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People often fail to notice unexpected stimuli when their attention is directed elsewhere. Most studies of this "inattentional blindness" have been conducted using laboratory tasks with little connection to real-world performance. Medical case reports document examples of missed findings in radiographs and CT images, unintentionally retained guidewires following surgery, and additional conditions being overlooked after making initial diagnoses. These cases suggest that inattentional blindness might contribute to medical errors, but relatively few studies have directly examined inattentional blindness in realistic medical contexts. We review the existing literature, much of which focuses on the use of augmented reality aids or inspection of medical images. Although these studies suggest a role for inattentional blindness in errors, most of the studies do not provide clear evidence that these errors result from inattentional blindness as opposed to other mechanisms. We discuss the design, analysis, and reporting practices that can make the contributions of inattentional blindness unclear, and we describe guidelines for future research in medicine and similar contexts that could provide clearer evidence for the role of inattentional blindness.

Mechanobiology is an interdisciplinary field that aims to understand how physical forces impact biological systems. Enhancing our knowledge of mechanobiology has become increasingly important for understanding human disease and developing novel therapeutics. There is a societal need to teach diverse students principles of mechanobiology so that we may collectively expand our knowledge of this subject and apply new principles to improving human health. Toward this goal, we designed, implemented, and evaluated a hands-on, inquiry-based learning (IBL) module to teach students principles of cell--biomaterial interactions. This module was designed to be hosted in two 3-h sessions, over two consecutive days. During this time, students learned how to synthesize and mechanically test biomaterials, culture bacteria cells, and assess effects of matrix stiffness on bacteria cell proliferation. Among the 73 students who registered to participate in our IBL mechanobiology module, 40 students completed both days and participated in this study. A vast majority of the participants were considered underrepresented minority (URM) students based on race/ethnicity. Using pre/post-tests, we found that students experienced significant learning gains of 33 percentage points from completing our IBL mechanobiology module. In addition to gaining knowledge of mechanobiology, validated pre/post-surveys showed that students also experienced significant improvements in scientific literacy. Instructors may use this module as described, increase the complexity for an undergraduate classroom assignment, or make the module less complex for K-12 outreach. As presented, this IBL mechanobiology module effectively teaches diverse students principles of mechanobiology and scientific inquiry. Deploying this module, and similar IBL modules, may help advance the next generation of mechanobiologists.

Biomedical engineering capstone design courses provide a salient opportunity to discuss ethical considerations in engineering. As technology and society develop and change, new challenges constantly arise related to how society and technology inform each other. In this space, ethical training for engineering students is critically important for future practicing engineers who may face significant once-in-a-career ethical challenges as well as the smaller compounding daily decisions that impact biomedical research and device design. In this context, topics of social justice as well as bias and inclusion in data and design are particularly important for biomedical engineers to understand the given the human-centered approach to engineering practice. To engage biomedical engineering students in discussion and practice of these concepts, we present a capstone course module to teach traditional ethics studies while exposing students to cases of bias in design in modern technologies including AI, sensors, and devices. This curriculum engages students in discussion of these topics facilitated by biotechnology case studies. All together, we see the curriculum presented here as a response to the need for biomedical engineers to understand the human-centered data in ethical decision-making as well as to meet the desires of students to put engineering in the context of human-centered design and social justice.

Physical activity promotion is a best buy for public health because it has the potential to help individuals feel better, sleep better, and perform daily tasks more easily, in addition to providing disease prevention benefits. There is strong evidence that individual-level theory-based behavioral interventions are effective for increasing physical activity levels in adult populations but causal inference from these interventions often is unclearly articulated. A directed acyclic graph (DAG) can be, but rarely is, used to determine if the causal effect of an individual-level theory-based physical activity-promoting intervention is identifiable (e.g. stripped of any spurious association). The primary objective of the current study was to demonstrate how a DAG can be used to determine if the total causal effect of an individual randomized physical activity-promoting intervention is identifiable. The demonstration was based on the Well-Being and Physical Activity study (ClinicalTrials.gov, identifier: NCT03194854). Annotated files from DAGitty and Mplus are provided.

