AUTHOR]

The immediate shift to remote teaching or distance learning, due to COVID‐19 management strategies, most notably limited in‐person contact, was abruptly implemented in universities worldwide. This process was demanding for both the instructors and the students, notwithstanding. The present study examined the challenges in a course attributed as the most challenging during the Covid‐19 pandemic by health sciences students of different socio‐demographic backgrounds, life circumstances, educational background and academic achievement (N = 743). A questionnaire was designed and translated to French employing the forward‐backward translation method. The factor structure and reliability were examined by Categorical Principal Component Analysis (CATPCA) and Cronbach's alpha, respectively. Chi‐square tests with post‐hoc examinations using adjusted standardized residuals and z‐tests of independent proportions were performed to investigate the group differences. Participants were bachelor and master students of Medicine, Pharmacy, Biomedicine, Physiotherapy, Public Health, Motor Sciences (Physical Education) and Dentistry from the University of Liege, Belgium. Results revealed that the most three reported challenges were difficult learning content, course intensity, feeling of stress and worry. Additionally, online learning implementation due to Covid‐19 measures, feeling of failure (not having learnt what was supposed to be learnt) and lack of instructors’ interaction and support were mentioned as the prominent challenges encountered. Furthermore, more bachelor, full‐time and female students, students who were in early stages of the learning trajectory and low and averaged achievers reported experiencing challenges with difficult learning content, course intensity, stress and online learning. The findings, thus, emphasized the role of faculty‐led and instructors’ support in the early stages of students’ learning trajectory and adequate attention to their well‐being if online learning is to be institutionalized. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) has emerged as a promising tool for enhancing practical skills of students in science and engineering education. However, the effectiveness of VR in this context remains unclear due to inconsistent findings across studies. This meta-analysis aimed to synthesize the existing literature and investigate the overall impact of VR on practical skills among science and engineering students. A comprehensive literature search was conducted, yielding 37 empirical studies published between 2000 and 2022 that met the inclusion criteria. The analysis included 72 effect sizes, and the random-effects model was employed to account for heterogeneity among studies. The results revealed a significant moderate positive effect of VR on practical skills (g = 0.477). Moderator analyses indicated that the disciplinary category significantly influenced the effect size, with medical students demonstrating the largest improvement in practical skills. Additionally, using the practice approach combining with traditional methods yielded the highest effect size among the instructional approaches. The study also considered potential reasons behind the observed results and acknowledged certain constraints. Additionally, it proposed avenues for further inquiry to advance the understanding of the subject matter. [ABSTRACT FROM AUTHOR]

COVID - 19 significantly caused impact in the academic performance of the students. Thus, this study was conducted to design a pedagogical model for the college Science Students with Microbiology and Parasitology in Flexible Learning Modality in selected Tertiary Education Institutions of Region 12. A Quantitative Evaluative Research Design was employed to provide a clear and concise overview of data patterns and distribution. A validated achievement test with the employment of KR20 used to evaluate the performance level of the respondents. An indepth interview of the selected participants on their experiences in Flexible Learning Modality was also performed. Findings of the study showed that the performance levels of Students in the content areas and cognitive skills were less mastered and found to be significantly different. These implied that the students' performance levels across the content areas and cognitive skills needed improvement with pedagogical adjustment. Hence, the MErick pedagogical model proposed to enhance teachers' pedagogy in College Microbiology and Parasitology in Flexible Learning Modality. [ABSTRACT FROM AUTHOR]

Nature of science (NOS) has been a target of interest for decades. The main goal of this study is to explore the impact of the science, technology, society, environment (STSE) approach on students' understanding of NOS, taking "Galileo's study of free-fall motion" as an example. Participants in this study were 350 students of grade 10 from a public high school in China. The Student Science Understanding and Scientific Inquiry (SUSSI) instrument was used in the intervention and control groups to explore the impact on students' NOS. The intervention group (N = 210) participated in the STSE class, whereas traditional instruction was applied to the control group (N = 140). Results revealed that there was a significant difference between the two groups, and the learners in the intervention group understood NOS better than the control group. STSE approach is an effective way to enhance students' understanding of NOS. Despite the fact that the implementation is challenging for teachers, it appears that the STSE approach has positive effects on students' understanding of NOS, which offers some reference for physics classroom teaching. [ABSTRACT FROM AUTHOR]

