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This paper advances the literature on evidence-based management (EBMgt) by exploring how students understand it. We conduct a qualitative inductive study of undergraduate students who were introduced to EBMgt and applied evidence-based processes as part of an introductory management course. Our findings identify four qualitatively different student understandings of EBMgt: (1) EBMgt as an unrealistic way of doing management; (2) EBMgt as a way of doing management in particular situations; (3) EBMgt as a generally useful way of doing management; and (4) EBMgt as an ideal way of being a manager. We find that variations in student understanding are based upon perceptions of the utility of evidence-based processes, the stance taken toward scientific evidence as a form of knowledge, and the focus of reflection about the practice of EBMgt. By opening up insight into how undergraduate students understand and make sense of EBMgt as ways of doing and being, we contribute to the theoretical literature on EBMgt, to the practice of EBMgt teaching and learning, and offer new paths for future research. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the literature on the use of subtitling in the teaching of foreign languages in university contexts in the last five years. First, the conceptual framework of audiovisual translation for didactic purposes, its classification and influence on the development of linguistic skills are presented, then the methodology used for the search and compilation of studies. Considering the inclusion and exclusion criteria, fourteen empirical studies were selected and then distributed into four sections according to the type of subtitling they address: intralinguistic, standard interlinguistic, inverse interlinguistic and mixed modalities. The results show that subtitling enhances the acquisition of vocabulary, oral comprehension, oral production and grammatical understanding in foreign languages. In addition, participants report a good reception of the subtitling task. [ABSTRACT FROM AUTHOR]

ObjectiveThis study aims to identify whether the specialty-oriented case-based learning (CBL) pedagogy contributes to the teaching of basic theory and practical operation in undergraduate clinical teaching in pediatric surgery, and to assess the satisfaction of undergraduates.MethodsA total of 72 undergraduates in Grade 2016 who interned at Qilu Hospital of Shandong University were enrolled in this study. All these undergraduates voluntarily participated in this experimental study. They were randomly divided into the experimental group (the CBL group, n = 36) and the control group [the traditional lecture-based learning (LBL) group, n = 36] with the assistance of random number tables. In the control group, a traditional pedagogy was adopted and the knowledge in the textbook was explained according to the syllabus. In the experimental group, a specialty-oriented CBL pedagogy was adopted under the guidance of clinical instructors. After the teaching, a comparison was drawn between both groups in respect of the theoretical exam and practical exam scores. In addition, the teaching results were evaluated by a questionnaire survey.ResultsThe average theoretical exam scores and comprehensive scores of undergraduates in the CBL group were higher than those in the LBL group (P 0.05). However, those undergraduates in the CBL group attained higher scores in doctor-patient communication and perioperative diagnosis and treatment (P

This article reports a workshop from the 2021 IUBMB/ASBMB Teaching Science with Big Data conference held virtually in June 2021 where participants learned to explore and visualize large quantities of protein PBD data using Jupyter notebooks and the Python programming language. This activity instructs participants using Jupyter notebooks, Python functions, loading data with Python, and visualize data using the matplotlib and seaborn Python plotting libraries. It also allows participants to explore large quantities of data to discover trends such amino acid abundance, dihedral angles patterns, and secondary protein structure trends. All files used in this activity, including data files, Jupyter notebooks, and completed Jupyter notebooks, are freely available at https://github.com/weisscharlesj/BiopythonRamachandran under the CC BY‐NC‐SA 4.0 Creative Commons license. [ABSTRACT FROM AUTHOR]

The authors of this article examine the potential for increased student learning and retention through more frequent assignments. They conduct a field experiment that investigates whether student knowledge retention can be improved by increasing the frequency of homework assignments, motivating students to have more exposure to the material, and reducing the incentives for students to procrastinate. They find that the impact of the treatment on student performance varies based on the student's past academic performance. Students on the lower end of the academic performance distribution benefit from the structure imposed by more frequent assignments and perform better. However, students with high prior academic performance are harmed by the intervention. The final exam scores of high-performing students are lower in courses with higher assignment frequency. [ABSTRACT FROM AUTHOR]

The quantitative evaluation of student engagement has been difficult to achieve. This study uses Kahu’s (2013) conceptual framework to investigate the effectiveness of active teaching strategies and how they influence Business students’ engagement in a blended learning environment. First, we quantify the influence of various in-class active teaching activities and out-of-class support tools upon student engagement. The link between engagement and student outcomes in terms of academic results and personal and professional skills development is then captured in our empirical modelling. Results are compared between first year and senior students to understand significant differences in their engagement and experience. Our findings suggest that first year students display a higher propensity to utilize in-class learning activities and out-of-class support tools. This in turn, establishes a strong link with their engagement patterns. However, there is a weaker link between first year student engagement and outcomes compared to senior students. Overall, this study reinforces the usefulness of Kahu’s framework to guide curricula developments that cater for learners’ different needs.