We have implemented a jigsaw framework in our biomedical engineering capstone design course by overlaying strategic consideration groups across our design teams. Collaboration in design courses is usually focused within a design team with some peer feedback, but opportunities to work across teams are often limited. The purpose of this teaching tip is to guide other instructors seeking to create opportunities for student-to-student collaboration across project teams. This tutorial also highlights a means to integrate foundational knowledge and analysis of contextual areas in a design course. Knowledge of strategic considerations, such as intellectual property, regulatory affairs, engineering standards, and reimbursement, informs design translation and is valued in industry. Individual and collective learning outcomes may be enhanced by this cooperative learning approach. In addition to providing a specific example of how to implement jigsaw groups across design teams, we propose an assessment instrument to assess the impacts of this approach on student knowledge, collaboration, communication, and confidence in small cohorts. Areas of future considerations include tracking student career paths and post-graduation assessment of knowledge retention.

Video games have emerged as a medium for learning by creating engaging environments, encouraging creative and deep thinking, and exposing learners to complex problems. Unfortunately, even though there are increasing examples of video games for many basic science and engineering concepts, similar efforts for higher level engineering concepts such as mechanics of materials are still lacking. Here, we present a mesh-free elasticity solver implementation in the popular video game Minecraft, a sandbox game where players can build any structure they can imagine. Modifications to the game, called "mods" in the Minecraft community, are a common feature of this platform. Our elasticity "mod" computes the stress and deformation of arbitrary structures and colors the blocks with a heat map to visualize the result of the analysis. We used this "mod" in the Honors section of two courses: Basic Mechanics I Statics, Mechanics of Materials. This "teaching tip" describes our experience developing and deploying this tool to encourage its use in biomedical engineering classrooms. A future goal is to engage the broader audience Minecraft players.

Evidence shows that biomedical engineering students face unique challenges in entering the workforce compared to peers in other engineering majors. The purpose of this study is to explore the factors impacting undergraduate engineering students' career attainment, or the acquisition of employment in a chosen field, and how the students experienced these factors in their pathways towards post-graduate employment. By studying differences in processes towards career attainment, there is an opportunity to promote equity and better support the inclusion and persistence of women and racially minoritized groups in engineering, particularly their readiness to enter the engineering workforce. We sought to answer two research questions: (RQ1) What contextual factors are identified by engineering students as supports and barriers to their attainment of a career in the engineering field? (RQ2) How are engineering students experiencing inequities in their processes toward career attainment? We conducted six focus groups with undergraduate engineering students at a large Midwestern University. Participants were purposefully sampled based on demographics from four engineering disciplines: biomedical engineering and the three preferred majors for students transferring out of biomedical engineering at our university, chemical engineering, materials science and engineering, and mechanical engineering. We used social cognitive career theory (SCCT) to inform our data collection and analysis and interpret the findings. The transcripts were analyzed by developing a codebook containing theory-driven codes from SCCT and emergent codes from the data. We identified five themes representing the contextual factors impacting engineering students' processes toward career attainment: implications of (1) interpersonal relationships; (2) institutional infrastructure; (3) academics; (4) social identity; and (5) out-of-class experiences. We also found that these contextual factors may act as either a support or barrier depending on personal factors such as demographics, personality, or identity. The nuance revealed in this study, that a contextual factor may be both a support and barrier, presents implications for universities to provide more individualized career preparedness resources and recognize the ways that students' positionalities impact their processes toward career attainment.