Purpose: In Italy, the training of sports workers was carried out through national sports federations (NSF), sports promotion bodies (SPB) and associated disciplines (AD) since there were no laws regarding specific professional figures on a par with other labor sectors. New and recent legislation stipulates that specific training is the responsibility of universities, with the 3-year bachelor's degree program in Exercise and Sports Science (L22) for the cultural and scientific profiling of the new professional figure of the basic kinesiologist. The study measures the perceptions and opinions that students have with respect to the training in their studies and also analyze any gaps in terms of knowledge and skills to be applied in the professional field. Methods: A questionnaire was administered to 30 students consisting of 15 questions divided into three sections: Sect. 1 of sample identification, Sect. 2 assessing perceptions on knowledge acquired, and Sect. 3 assessing perceptions on skills learned. A chi-square (χ2) analysis was performed to check for significant differences. Results: The results showed a difference of opinion. Although 84.2% of the sample thought highly of the training offered, discordant data emerged on the knowledge and skills taught within the courses of study. Although this high percentage is convinced and entrusts their training to the university pathway, it is found that 19% have qualifications issued by NSF, 4.8% by other and 1.6% by SPB. In addition there is significance P =.001 demonstrating liking with respect to the training received. Conclusion: The basic kinesiologist is a key figure within sports organizations, and university training is also considered positive by those trained by NSF, SPB, and AD. [ABSTRACT FROM AUTHOR]

Laboratory courses can help students learn in a meaningful way. In the past, students encountered difficulties in chemistry laboratory courses due to limited access to equipment and space for practicing experimental operations. In recent years, virtual laboratories have allowed students to repeatedly practice in order to achieve their experimental goals. However, even when students follow the experimental protocol, some still cannot fully understand the principles and meaning of the experimental procedures. Therefore, when they encounter unexpected situations in experiments, they may not know how to handle them. Thus, this study incorporated a concept mapping-guided learning approach to facilitate students' understanding of the concepts of the experimental process and the relationship between experimental procedures before virtual laboratory practice. Using a quasi-experimental approach, 51 middle school students aged 12 to 13 years were assigned to an experimental group (M = 12, F = 14) using the concept mapping-guided virtual laboratory learning approach, and a control group (M = 12, F = 13) using the conventional virtual laboratory learning approach. The experimental group improved their science process skills, problem-solving awareness, and creative thinking tendency. Teachers can employ guided virtual laboratory learning approaches to help students experiment and understand concepts. [ABSTRACT FROM AUTHOR]

Introduction: Sleep is a fundamental necessity for the human body, particularly for ensuring optimal brain function, and health science students are predisposed to experiencing lower-quality sleep than the general population. Aim: To assess the knowledge, attitudes, and awareness of health science students regarding the influence of sleep quality on the brain. Materials and Methods: This descriptive cross-sectional study included male and female students from diverse Colleges at King Saud bin Abdulaziz University for Health Sciences in Jeddah, Saudi Arabia, encompassing the College of Science and Health Professions, College of Medicine, College of Applied Medical Sciences, and College of Nursing. The study spanned one year, commencing in September 2022 and concluding in September 2023. It included 361 participants who completed a self-administered validated questionnaire. Participants were chosen through non probability consecutive sampling, and the questionnaire covered demographic characteristics, attitudes towards sleep quality, awareness of its importance, and knowledge of its impact on the brain. Data analysis encompassed descriptive statistics and inferential tests, including the Independent t-test, and Chi-square test with a significance level of p-value <0.05. Results: Female students exhibited a higher likelihood of disagreeing (p-value=0.006) with the notion that sleep quality does not impact memory conversion compared to males. Additionally, a significant number of female students (p-value=0.009) acknowledged the correlation between anxiety and insomnia, which was not as prevalent among males. Among the participants, 66.8% were females, and 33.2% were males. Common presleep behaviours included avoiding tea/coffee (76.5%) and using smartphones before bedtime (90.6%). While awareness of sleep quality's influence on memory recall was high (72.0%), comprehension of its connection with seizures in epilepsy was relatively lower. Conclusion: This study underscores the significance of assessing attitudes, knowledge, and awareness regarding sleep quality among health science students. Notable gender variations were observed, with females demonstrating greater awareness of sleep's impacts on memory and insomnia related to anxiety. Consequently, sleep education initiatives and fostering healthy sleep habits among students in health science disciplines are essential. [ABSTRACT FROM AUTHOR]

Recent research emphasizes the importance of Artificial Intelligence applications as supporting tools for students in higher education. Simultaneously, an intensive exchange of views has started in the public debate in the international educational community. However, for a more proper use of these applications, it is necessary to investigate the factors that explain their intention and actual use in the future. With the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, this work analyses the factors influencing students' use and intention to use Artificial Intelligence technology. For this purpose, a sample of 197 Greek students at the School of Humanities and Social Sciences from the University of Patras participated in a survey. The findings highlight that expected performance, habit, and enjoyment of these Artificial Intelligence applications are key determinants influencing teachers' intentions to use them. Moreover, behavioural intention, habit, and facilitating conditions explain the usage of these Artificial Intelligence applications. This study did not reveal any moderating effects. The limitations, practical implications, and proposed directions for future research based on these results are discussed. [ABSTRACT FROM AUTHOR]