Purpose The purpose of this study was to analyse student feedback and reflect on the experiences of convening a core module for Engineering undergraduates based on authentic PBL (aPBL), such that others may benefit. Methods We analyse student evaluation questionnaires (n = 110) from eight project cycles over four years. This includes responses to seven closed and two open questions. We use this feedback to stimulate reflections and suggestions for ways in which university educators can embrace these learning methods. Results Our results show the importance of organisation and its role on student satisfaction as well as the polar effect of industry partners in supporting students’ pedagogy. Whilst students achieve numerous benefits, there is a need for formal reflection to better equip students to deal with unknown futures. Students appear to be not making explicit links with aPBL and employability. Conclusions The proximity of student experiences to the “real world” can be advantageous as it helps students prepare for uncertainty through responding to adversity. We make recommendations that include the need for formal reflection and to make external partners aware of their pedagogic responsibilities in an accessible way.

The use of undergraduate teaching assistants (UTAs) has increased in recent years at a number of institutions, especially in active-learning and high-enrollment introductory courses. Currently, there is research demonstrating their benefit to the departments they work in, the students, and the short-term impacts of the experience on the UTAs. However, no study to date has investigated the long-term impacts of the UTA experience on the participants themselves, and a number of studies call for such an investigation. This research sought to fill that gap in understanding by utilizing a Grounded Theory approach to investigate the perceptions of participants who had served as an UTA in the biology department at a large research institution in the upper Midwest. This research found strong consensus among participants that the UTA experience offers overwhelmingly positive personal benefits including improved self-confidence, a sense of personal reward, and a sense of community that resulted from working with faculty members, and the ability to balance and self-regulate a variety of time commitments. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate undergraduate medical students' perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions. Methods: The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy-two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post-tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self-assessment questionnaire (SAQ), which incorporated a five-point Likert-type scale. Results: Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diagnoses, managing common eye conditions and recognising potential signs that could be sight and/or life-threatening compared to the regular teaching group (P < 0.05). However, all students were neutral towards both lectures regarding changing their negative perception of the current ophthalmic curriculum. Conclusion: From the student's perspective, LTM is an effective tool in enriching regular teaching. The method encouraged versatile thinking patterns while enhancing the effectiveness of learning experience in time and resource-limited undergraduate ophthalmic teaching. [ABSTRACT FROM AUTHOR]

Introduction: In UK universities, caries removal teaching utilises plastic teeth. This format does not enable students to learn how to distinguish between tooth layers and caries via tactile feedback. The aim of this study was to assess the applicability of a novel, 3D‐printed carious tooth within caries removal teaching. Materials and methods: Single‐material 3D‐printed teeth containing simulated tactile caries were developed and 14 final‐year undergraduates were briefed to remove caries and minimise damage to healthy tissue within the tooth. Students completed evaluation questionnaires for their opinion of 3D‐printed teeth in comparison to plastic teeth and perceived confidence to subsequently treat patients. Cavity preparation perimeters were measured, using photographs with a standard protocol. Heat map analysis illustrated variation in location and extent of cavity preparations produced by the cohort. Results: Student feedback indicated the 3D‐printed caries exercise was positively received, 71.4% agreed 3D‐printed teeth would have better prepared students for patient treatment; 78.6% rated their preclinical stress/anxiety as 'very high' or 'high' and 57.1% agreed that if preclinical teaching incorporated 3D‐printed teeth, their stress/anxiety when treating their first caries patient would have been reduced. The average perimeter of cavity preparation indicated relative variation, with a maximum perimeter of 19.6 mm and a minimum of 10.7 mm, and a range of 8.9 mm. Discussion: Introducing 3D‐printed teeth into preclinical teaching would allow students to gain confidence in clinically relevant experience in tactile aspects of caries treatment earlier in their training than currently possible. Conclusion: This study demonstrates student acceptance of an alternative caries removal teaching method, with potential to increase aptitude in caries removal in a clinically relevant manner. [ABSTRACT FROM AUTHOR]