Clinical immersion experiences provide engineering students with opportunities to identify unmet user needs and to interact with clinical professionals. These experiences have become common features of undergraduate biomedical engineering curricula, with many published examples in the literature. There are, however, few or no published studies that describe rigorous qualitative analysis of biomedical engineering student reflections from immersion programs. Fifteen reflection prompts that align with program learning goals were developed and structured based on the DEAL model for critical reflection. Undergraduate participants in a summer immersion program responded to these prompts throughout five weeks of clinical rotations. Data from two summer cohorts of participants (n = 20) were collected, and thematic analysis was performed to characterize student responses. Students reported learning about key healthcare topics, such as medical insurance, access to healthcare (and lack thereof), stakeholder perspectives, and key medical terminology and knowledge. Most reflections also noted that students could apply newly gained medical knowledge to biomedical engineering design. Further, clinical immersion provided students with a realistic view of the biomedical engineering profession and potential areas for future professional growth, with many reflections identifying the ability to communicate with a variety of professionals as key to student training. Some students reflected on conversations with patients, noting that these interactions reinvigorated their passion for the biomedical engineering field. Finally, 63% of student reflections identified instances in which patients of low socioeconomic status were disadvantaged in health care settings. Clinical immersion programs can help close the gap between academic learning and the practical experience demands of the field, as design skills and product development experience are becoming increasingly necessary for biomedical engineers. Our work initiates efforts toward more rigorous analysis of students' reactions and experiences, particularly around socioeconomic and demographic factors, which may provide guidance for continuous improvement and development of clinical experiences for biomedical engineers.

The Learning Assistant (LA) model trains undergraduate student leaders to enhance student learning and engagement by supporting the classroom with research-based instructional strategies. Many disciplines in the life sciences that implemented the LA model reported increased learning gains and decreased performance gaps. However, the model is rarely implemented in engineering disciplines whose students would benefit immensely from having LA guidance in hands-on engineering courses. We illustrate Biomedical Engineering (BME), an engineering discipline whose students struggle to find cohesion between the courses and develop the learning habits they need for a successful career. The two main innovations of our work are (1) the implementation of a discipline-specific LA program for BME students and (2) the development of a neuroscience-inspired pedagogy course to introduce and push students to consider the neural underpinnings of their learning process. We report the implementation mechanics of the program and present preliminary data as success indicators. First, we qualitatively captured the pedagogy course's impact on the trained LAs using the classroom activities they developed and a self-reflection assignment. Second, we conducted a pilot pre-post-thematic analysis, which revealed increased self-awareness, motivation to learn, and a shift from self to students and team-based learning. Third, we also measured the program's initial impact on the students who attended LA-supported classes through surveys. The student surveys showed an overall improvement (p < 0.05, n = 217) in the socio-emotional measures contributing to career preparedness, like the sense of belonging, self-efficacy, and STEM identity. All program participants reported a transformative experience in their learning practices, study habits, and classroom dynamics.

Improv activities have been shown to increase student engagement, enjoyment, and confidence in higher education classrooms. However, there are few examples of STEM courses designed with dedicated and repeated time allotted to improv activities. We sought to determine the effects of scheduled improv activities on engagement and learning in an upper-level biomedical engineering course. The engineering course was modified to include dedicated class time for implementing improv activities. Student perception of this format and of the activities was assessed via pre- and post-implementation surveys. These surveys focused on student engagement, self-confidence, communication, and comfortability in the classroom in prior courses (pre-implementation survey) and after 4 weeks of improv activities (post-implementation survey). Based on survey feedback, most students thought that the improv activities were helpful in facilitating an engaging and collaborative classroom experience. Students indicated that the improv activities helped improve their general communication skills, and many positively remarked on how the activities brought some energy to the classroom and helped them get to know their peers. Overall, this study suggested that students responded favorably to the improv activities, with several remarking that the activities should be used more in STEM courses. These results demonstrate that improv activities can be successfully implemented in engineering classrooms and could become an important part of the engineering education curriculum.

Exploring the intersections of CTE and STEM education may foster interest in critical rural healthcare careers beginning in elementary school. Starting early to develop career awareness may be essential and best take advantage of the possible flexibility that rural schools can provide. This study provides a theoretical foundation for rural biomedical education efforts and measured the outcomes of an elementary biomedical intervention. Results show an increase in career aspirations and self-efficacy while maintaining high levels of student interest. In addition, when exploring what drives career aspirations in students, results show that self-efficacy is mediated by student interest fully. Overall, the study shares one effective educational path to enable students to become aware of and begin to develop a skillset for a biomedical career present in their community.