With the development of science over the years, people have increasingly realized the importance of science communication. Unfortunately, very little research has focused on helping medical students develop the capabilities of science communication. To improve medical students' science communication and evaluate the effectiveness of New Media through mobile clients in health science communication, a competition was held among medical undergraduates. Outstanding works were selected for publication on our official health science communication WeChat account. Furthermore, the participants volunteered to complete a questionnaire survey to help us assess students' awareness of science communication. Our analysis revealed that students had a strong willingness to serve society and to participate in science communication work. Students generally agreed that science communication work had excellent effects on professional knowledge and related skills. In addition, the correlation results showed that the greater students' willingness to participate in health science communication was, the greater their sense of gain. New Media effectively expand the influence of students' popular science works. Our findings suggest that competition in science communication has a positive impact on enhancing students' awareness and capabilities in science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency. However, we also noted that students' participation rate and enthusiasm for scientific communication were not high. Further research is needed to determine the reasons for this situation and potential strategies to further improve students' science communication. NEW & NOTEWORTHY: The science communication competition had a positive impact on helping medical students develop awareness and capabilities for science communication. In addition, New Media are an effective way to improve students' scientific communication efficiency. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+) students in undergraduate science, technology, engineering, and math (STEM) majors are more likely to drop out than their cisgender, heterosexual peers despite having equivalent grades and research exposure. It has been demonstrated that a sense of belonging, a very strong predictor of student retention, is low in LGBTQ+-identified STEM undergraduates. It has further been posited that faculty openness and authenticity can enhance a sense of belonging for LGBTQ+ students through the creation of an inclusive classroom culture. The authors of this article, three LGBTQ+-identified faculty in the health sciences department at Boston University, surveyed students enrolled in their courses to elicit student thoughts, feelings, and behaviors regarding the effect of faculty 1) sharing their identity openly in the classroom, and 2) actively working to create open, inclusive dialogue and space in their classrooms. Of 86 student participants across multiple classes, the large majority of students, both LGBTQ+-identified and non-LGBTQ+-identified, described feeling safe, included, and welcomed in the classroom. They described engaging more in peer-to-peer education and felt that instructor authenticity created a safe and inclusive classroom. A minority of LGBTQ+-identified students and non-LGBTQ+-identified students reported feeling unsure of voicing their opinions, for the former related to insecurity about being LGBTQ+ and the latter feeling a liberal bias existed in the classroom. Altogether, these results suggest a positive effect on student sense of belonging when faculty authenticity and intentionality create inclusive classroom environments in the health sciences. NEW & NOTEWORTHY: Openness and authenticity of lesbian, gay, bisexual, transgender, and queer plus (LGBTQ+)-identified faculty in the health sciences positively affect students by helping them feel seen, welcomed, and included for both students who identify as LGBTQ+ and those who do not. Moreover, faculty openness fostered student action by encouraging them to have peer-to-peer discussions about inclusive language and engage more openly in classroom discussions. Creating academic job security for LGBTQ+-identified faculty to be open can enhance classroom culture, student engagement, and learning. [ABSTRACT FROM AUTHOR]

The burden of morbidity and mortality caused by sexually transmitted infections (STIs) has serious consequences on the quality of life of populations. Nowadays, despite numerous prevention campaigns, sexually transmitted infections have been on the rise in France for several years. It remains important to transmit the right information in order to better educate and support patients. Where then remains the problem, and how can we improve the involvement and awareness of the general population regarding the risks of these STIs? It is imperative to work upstream on the training of health professionals and students because they are the first interlocutors and the only ones to transmit the knowledge acquired during their initial training to the individuals concerned. The objective of this work is to identify the areas where health professionals and students do not yet have all the notions acquired via a multiple-choice questionnaire on the different STIs and their major characteristics. These results will contribute to the implementation of additional training at the Health Centers in France. [ABSTRACT FROM AUTHOR]

This study aimed to assess the prevalence, characteristics, and treatment of MRH among undergraduate female students at the College of Health Sciences, Addis Ababa University, Ethiopia. Methods: A cross-sectional study was conducted among undergraduate female students from May to June 2023. A random sample of 1000 females were approached who fulfilled the eligibility criteria using the online electronic method. Descriptive statistics were used to summarize participant characteristics. Multivariate logistic regression analysis was performed to identify factors associated with the severity of pain. All statistical analyses were performed using SPSS version 26. A p-value ≤ 0.05 was considered statistically significant. Results: Of the 1000 students who approached online, 757 were included in the final analyses. The prevalence of MRH was (86, 11.4%) and 32.6% of them has experienced the headache before two to three days of menses. The median number of days of missed social activities and reduced productivity was three and one day, respectively. Being single was 6.24 times more likely to have severe MRH (AOR = 6.24, 95% CI: 2.73– 14.26, p=0.001) and pharmacy students were less likely (AOR = 0.31, 95% CI: 0.16– 0.61, p = 0.001) to have severe pain. Conclusion: Our findings illustrated that MRH among young female students adversely affects students' productivity and social life. This demands interventions to reduce the impact and should pay attention in the future, particularly to create awareness to enhance screening and rendering various treatment options for the target population. [ABSTRACT FROM AUTHOR]