This paper presents a system for the remote design and testing of electronic circuits and devices with FPGAs during COVID-19 and similar lockdown periods when physical access to laboratories is not permitted. The system is based on the application of the IoT concept, in which the final device is a test board with an FPGA chip. The system allows for remote visual inspection of the board and the devices linked to it in the laboratory. The system was developed for remote learning taking place during the lockdown periods at Poznan University of Technology (PUT) in Poland. The functionality of the system is confirmed by two demonstration tasks (the use of the temperature and humidity DHT11 sensor and the design of a generator of sinusoidal waveforms) for students in the fundamentals of digital design and synthesis courses. The proposed solution allows, in part, to bypass the time-consuming simulations, and accelerate the process of prototyping digital circuits by remotely accessing the infrastructure of the microelectronics laboratory. [ABSTRACT FROM AUTHOR]

The article offers information on Sugar and lollies which provide a means for capturing the student's attention and show them that chemistry is an exciting and relevant part of their everyday lives. It discusses that table sugar consists of an orderly arrangement of crystalline sucrose molecules; and mentions that the formation of single crystals is vital for preparing materials that provide a wide range of structural information.

Experiential learning is an integral component of engineering education. The Chemeng Remote Experience Augmented through TEchnology (CREATE) labs concept was implemented in the academic year 2020–21 in response to COVID19 for first-, second-, and third-year chemical engineering undergraduate students studying at Imperial College London. Using a range of technologies including pan-tilt-zoom cameras and Microsoft HoloLens 2 to provide real-time views of the lab environment from anywhere in the world. Students could control the experiments remotely while graduate teaching assistants (GTAs) operated the equipment based on the students' instructions. This study is aimed at assessing the effectiveness of this implementation with a focus on student communication and confidence. Students and GTAs were surveyed at the end of labs, and a year-dependent response was observed. The majority of students (>70%) reported experiencing effective communication with team members and GTAs and there was a strong positive correlation between communication and confidence in applying engineering concepts in the labs (χ2 = 79.96; p = 1.69 ×10−10). 5–10% of students from all year groups reported that they disliked the lack of in-person activities. The majority (>90%) of GTAs assisting with experiments stated that they associated their role in the CREATE labs with that of a facilitator. The overall delivery of CREATE labs during academic year 2020–21 was positively received by both students and GTAs with recommendations for in-person activities for first- and second-year students. With minor modifications, CREATE labs has the potential to prepare students for effective remote communication and gain experience in using smart technologies which are key components of Industry 4.0. [Display omitted] • > 70% of students indicated they could communicate effectively in CREATE Labs. • Effectiveness of communication and perceived confidence was year-dependent. • Team communication has the strongest correlation with confidence to apply concepts. • 90% of GTAs perceived their role to be that of a facilitator and teacher. • Student and GTA feedback highlights the importance of in-person labs in early years. [ABSTRACT FROM AUTHOR]

The author of this article describes a new undergraduate course where students use Python programming for macroeconomic data analysis and modeling. Students develop basic familiarity with dynamic optimization and simulating linear dynamic models, basic stochastic processes, real business cycle models, and New Keynesian business cycle models. Students also gain familiarity with the popular Python libraries NumPy, Matplotlib, and pandas and make extensive use of the Jupyter Notebook. For many students in the course, this is their first experience with computer programming in any language. Feedback from students suggests that, regardless of prior programming experience, they find the course to be valuable, interesting, and enjoyable. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to optimize the course construction and teaching process of psychopharmacology， and analyze the problems in the course of teaching and assessment of psychopharmacology from many aspects. This article is to deeply excavate the space for improvement， and enrich the teaching links by using existing conditions， technology and personnel to enhance the teaching effect and improve the teaching quality， so as to provide references for the reform of similar course teaching.

The use of undergraduate teaching assistants (UTAs) has increased in recent years at a number of institutions, especially in active-learning and high-enrollment introductory courses. Currently, there is research demonstrating their benefit to the departments they work in, the students, and the short-term impacts of the experience on the UTAs. However, no study to date has investigated the long-term impacts of the UTA experience on the participants themselves, and a number of studies call for such an investigation. This research sought to fill that gap in understanding by utilizing a Grounded Theory approach to investigate the perceptions of participants who had served as an UTA in the biology department at a large research institution in the upper Midwest. This research found strong consensus among participants that the UTA experience offers overwhelmingly positive personal benefits including improved self-confidence, a sense of personal reward, and a sense of community that resulted from working with faculty members, and the ability to balance and self-regulate a variety of time commitments.