Data science is becoming a mainstay in research. Despite this, very few STEM graduates matriculate with basic formal training in programming. The current lesson plan was developed to introduce undergraduates studying chemistry or biology to chemoinformatics and data science in medicinal chemistry. The objective of this lesson plan is to introduce students to common techniques used in analyzing medicinal chemistry data sets, such as visualizing chemical space, filtering to molecules that observe the Lipinski rules of drug-likeness, and principal component analysis. The content provided in this lesson plan is intended to serve as a tutorial-based reference for aspiring researchers. The lesson plan is split into two three-hour class sessions, each with an introductory slide deck, Python notebook consisting of several modules, and lab report template. During this activity, students learned to parse medicinal chemistry data sets with Python, perform simple machine learning analyses, and develop interactive graphs. During each session, students complete the Python notebook protocol and fill out a lab report template after a short lecture. By the end of the lesson plan, students were able to generate and manipulate various plots of chemical space and they reported having increased confidence in their understanding of chemistry, Python, and data science.

The Youth Enjoy Science -Teach To Beat Cancer program funded by the National Cancer Institute utilizes the resources of the Case Western Reserve University School of Medicine and Case Comprehensive Cancer Center to provide experiences and training for grade 6-12 teachers so that they are expertly equipped to develop curricular approaches to take back to their classrooms to enhance science education, introduce concepts of cancer biology, encourage cancer risk reduction activities, foster disparity elimination and to motivate middle and high school students to pursue careers in biomedical sciences and cancer research. The program focuses on four aspects of teacher engagement and education: (1) Research Engagement, (2) Curriculum Development, (3) Risk Reduction and Disparity Elimination, and (4) Advocacy for Cancer Research and Cancer Research Careers. This program has been crucial to achieve the National Cancer Institute's goal of educating students from diverse backgrounds underrepresented in biomedical research in the Cleveland area as each teacher influences a significant number of students in their classrooms each year, and are introducing students to cancer biology, exciting them to consider careers in cancer prevention, diagnosis, control, treatment, and research. This article provides an overview of the program including its impact on the teachers and their students.

This study aims to develop a standard scale by making the validity and reliability of the globalization survey developed for education faculties in the sample of sports sciences. A total of 878 people, including 81 academicians, 336 physical education and sports teachers, 118 trainers, and 343 sports sciences students, who were reached by a simple random method, participated in the study. The data was collected at 3 different times, Exploratory Factor Analysis (EFA) in the first group (n = 426), Confirmatory Factor Analysis (CFA) in the second group (n = 412), and test-retest analysis in the third group (n = 40) was performed. As a result of EFA, which was conducted to determine the construct validity, a structure consisting of 17 items and 3 factors was obtained, which explains 71.588% of the total variance. These factors are; teaching-learning processes are named as management and technology. The Cronbach Alpha internal consistency coefficient of the scale was calculated as .94. According to the CFA results (X[superscript2] / df: 2.63;; RMSEA: 0.06; PGFI: 0.69; PNFI: 0.79; GFI: 0.92; AGFI: 0.90; IFI: 0.96; TLI: 0.95; NFI: 0.94; CFI: 0.96) the scale has acceptable fit values. In the test-retest analysis, a positive correlation was found 0.83. As a result, it can be said that the globalization scale can be used in sports science research and is a valid and reliable scale.

Video lectures are commonly used in online and flipped courses, but students often find it challenging to stay engaged and retain lecture content. The current study examined to what extent the power of electroencephalography (EEG) brain activity in the theta (4-7 Hz), alpha (8-12 Hz) and beta (13-20 Hz) bands can dynamically capture fluctuations of student engagement and retention throughout pre-recorded lectures. EEG activity was recorded from 33 college students throughout four video-based chemistry lectures. In-video probes were used to assess both student engagement and content retention at random moments during the video. Our findings reveal that there are significant fluctuations in self-reported engagement throughout pre-recorded lectures. Further, among the three frequency bands that were tested, only alpha power closely tracked fluctuations in self-reported engagement at the individual student level. In-lecture fluctuations in engagement were associated with content retention, but content retention itself was not well captured by EEG activity in any of the frequency bands that were examined. These findings suggest that the design of video lectures should consider fluctuations in student engagement and potentially incorporate self-reported and physiological indicators of engagement. Future research should further investigate how EEG and other physiological engagement indicators can be used in real time to personalize online instruction.