This study examines the development of pre-experiences with digital media at school and in university, creating and entertainment-oriented media use and attitudes towards digital media in the classroom among students in the first three years of study, particularly those enrolled in science courses, in times of the COVID-19 pandemic. Using a questionnaire adapted from Vogelsang et al. scales were calculated and PERMANOVAs, Kruskal-Wallis tests and post-hoc Dunn tests done shedding light on the influence of graduation year and semester of study as well as the difference between the current cohort and a pre-pandemic one. Results revealed significant shifts in digital experiences, particularly among students who were still attending school during the pandemic. Compared to colleagues without school experience during the pandemic, they showed a more frequent use of digital media for communication and collaboration. Moreover, a discernible trend of increasing digital experiences with academic progression at the university level was observed. A semester-by-semester comparison between a pre-pandemic cohort and the current study also showed an increase in the use of digital media at university. However, attitudes towards digital media in teaching exhibited a slight decrease between pre-pandemic and current cohorts. These findings underscore the imperative of integrating digital tools in educational settings to bolster digital literacy and foster effective digital learning experiences, thereby equipping students with the necessary skills to navigate an increasingly digitalized world. [ABSTRACT FROM AUTHOR]

Objectives: Teaching ultrasound imaging is on the rise in undergraduate medical anatomy education. However, there is little research exploring the use of ultrasound in preparatory graduate programs. The purpose of this study is to identify the effects of ultrasound imaging inclusion in a graduate gross anatomy course. Methods: Master of Medical Sciences students were enrolled in a prosection‐based anatomy course that included pinned cadaver stations and an ultrasound station. Using ultrasound, teaching assistants imaged volunteers demonstrating anatomical structures students previously learned at cadaver stations. Students answered one ultrasound image question on each practical exam and were asked to participate in a pre‐ and post‐course survey. Student practical and lecture exam scores and final course grades from the 2022 cohort were compared to a historical control cohort from 2021 via statistical analysis, including a survey administered to the 2022 cohort. Results: Two hundred students from the 2021 cohort and 164 students from the 2022 cohort participated in this study. Students in the 2022 cohort had significantly higher scores in 1 of the 5 practical exams (P <.05, d =.289), and 2 of the 5 written exams (P <.05, d =.207), (P <.05, d =.311). Survey data revealed increased (P <.05, d = 1.203) learning outcome achievement from pre‐survey to post‐survey in the intervention cohort. Students who correctly answered the ultrasound question performed significantly better on practical's 3 (P <.05) and 4 (P <.05) than those who missed the ultrasound question. Conclusions: These findings suggest that ultrasound imaging in a cadaver lab is beneficial to graduate students' learning and understanding of gross anatomy. [ABSTRACT FROM AUTHOR]

This study's purpose was to determine if passing the technical skill attainment test predicted Missouri Family and Consumer Sciences students' postsecondary placement. Using quantitative data obtained from the Missouri Department of Elementary and Secondary Education from 2015 to 2019, data from 8622 students enrolled in at least one Family and Consumer Sciences class were analyzed. Results indicate Family and Consumer Sciences completers who pass their technical skill attainment have a statistically significant relationship with postsecondary placement in either a related career field, higher education with a related major, or the military. Findings also reveal some inequities among race and ability status. [ABSTRACT FROM AUTHOR]

This paper describes a smartphone inquiry activity for the physics classroom where students investigate the inverse square law of light as self-directed learners. Through the smartphone inquiry activity, students learn about physics in ways that are similar to how scientists work while engaging in a student-centred and hands-on learning experience. Students take on the role of a scientist to develop a hypothesis, implement a plan of action and collect data for analysis to answer the inverse square law inquiry question. The paper provides a general overview of inquiry teaching and learning in the science classroom and its benefits. An inquiry approach to teaching and learning is presented that includes a description of a five-stage learning cycle of benefits to physics teachers. The underlying physics involved with the inverse square law of light is discussed, and a teacher's guide to implement the smartphone inquiry activity in the classroom is presented. This hands-on student activity could be performed by high school physics students or preservice physics education students at home using everyday objects such as a smartphone, a light sensor app, a light source, books, tape and a measuring device such as a ruler, tape measure or metre stick. [ABSTRACT FROM AUTHOR]

The body of research around the underrepresentation of women, gender-diverse folks, people with disabilities and Indigenous and racialized people in science is well established. However, examining the issue of underrepresentation through an intersectional lens and considering the multiple ontologies and epistemologies our students bring to the science classroom as a way of promoting equitable science remains a niche topic. I propose the friction between the nature of science and the potential science identities of minoritized students with intersectional identity factors is one potential reason for the underrepresentation of historically marginalized communities and suggest tangible ways science educators can address and resist the assimilation promoted by contemporary science curricula. [ABSTRACT FROM AUTHOR]