Like many other university teachers, we were faced with an unprecedented situation in spring 2020, when we had to cancel on-site teaching and excursions due to the Covid-19 pandemic. However, we were in the fortunate position that we had already started to develop a smartphone-based self-guided excursion on the topic of “Water in the City”. We accelerated this development and used it to replace the traditional group excursion in our Bachelor level introductory course in Hydrology and Climatology. The excursion of this course is visited by around 150 students each year. Because the student feedback was overall very positive, we used the self-guided excursion again in 2021 and plan to continue to use it in the coming years. In this paper, we describe the excursion, discuss the experiences of the students and ourselves, and present recommendations and ideas that could be useful for similar excursions at other universities.

From gene expression studies to identifying microbes, quantitative polymerase chain reaction (qPCR) is widely used in research and medical diagnostics. In transmittable diseases like the Ebola outbreak in West Africa (2014–2016), or the present SARS-CoV2 pandemic qPCR plays a key role in the detection of infected patients. Although the technique itself is decades old with reliable approaches (e.g., TaqMan assay) in the diagnosis of pathogens many people showed distrust in it during the SARS-CoV2 outbreak. This came mainly from not understanding or misunderstanding the principles of qPCR. This situation motivated us to design a simple laboratory practical class, in which students have opportunities to understand the underlying principles of qPCR and its advantages in microbiological diagnosis. Moreover, during the exercise, students can develop skills such as handling experimental assays, and the ability to solve problems, discuss their observations. Finally, this activity brings them closer to the clinical practice and they can see the impact of the science on real life. The class is addressed to undergraduate students of biological sciences. [ABSTRACT FROM AUTHOR]

This paper takes 174 documents of undergraduate teaching research of business administration major in 2001~2020 as a sample, and analyzes the research course and present situation of undergraduate teaching of business administration by using the CNKI visual analysis system of Chinese knowledge network. According to the analysis results, the following conclusions are drawn: on the whole, the research on the undergraduate teaching of business administration started late, the number of documents increased and the development tended to be stable after 2010; The research focuses are mainly on the undergraduate course setting, the practice teaching reform, and the undergraduate talent training model. [ABSTRACT FROM AUTHOR]

The interdisciplinary field of computational chemistry links many facets of chemistry and provides unique insights into structure, mechanisms, dynamics, and the interplay between them. Various approaches were proposed for integrating computational chemistry in the undergraduate classroom, all highlight the benefits of including it in the chemistry curriculum. This study focuses on the desirable learning outcomes, and defines a structural framework of computational chemistry literacy. Based on this approach analysis of the pedagogical approach of selected studies that implemented computational chemistry in undergraduate chemistry classrooms is presented. Three models for including computational chemistry in the undergraduate program were uncovered in this analysis: the specialized course model, the augmented course model, and the islands of computations model. These models are discussed along with teaching and learning challenges as well as routes to bypass them. [ABSTRACT FROM AUTHOR]

The authors of this article describe a unique approach to economics education in which contemplative deep listening practices were applied to Bruce Springsteen's music in order to introduce basic economic concepts to incoming university students. The course Springsteen-omics: Economics through the Songs of Bruce Springsteen shifted the mechanisms by which college students interacted with introductory economic themes, providing them with a positive perception of economics and deepening the way they think about the economy. Using a qualitative analysis of responses to several learning reflection exercises, the authors also explore the impact of this pedagogy on student learning. Their findings indicate that students gained an appreciation for Springsteen's music and deepened their ability to identify and describe the lyrical intent and economic themes in his songs. [ABSTRACT FROM AUTHOR]

In the summer of 2024, COVID-19 positive cases spiked in many countries, but it is no longer a deadly pandemic thanks to global herd immunity to the SARS-CoV-2 viruses. In our physical chemistry lab in spring 2024, students practice kinetic models, SIR (Susceptible, Infected, and Recovered) and SIRV (Susceptible, Infected, Recovered, Vaccinated) using COVID-19 positive cases and vaccination data from World Health Organization (WHO). In this report, we further introduce virus breakthrough to the existing model updating it the SIRVB (Susceptible, Infectious, Recovered, Vaccinated, Breakthrough) model. We believe this is the simplest model possible to explain the COVID-19 kinetics in all countries in the past four years. Parameters obtained from such practice correlate with many indices of different countries. These models and parameters have significant value to researchers and policymakers in predicting the stages of future outbreaks of infectious diseases., Competing Interests: Conflict of interest The authors declare that there is no conflict of interest.

microPublication Biology (micropublication.org) is a non-profit, community-focused, peer-reviewed journal dedicated to publishing small (single-figure) reports of data, methods and software related to a variety of model organisms. A workshop on microPublications at the Faculty for Undergraduate Neuroscience (FUN) conference in Summer 2023 focused on 1) publishing data-especially student research experiences, and data gathered through course-based research, and 2) using the microPublication platform and article template in teaching and learning. In this article, we further describe the microPublication platform and workflow and how PI's can use this venue to publish student work. We also provide examples of how the microPublication format can be adapted and adopted as tools for undergraduate teaching and learning., (Copyright © 2024 Faculty for Undergraduate Neuroscience.)

Biodiversity losses along with the exponential growth of global human population and human-provoked over-exploitation of natural resources. Genetic factors played an important role in the conservation of endangered species. Conservation genetics is a cross-field disciplinary of genetics and conservation biology. The course of conservation genetics is not available in colleges and universities, and the course of genetics does not directly reflect the content of biological conservation. We have taught genetics with integrative thoughts of conservation biology. In the form of case studies, we have integrated recent advances of research and technology in the relevant fields into the genetics classroom. As a result, we improved the undergraduates' motivation and interest in active learning, provoked the mutual promotion of "basic knowledge of genetics, awareness of ecological protection, and cultivate interdisciplinary thinking", and set up the groundwork for cultivating interdisciplinary talents who not only master solid basic knowledge, but also have the concept of ecological civilization.

Surveys have shown rising support for socialism among young adults. Responses indicate this shift could be due to a mistaken understanding of basic economics. We ask whether our students harbor the same beliefs, and if education in principles of economics changes students' beliefs. Our survey reveals that young adults in the US are not homogeneous. We also find a semester of economics has a significant effect on economic knowledge and beliefs regarding public policy. Basic economic education leads to a more accurate view of the economy and more optimistic view of the future, but these changes are only partly persistent. [ABSTRACT FROM AUTHOR]

Background/Aims: Traumatic dental injuries (TDI) are complex problems where lack of proper care may result in serious complications. The need to improve the management of TDI is a frequently addressed concern. Methods of improvement in their diagnosis and management are continuously evolving. The interactive Internet tool, the Dental Trauma Guide (DTG), helps to simplify diagnostic and management dilemmas. However, it is not a freely available tool. The aim of the current study was to assess the knowledge and diagnostic skills of undergraduate dental students with access to the DTG compared with students without such access, in order to validate and promote this tool in dental education. Materials and Methods: Two groups of students were randomly selected where one group of final year dental undergraduate students were exposed to lectures, demonstrations, discussions and tutorials on the management of TDI according to the standard undergraduate curriculum in Sri Lanka. Another test group of 21 students were provided with access to DTG during their training in paediatric dentistry. At the end of the study period, students were assessed on their knowledge of TDI using MCQs (Multiple Choice Questions) and OSCEs (Objective Structured Clinical Examination), based on the DTG. Results: The students with access to the DTG were more knowledgeable in providing the correct answers to three out of the seven OSCE questions. Evaluation based on the MCQs did not reveal a significant difference (p =.913). However, users of the DTG showed a statistically significant difference with better overall knowledge based on their answers (p =.028). Following this period of evaluation, all of the students were provided with access to the DTG to supplement their learning experience. Conclusion: The Dental Trauma Guide is a useful supplementary tool for undergraduate students to arrive at a correct diagnosis and treatment plan for TDI. [ABSTRACT FROM AUTHOR]