Background: Improving global access to secure blood holds paramount importance for supporting medical interventions vital to saving lives. As students and professionals in the medical field are pivotal in informing and motivating the public to donate blood, this study investigated the awareness of blood donation requirements and protocols among undergraduate health sciences students at King Khalid University. Methods: A total of 106 students participated in the study. Google Forms was used to generate the survey and to collect data, and GraphPad Prism was used to visualize and analyze the data extracted from the form. Results: The study population was predominantly male (63.2% male vs. 36.8% female). Participants demonstrated a good understanding on questions pertaining to blood storage, transmitted infections, and the minimum weight requirement for donation. Divergent responses were observed regarding the optimal age for donation, minimal blood volume, fasting requirements, and the minimum interval between donations. Conclusions: The results of our study indicate a pressing need to enhance knowledge of blood donation among students in medical fields, particularly given the crucial role of health professionals in educating the public. Greater awareness will promote a greater frequency of donations and a wider dissemination of accurate information concerning blood donation protocols. [ABSTRACT FROM AUTHOR]

Evidence-based practice (EBP) is a clinical decision-making process that is grounded in the utilization of the most reliable and up-to-date evidence. It involves utilizing resources and evidence to enhance patient management. The application of evidence-based decisions in patient care and education is of utmost importance in the performance of health sciences students. However, the emphasis on this concept among operating room nursing students has been lacking. Hence, the objective of this research is to assess the implementation of evidence-based practice among operating room nursing students studying in the operating room department at the Shiraz University of Medical Sciences in Iran. The study follows a descriptive, cross-sectional design, with a sample of 148 operating room nursing students selected through census sampling based on the student list. After obtaining informed consent, participants completed a demographic information form and the Rubin–Parrish evidence-based practice questionnaire. The data that were gathered underwent analysis through the utilization of SPSS version 22 software, employing descriptive statistics, T-tests, and Pearson correlation coefficient tests. The results revealed that the overall average score of evidence-based practice among the students exceeded the standard scores (172.66 ± 14.74). There was a significant association between the evidence-based practice score and prior familiarity with evidence-based practice, interest in the field of study, research experience, intention to participate in the Master's exam, and the participants' grade point average (GPA) (p < 0.05). These findings indicate that operating room nursing students displayed an average level of evidence-based practice, emphasizing the need for effective plans and strategies to improve their performance. Addressing the identified factors from this study becomes crucial in this regard. [ABSTRACT FROM AUTHOR]

Embedding learning abroad as part of the curriculum has become popular in Australia, Canada, New Zealand, the US and European countries. In Australia, the government has actively promoted and committed to funding students' learning abroad in the Indo-Pacific region which is considered to be strategic to the nation's prosperity and public diplomacy. The majority of the literature on outbound student mobility has concentrated on its benefits to students' development of global competence and employability. However, little is known about how students are engaged in curriculum-specific learning and development of discipline-specific knowledge through short-term mobility experiences. This article responds to this gap in the existing literature. It aims to examine how a short-term mobility program to Japan affects Australian undergraduate students' curriculum-specific learning. The article draws on 45 interviews with science students across three rounds (pre-departure, in-country, and re-entry). It uses Barnett and Coate's framework of curriculum and Tran's concept of mobility as becoming to analyse whether and how the short-term mobility program engages students in their knowing, acting and becoming whereby they are able to construct, organise and build on what they know and can do to arrive at new knowledge, skills and ways of being/becoming. Based on the findings of the study, we discuss implications for how learning abroad in the Indo-Pacific can potentially enhance Australian students' deep and meaningful learning in not only cultural and social but also academic aspects. Practical principles for optimising students' curriculum-specific learning through short-term mobility programs are generated. [ABSTRACT FROM AUTHOR]

The article shares pedagogical experience related to the use of the capabilities of some digital tools to increase the cognitive level and interest of students in natural sciences. A variant of an innovative methodical solution in chemistry and environmental protection on the topic "Hydrocarbons" 12th grade (profiled preparation) is presented. [ABSTRACT FROM AUTHOR]

Introduction: the Goldberg and Black method estimates dietary underreporting in epidemiological food consumption studies. This method compares the self-reported energy intake of the subjects with the estimate of their total energy expenditure. Objective: to evaluate underreporting and overreporting at individual and group levels in Health Sciences students. Material and methods: the study was cross-sectional and prospective; the participants recorded their food consumption through two dietary records, one on the weekend and the other on the weekdays. They previously answered to sign an informed consent letter, after which the physical activity questionnaire (IPAQ) they were also weighed and measured, and then the basal metabolic rate (BMR) was estimated, It calculated later the declared intake (EI)/BMR ratio, and finally, the cut-off points to determine under-declarers, over declarators and plausible declarators. Results: we found 14.81 % underreporting at the individual level and 44.44 % at the group level. The subjects with a higher BMI and those who performed strenuous physical activity were the ones who underreported the most. The subjects underreported performed moderate and severe physical activity at the group level. Conclusions: it is crucial to carry out this methodology to verify the results of dietary evaluation since underreporting affects the estimation of nutrient intake and can alter the associations between diet and diseases in epidemiological studies. [ABSTRACT FROM AUTHOR]