Providers must be knowledgeable on policy, systems and products to provide a person centred service and prescribe the most appropriate assistive product for each user. This study aimed to determine to what extent teaching and learning on assistive products are included in undergraduate curricula of the Health science faculties at three universities in the Western Cape Province of South Africa. Data were gathered through a cross sectional survey. Fifteen programmes were approached of whom eight participated. Information on teaching on assistive products was sourced from purposively identified key informants, through e-mail questionnaires. Descriptive analysis was done. A total of 104 assistive products were included in the eight programmes. Manual wheelchairs were the only product for which teaching was underscored by policy guidelines. Handheld mobility devices and wheelchairs were covered by five programmes. Teaching on assistive products for self-care, participation in domestic life, indoor and outdoor activities, employment and leisure was limited. Thirty seven products listed on the GATE List of 50 were taught by at least one of the programmes. Teaching and examination were theoretical in nature and occurred in professional silos. Clinical exposure was often incidental. For many products none of the four service delivery steps were covered. Assistive products were included in all the participating undergraduate programmes. The range of included products and the level of training were insufficient to prepare graduates to effectively address user's needs. Newly appointed graduates will require early in-service training to ensure appropriate assistive product service delivery. Undergraduate teaching on assistive products is provided in professional silos. Not all products on the GATE APL of 50 are included in under graduate teaching. Teaching does not always ensure a proficiency level that will support graduates to provide an independent AT service. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors' professional development toward further implementation of these methods. [ABSTRACT FROM AUTHOR]

Although over the years the conceptual understanding of OER has improved, more insights are needed on faculty’s discipline-specific practices with OER. This study explored the motivations and OER-related practices of faculty in lower-level and general education (GE) undergraduate art history courses in the United States. Using twelve in-depth interviews conducted over nineteen months, it investigated why, how and to what ends a diverse group of art historians use OER and related practices in their teaching. The study found six, discipline-specific main motivations for adopting OER, which extend well beyond cost savings for students. At the same time, only small changes were reported in faculty’s teaching practices as a result of adopting OER. That is, OER didn’t simply trigger pedagogical innovation by virtue of being adopted. Instead, these resources were strategically utilized by faculty to address existing teaching needs and goals, which were shaped by broader conversations and concerns within the field of art history. This suggests that it is impossible to disconnect OER from current pedagogic practices and models, as well as the social and disciplinary context in which they are employed.

This work analyzes the teaching and educational approach, based on Distance Learning, used in a Mathematics class with Engineering students. Thinking critically about how we worked before the COVID-19 crisis, we try to elaborate on possible ways to overcome linear processes' inertia. The teacher's educational activities and the students’ reactions are analyzed in the light of the theory of Transformative Learning. We adopt the theoretical and analytical tools provided by the theory of Interest Dense Situation and the theory of Self-Determination. A qualitative and quantitative analysis was conducted referring to a didactic experiment monitoring various elements through a questionnaire consisting of open-ended and Likert questions and thought closed questions together with the results of the midterm test.

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This paper integrates feng-shui research and consultant experiences with teaching design enhancing healthy living. Feng-shui is an ancient Chinese systematic model used to harmonize people with their environment, which can be utilized as a clue to develop a paradigm of healthy living. Homesites located in areas prone to natural hazards could lead to injury, illness, and fatalities. Inadequate ventilation can foster indoor pollutants, radon, bacteria, and viruses. Inappropriate spatial designs can cause physical and mental illness. This interdisciplinary approach to healthy living helps students improve living conditions and develop design skills. Finally, it enhances students' fundamental worldview of systems thinking. [ABSTRACT FROM AUTHOR]

Abstract Background Effective communication between healthcare providers and patients has been established as a vital element in medication compliance and patient safety. Medical curricula worldwide include medication-related counselling skill as a learning outcome for medical graduates. However, this aspect of health-care training is frequently informal and poorly structured in most medical schools. This paper provides an interesting view of students’ experiences of using a checklist-based approach to develop and practice patient counselling in relation to prescribed medications. Methods The authors describe introduction of a thirteen item “Patient Education Checklist” (PEC) as part of an optional checklist based exercise (CBE) in year 4 and 5 clinical blocks. Students consulted PEC to discuss relevant practical issues related to medication intake with their patients. Students were expected to submit reflective case summaries regarding their experience of using PEC to counsel patients over a two-week period. The textual data from student submissions was analysed using inductive content analysis. Results We received 13 year4 and 17 year5 student submissions. A content analysis of student reflections identified four dominant themes 1.Enhancement in self-confidence in relation to patient education (86.7%), 2. PEC perceived useful for patient counselling (83.3%), 3. Recognising variation in health literacy levels of patients (50%), 4.Fear of overloading the patient with information (23.3%). Students realised the need to present the medication related knowledge in simple language and tailor the amount of information as per patients’ understanding. Student reflections included interesting observations about the wide variation in health literacy of patients and insights into patients’ concerns and frequent misconceptions about medicines. Conclusion Students perceived PEC as a useful tool in adding focus and structure to student patient interactions. They report that it substantially improved their confidence and added quality to patient encounters. Future research is required to assess the effect of CBE on medication compliance and therapeutic outcome. PEC might serve as a useful resource for pharmacy and nursing students.

Since the mid-1990s, the US has seen a decline in research activities in medical education and academic health care centers. Our goal was to offer a multi-disciplinary experience for undergraduates to participate in a practical, hands-on research experience to increase the likelihood of entering STEM research careers. The authors structured a collaborative teaching environment to lead a group of over 25 undergraduate and graduate students in clinical research activities as part of the resident author’s research program during psychiatry graduate training. A particularly innovative component of this work, making the timeline and technical analysis possible, was the partnership with an industry sponsor. Much of the teaching program’s structure was inspired by the analogous program of the industry sponsor. This provided a structured clinical research experience for undergraduates, providing opportunities to participate in the study design, patient recruitment and enrollment, data collection and analysis phases of the project with more autonomy than typically available at this level of training. Students favored the experience with generally positive ratings of the program. Students gained skills and felt more comfortable in practical aspects of research and stated they were more likely to pursue a research career after this experience. This method may be a solution for other clinical trainees given their limited time and funding while serving to increase exposure to STEM research earlier in life to reverse the trend of declining research activity. This method can be used across other training institutions at different scales to achieve similar goals.

This work analyzes the teaching and educational approach, based on Distance Learning, used in a Mathematics class with Engineering students. Thinking critically about how we worked before the COVID-19 crisis, we try to elaborate on possible ways to overcome linear processes' inertia. The teacher's educational activities and the students' reactions are analyzed in the light of the theory of Transformative Learning. We adopt the theoretical and analytical tools provided by the theory of Interest Dense Situation and the theory of Self-Determination. A qualitative and quantitative analysis was conducted referring to a didactic experiment monitoring various elements through a questionnaire consisting of openended and Likert questions and thought closed questions together with the results of the midterm test. [ABSTRACT FROM AUTHOR]

This article presents the case of an undergraduate social entrepreneurship class where students run social enterprises on campus for four weeks. After completing sales, students donate their profits to local nonprofit organizations. The case illustrates how university classes may equip students to address societal problems through entrepreneurial activity. [ABSTRACT FROM AUTHOR]

Distribution of the Australian health workforce is uneven, with the majority of health professionals favouring metropolitan areas over rural and remote regions. Although nurses account for the largest proportion of the Australian rural and remote health workforce, difficulties with staff recruitment and retention can impact the health care outcomes of these vulnerable populations. Satellite university campuses that offer undergraduate nursing programs might therefore contribute to a more sustainable rural and remote nursing workforce. This narrative literature review aimed at investigating the barriers and enablers that affect students enrolled at satellite nursing campuses, education delivery methods and academic and non‐academic strategies employed to enhance the student learning experience. The literature was reviewed across 6 health and education databases. After screening, 12 articles met the inclusion criteria and were analysed, and the data were synthesised using a thematic approach. Three themes arose from the review: student characteristics and associated barriers and enablers to studying nursing at a satellite campus; teaching strategies and learning experiences; and academic and pastoral support. Students studying at satellite campuses were found to have different education experiences and faced challenges unique to their context; however, home support networks and small class sizes were seen as enabling factors. Education delivery methods and support strategies varied depending on remoteness and resources available. Consideration of the factors that affect satellite campus nursing students has the potential to increase student satisfaction and retention, which could result in a more sustainable rural and remote nursing workforce. [ABSTRACT FROM AUTHOR]

The article by Moorefield et al. [(2023), Acta Cryst. F79, 257–266] demonstrates how structural genomics depositions can be used in undergraduate teaching. [ABSTRACT FROM AUTHOR]

Interest in the mathematical modeling of infectious diseases has increased due to the COVID-19 pandemic. However, many medical students do not have the required background in coding or mathematics to engage optimally in this approach. System dynamics is a methodology for implementing mathematical models as easy-to-understand stock-flow diagrams. Remarkably, creating stock-flow diagrams is the same process as creating the equivalent differential equations. Yet, its visual nature makes the process simple and intuitive. We demonstrate the simplicity of system dynamics by applying it to epidemic models including a model of COVID-19 mutation. We then discuss the ease with which far more complex models can be produced by implementing a model comprising eight differential equations of a Chikungunya epidemic from the literature. Finally, we discuss the learning environment in which the teaching of the epidemic modeling occurs. We advocate the widespread use of system dynamics to empower those who are engaged in infectious disease epidemiology, regardless of their mathematical background.