• Using memes enhances the student perception of fun within taught content. • Creating and using memes improves the perception of knowledge retention. • Students' demographics did not appear to affect students' experiences of using memes as a learning tool. Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity. [ABSTRACT FROM AUTHOR]

In Nigeria, the attention of stakeholders is often focused on how the implementation of the lower basic science curriculum influences the students' learning outcomes at the upper basic level. The question unanswered in the recent past is how sufficient the curriculum being implemented at the basic level prepare students for science learning at the post-basic level over the years. This is critical given the changes that the curriculum of science at the basic level in Nigeria has gone through over the years. Hence, this study determined if the changes in the chemistry-related topics in the revised basic science and technology curriculum affected the vertical continuity of chemistry concepts. The two curricula analysed were the old integrated science and the revised basic science and technology. The study concluded that the revision of the Basic science and technology curriculum had led to a reduction in the representation of chemistry-related concepts and the chemistry content represented has insufficient depth of coverage, which is in turn affecting the preparedness of the pupils for chemistry at the post-basic level. Hence, there is a need to develop a new curriculum that ensures that chemistry content is adequately covered in the Basic science and technology curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Contabilidade & Controladoria is the property of Revista de Contabilidade & Controladoria RC & C and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nigde University Journal of Physical Education & Sport Sciences / Nigde Üniversitesi Beden Egitimi ve Spor Bilimleri Dergisi is the property of Journal of Physical Education & Sports Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers' vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills. [ABSTRACT FROM AUTHOR]

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA). [ABSTRACT FROM AUTHOR]

Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences is crucial. Using semi-structured interviews with the project leaders and document analysis, the findings from this project expose the relational, political, discursive, and structural power dimensions hindering or facilitating the integration of research experiences in undergraduate science courses. Revealing these barriers and opportunities will inform future initiatives, such as those focused on implementing course-based research experiences. [ABSTRACT FROM AUTHOR]

Background: Blood supply shortage may affect the health of patients who are transfusion-dependent. Consequently, blood donation plays an important role in the community as it can provide sufficient blood supply at blood bank centers. Medical sciences students can help promote blood donation. The current study aimed to assess the knowledge on, attitude toward, and barriers on blood donation among medical sciences students at the Faculty of Applied Medical Sciences of Jazan University, Saudi Arabia. Methods: An online questionnaire with 23 knowledge and attitude questions was established using Google Forms. Statistical analysis was performed based on gender and blood donation status (never donated, unable to donate, and donated blood). Results: In total, 601 participants from six different departments responded to the questionnaire. Interestingly, female students had a higher rate of accurate responses toward the knowledge and attitude questions than male students (p < 0.01). Furthermore, students who previously donated had a higher rate of accurate responses to the questions than those who were not able to or never donated blood (p < 0.01). Conclusions: The questionnaire was designed to assess the general knowledge and attitude of medical sciences students and barriers on blood donation. Female gender and a history of blood donation had a significant impact on responses. Therefore, more efforts are required to educate students regarding the importance of blood donation among patients who are transfusion-dependent. [ABSTRACT FROM AUTHOR]

It is one of the concerns of EAP to bridge the disparity of discursive practice between novice and expert writers, but the comparison is largely made across a broad knowledge field and little is known about the likely divergence within a disciplinary divide. In this study, we explore the epistemic positioning in research writing by PhD students and expert writers across applied and pure science disciplines. By focusing on hedges and boosters as its main devices, we examine their forms and functions in the academic texts. Results show that PhD students in applied disciplines use significantly fewer epistemic devices than experts but no significant difference was found in pure sciences. Apart from the differences in linguistic choices, student writers show a preference for authorial positioning at the outset of academic texts while professionals tend to comment on research findings and establish a persuasive interpretation of their value. Additionally, novice writers are inclined to hedge on numerical information (about) but expert writers hedge on claims (likely). We discuss the results from the perspectives of disciplinary epistemology and writer identity. Pedagogical implications are raised on the teaching of epistemic positioning and the enculturation of disciplinary stance in academic writing classrooms. [ABSTRACT FROM AUTHOR]

This research aims to conduct a preliminary study on the understanding of the concept of climate change for the first-year postgraduate science education students at Unesa. The purpose of this study is to determine the level of understanding of students' concepts of climate change and find patterns of sustainable climate change education that are expected to prepare Indonesian people to face the growing issue of climate change through effective teaching. The research subject is 17 postgraduate students of science education for the first semester. The method used is quantitative descriptive. Data were collected through distributing questionnaire instruments about climate change and global warming. The results of the study show that the concepts of climate change and global warming are still something new and interesting for science education students. Most students are not familiar with climate variables. They still have difficulty distinguishing the term climate change, global warming, ozone layer depletion, and the greenhouse effect. The results of this study are used as the basis for constructing sustainable climate change education in Indonesia. [ABSTRACT FROM AUTHOR]