Using Cultural-Historical Activity Theory, we analyze lecturers' views on the aims and teaching practices of mathematical modelling (MM) education in Norway and England. We aim to expose the tensions that exist within the activity of teaching MM at university, such as those between multiple, sometimes competing, aims for teaching MM, or between the lecturers' professional identities and the structure of university degrees. Our conceptualization of these tensions might help lecturers consider how to overcome obstacles in their own contexts. [ABSTRACT FROM AUTHOR]

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Although over the years the conceptual understanding of OER has improved, more insights are needed on faculty's discipline-specific practices with OER. This study explored the motivations and OER-related practices of faculty in lower-level and general education (GE) undergraduate art history courses in the United States. Using twelve in-depth interviews conducted over nineteen months, it investigated why, how and to what ends a diverse group of art historians use OER and related practices in their teaching. The study found six, discipline-specific main motivations for adopting OER, which extend well beyond cost savings for students. At the same time, only small changes were reported in faculty's teaching practices as a result of adopting OER. That is, OER didn't simply trigger pedagogical innovation by virtue of being adopted. Instead, these resources were strategically utilized by faculty to address existing teaching needs and goals, which were shaped by broader conversations and concerns within the field of art history. This suggests that it is impossible to disconnect OER from current pedagogic practices and models, as well as the social and disciplinary context in which they are employed. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction: In the present situation of containment for COVID-19 epoch, the physical classroom sessions in medical colleges were suspended by different Government advisories. Faculties have been guided by the university as well as institution to carry on the online teaching to the medical students. As the students were not present physically, so flipped class model has been implemented using the Zoom cloud app for teaching Anatomy. Aim: To explore the perception of undergraduate students of Anatomy regarding online Zoom-app based flipped class sessions and to obtain the suggestions for improvement of such classes organised during the lockdown period of COVID-19. Materials and Methods: Ten gross Anatomy topics and 10 histology slides (total 15 sessions; one session for each gross anatomy topics and five sessions covering two slides for each day) were discussed in flipped class mode. For each session, the text materials were served to the students two days before. On the third day, face to face interactive classes were undertaken using the Zoom platform; for the entire 199 students of Anatomy. After completion of one month, students’ perceptions were obtained by semi-structured questionnaire made with Google form. Results: Although the department has organised almost daily Zoom sessions with pre-shared study material; in flipped classroom mode, but majority of the students opined for maximum three days per week Zoom sessions instead of every day’s classes. Total 92% preferred the current strategy of advanced sharing of study material instead of concurrent sharing of text. Almost 93.5% students felt the study material helpful to them, 79% students found the Zoom sessions helpful for their doubt clearance. Strikingly, 40% students confessed that they failed to keep up with the progress of the classes in daily mode. There was a mixed reaction for continuing such mode of teaching in the post-lockdown era. The network connectivity became a broad issue as constrain to almost all of them to participate in online discussion platform. Conclusion: As the students and teachers were new in the online mode of teaching; so students feedbacks were felt need for future planning. The students had an opinion to lessen the number of classes so that they can cope up with the study material. However, majority of them wanted to move back to their classrooms rather than remain in the online mode of learning.

From gene expression studies to identifying microbes, quantitative polymerase chain reaction (qPCR) is widely used in research and medical diagnostics. In transmittable diseases like the Ebola outbreak in West Africa (2014–2016), or the present SARS-CoV2 pandemic qPCR plays a key role in the detection of infected patients. Although the technique itself is decades old with reliable approaches (e.g., TaqMan assay) in the diagnosis of pathogens many people showed distrust in it during the SARS-CoV2 outbreak. This came mainly from not understanding or misunderstanding the principles of qPCR. This situation motivated us to design a simple laboratory practical class, in which students have opportunities to understand the underlying principles of qPCR and its advantages in microbiological diagnosis. Moreover, during the exercise, students can develop skills such as handling experimental assays, and the ability to solve problems, discuss their observations. Finally, this activity brings them closer to the clinical practice and they can see the impact of the science on real life. The class is addressed to undergraduate students of biological sciences.

There is a dearth of published literature on the organisation of family medicine/general practice undergraduate teaching in the former Yugoslavia.