Pharmacogenomics (PGx) is a rapidly changing field of genomics in which healthcare professionals play an important role in its implementation in the clinical setting, however PGx level of adoption remains low. This study aims to investigate the attitude, self-confidence, level of knowledge, and their impact on health sciences undergraduate students' intentions to adopt PGx in clinical practice using a questionnaire developed based on the Theory of Planned Behavior (TPB). A model was proposed and a questionnaire was developed that was distributed to 467 undergraduate students of all academic years from four different departments of the University of Sharjah (UoS) including medical, dental, nursing, and pharmacy students from September 2022 to November 2022. Descriptive statistics along with factor analysis and regression analysis were conducted. The proposed model had a good internal consistency and fit. Attitude was the factor with the greatest impact on student's intentions followed by selfconfidence and barriers. The level of knowledge had a meaningless impact. The majority of students shared a positive attitude and were aware of PGx benefits. Almost 60% of the respondents showed a high level of knowledge, while 50% of them were confident of implementing PGx in their clinical practice. Many students were prone to adopt PGx in their future careers. PGx testing cost and the lack of reimbursement were the most important barriers. Overall, students shared a positive intention and were prone to adopt PGx. In the future, it would be important to investigate the differences between gender, year of studies, and area of studies studies and their impact on students' intentions. [ABSTRACT FROM AUTHOR]

Background: Evaluating moral principles in the Society of Medical Sciences and health care workers (HCWs) is imperative due to their direct contact with the community and the significant impact of their attitudes and decisions on people's lives. This study aimed to determine the components related to ethical decisions in medical sciences students. Methods: One thousand two hundred thirty-five eligible students in the Alborz University of Medical Sciences participated in this descriptive study. We gathered their socio-demographic information, assessed their moral reasoning, and used the ethical decisions questionnaire, Lutsen moral sensitivity questionnaire, and general health questionnaire (GHQ) for data gathering. The data were analyzed with SPSS software version 25 and LISREL version 8.8. Results: According to the path analysis test findings, ethical reasoning significantly correlated with ethical decision-making (B = 0.40). The number of clinical courses passed, moral sensation (moral sensitivity), and the total number of passed academic semesters had the greatest positive and negative association with ethical decision-making, respectively. (B = 0.54), (B = 0.524) and (B = -0.11). Conclusion: Based on the findings of the moral reasoning test, the moral sensation was associated with ethical decision-making, which indicates the necessity of attending to ethical aspects, promoting moral reasoning, sensitivity, and students' accuracy. [ABSTRACT FROM AUTHOR]

This paper has been developed to provide a clear lens of the new normal education, particularly in improving students' academic performance through the utilization of TUTORIAL AND HOME VISITATION TOWARDS IMPROVED ACADEMIC PERFORMANCE (THIAP). With the birth of the new normal curriculum, the situation presents a unique challenge to every educational leader, particularly in the decision-making process. Hence, to sustain the delivery of quality instruction to every school, this study presents opportunities for responding to issues, problems and trends that are arising and will arise in the future due to the COVID-19 pandemic. This study aimed to improve the academic performance of Grade 10 students in science subjects on MELC #4-Describe the possible causes of plate movement through the utilization of THIAP. The study utilized experimental design. The group is exposed to the utilization of intervention. The salient findings of the study are summarized as follows: The pre-assessment mean score of 13.433 was even below the 50% mean percentage score. This shows that the experimental group needs improvement in their MELC #4. After the utilization of THIAP, the post-assessment mean score of 18.233 was above the 50% mean percentage score. This shows that the experimental group improved in their MELC #4. With a t. test computed value of -5.558 and a p-value of 0.000, this shows that there is a significant difference between the pretest and post-test mean scores of the students. This implies that the students had enhanced their performance in Science MELC #4 after implementing THIAP. Since the result of the existing study enhanced students' performance; the Principals may encourage teachers to be innovative by experimenting with new interventions, teachers may administer pre-assessment before applying any intervention and post-assessment after intervention as a basis of its effectiveness, and lastly students may accept the challenges of any intervention or innovation. This action research has its unique contribution of improving the teaching-learning process through the utilization of THIAP even the time of the pandemic. [ABSTRACT FROM AUTHOR]

This study examined the preferences of Humanities and Social Sciences students in Midsayap, Cotabato, Philippines regarding their preference in literary genre, literature approach, and literature activities. A researcher-made questionnaire was administered to one-hundred sixty five HUMSS students to gather data on their preferred social media platforms, literary genres, literature approaches, and activities. The HUMSS are the target group within the Senior High School curriculum in the Philippines because they have a specific focus on literature and language subjects, making them suitable for exploring preferences related to literature-based activities, genres, and approaches. The findings revealed that Facebook is the most preferred social media platform, and fantasy, romance, and science fiction are the favored literary genres. The Moral Philosophical approach is predominantly preferred, and languagebased and stylistic activities are highly favored. Relationships between preferences were identified, but no significant relationship was found between literary approaches and genres or social media platforms. The results offered valuable insights for educators to design literature-based activities and enhance student engagement in literature learning. [ABSTRACT FROM AUTHOR]

Changes and needs in marine science (and natural science in general) training over the past six decades are discussed. Among these are: new technological advances; the loss of -ology courses; the loss of field courses and sense of place opportunities for students; the need for a more interdisciplinary approach to training natural science students; a need to better expose our students to threats to Earth's biocultural diversity; a need to include more humanities in our student training, including addressing diminished readership and appreciation of the great books; the nature of creativity; the perils of the internet; and university emphasis on faculty overhead dollars and high-profile publications at the expense of student training and more creative research. [ABSTRACT FROM AUTHOR]

Introduction: People skills play a crucial role in the professional development of Biomedical Scientists. A laboratory management and professional practice module was offered as part of the people skills development for Biomedical Science firstyear students. This study aims to describe the use of role-play to teach stress and anger management skills to Biomedical Science students and reports on students' opinions of role-play as a teaching-learning method. Methods: Students were divided into groups with 10 or 11 students per group. Each group of students presented a role-play for 15 to 20 min. This was followed by reflections by the group, feedback from other groups, and the facilitators. At the end of the session, student feedback was taken by a questionnaire using both closed (using a 5-point Likert scale) and open-ended questions. Statistical evaluation of the collected data was carried out using SPSS version 28 for Windows. Results: A total of 96 students from the 2021 and 2022 cohorts participated in the role-plays. The survey was completed by 48 students from the 2021 intake and 33 students from the 2022 intake. The overall response rate was 84.37%. Respondents perceived role-play to be enjoyable, useful, and helpful for developing stress and anger management skills. They wanted role-play to be used as a teaching-learning method in the future. Conclusions: Role-play can be effective to teach stress and anger management skills to undergraduate Biomedical Science firstyear students. [ABSTRACT FROM AUTHOR]

One of the driving forces for a wider adoption of English as a Medium of Instruction (EMI) in higher education is that students may demonstrate improvements in English language proficiency through an increased English exposure from content learning. However, to what extent previous English exposure has an impact on students' learning experiences remains unanswered. This paper contributes to filling this gap by analysing quantitative data of 73 undergraduate science students from Hong Kong, classified by their prior English language exposure. Students completed a survey exploring their perceptions of their (1) exposure to EMI prior to university admission and the actual language use in classrooms; (2) English abilities in different learning activities; (3) English language challenges; and (4) learning strategies. Results showed that students' perceptions of EMI learning varied with their levels of English exposure prior to university admission. Despite encountering more difficulties in using English among first-year students with lower-level English exposure, all students perceived the importance of English skills in science education and adopted different learning strategies to overcome the EMI study challenges. [ABSTRACT FROM AUTHOR]

The Next Generation Science Standards regard biological structures at both the micro and macro levels as a core idea of life sciences and expect students to understand animals have external structures that perform diverse functions. Using the common creature of bees as a case, this study aimed to ascertain teenage students' ideas of bees through their visual representations. A total of 73 seventh-grade students aged approximately 13 years from two classes took part in a draw-bee(s) test (DBT), which requests them to create a drawing of a bee or bees. Then their completed drawings were scored against a tentative rubric of bees' basic external structures. The results highlight that many students hold alternative ideas about bees. Notably, a high number of students fail to depict bees' external structures scientifically, with some morphological features being most often missing, inaccurately numbered, inappropriately shaped, or disproportionately sized in their drawings. Based on these results, some implications are elucidated for improving students' understanding of bees in biological teaching. [ABSTRACT FROM AUTHOR]

Monkeypox (MPOX) is a viral zoonotic disease affecting endemically the Central and Western regions of Africa. The ongoing outbreak in non-endemic countries has made this disease a global concern. While no cases have been reported in Algeria, it is important to raise awareness about the disease to prepare for a potential outbreak, especially in light of the cases reported in neighboring Middle East and North African (MENA) countries. This study aimed to evaluate the knowledge and attitude of Algerian Health and Life Sciences students toward MPOX and its vaccine through an anonymous online survey. A total of 196 students participated in this study. Students of medicine (64.3%), females (85.7%), and those under 20 years of age (55.1%) were the most represented. The results revealed a low level of knowledge represented by a score of only 42.8% for correct answers with multiple gaps in epidemiology, etiology, and clinical manifestations of MPOX. Students of veterinary sciences showed the highest levels of knowledge (OR: 6.71; CI95%: 1.23–36.77), while those aged between 20 and 30 years old (OR: 0.11; CI95%: 0.02–0.79) and those vaccinated against seasonal flu (OR: 0.42; CI95%: 0.21–0.85) were associated with low levels of knowledge. Regarding MPOX vaccination, the study found a moderate level of acceptance (48.5%) among the surveyed students with Natural and Life Sciences students and those having a high vaccine conspiracy belief score (VCBS) showing the lowest level of acceptance. These findings highlight the need for educational programs and intensified public awareness campaigns to improve knowledge about MPOX and emphasize the importance of vaccination in preventing outbreaks and overcoming vaccine reluctance. [ABSTRACT FROM AUTHOR]