Plant-derived natural products are an important source of potential medicines and continue to have a major impact on the drug discovery process. Natural product discovery assignments provide an opportunity to present various experimental techniques to undergraduate students in introductory medicinal chemistry. This assignment was developed to serve as a meaningful hands-on exercise to introduce undergraduate Chemistry students to the common procedure in the early phase of drug discovery using inexpensive corn silk, in which the final year undergraduate student used Recycling Preparative High-Performance Liquid Chromatography to separate and purify steroids from corn silk. The student used advanced spectroscopic methods such as UV, IR, and one- and two-dimensional NMR to elucidate the structures of these steroids. The cytotoxic activity of these steroids was also evaluated and found to be non-cytotoxic to normal human MRC-5 cells at 60 µg/mL via 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide assay. With this assignment, students gain meaningful multidisciplinary hands-on exercises with the common procedure in the early stages of drug discovery and understand the process of isolating natural compounds that may lead to the development of new drugs.

Over the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of "Grey's Anatomy" TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high-level flowchart, fishbone diagram, "five whys", corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies.

The interruption in the education of students with autism spectrum disorders (ASD) during the COVID-19 pandemic has necessitated telehealth services offered both to the individuals and their parents. Therefore, this study aimed to examine the effects of the simultaneous prompting procedure and observational learning in teaching science facts to middle-school students with ASD by using multiple probe designs with probe trials via telehealth. The researchers also conducted follow-up and novel adult probe sessions to assess the effects of simultaneous prompting procedure and observational learning along with the opinions of students and their mothers in terms of social validity. Results indicated that students acquired the target science facts and observational learning skills, maintained them over time, and generalized them across different people. The implication of the findings and directions for future research was additionally discussed.

The study was attempted to determine the efficiency of the card game named 'MedTerm' upon the students' achievements of the medical terms. The research was one group pre-test and post-test without control group research design and the study group elected by using the convenience sampling method consisted of the first-year students (n=46) elderly care program of the vocational school of health services of a university in northern Turkey. All students who voluntarily participated in the study played the card game named 'MedTerm' in order to learn medical terms. In the research, 'The Medical Terms Achievement Test (MTAT)' consisted of 57 open-ended questions was used as data collection tool. Achievement scores related to medical terms before and after the game were evaluated. At the end of the implementation, the semi-structured interviews were also conducted with randomly selected students.. As a result of the research, a statistically significant difference was found between the pre-test mean scores and the post-test mean scores in favour of the post-test (t=-17.141, p<0.05). In accordance with the data obtained, it can be said that the 'MedTerm' card game increases elderly care program students' sound and partial understandings of medical terms and their achievements. In addition, it was concluded that all students expressed positive views concerning the functioning of the course.

We describe an innovative, semester-long course in biology and communication skills for master's degree students in biostatistics. The primary goal of the course is to make the connection between biological science and statistics more explicit. The secondary goals are to teach oral and written communication skills in an appropriate context for applied biostatisticians, and to teach a structured approach to thinking that enables students to become lifelong learners in biology, study design, and the application of statistics to biomedical research. Critical evaluation of medical literature is the method used to teach biology and communication. Exercises are constructivist in nature, designed to be hands-on and encourage reflection through writing and oral communication. A single disease area (cancer) provides a motivating example to: (1) introduce students to the most commonly used study designs in medical and public health research, (2) illustrate how study design is used to address questions about human biology and disease, (3) teach basic biological concepts necessary for a successful career in biostatistics, and (4) train students to read and critically evaluate publications in peer-reviewed journals. We describe the design and features of the course, the intended audience, and provide detailed examples for instructors interested in designing similar courses.

The aim of this research is to examine the individual social responsibility and social entrepreneurship levels of university students in terms of some variables and to examine the effects of individual social responsibility levels on their social entrepreneurship orientations. Relational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 200 students who study in sports sciences at universities in Turkey. SPSS statistical program was used in the analysis of the data. First, descriptive statistics were examined, and parametric tests were used for inferential statistics. In addition, Independent Samples t Test, Pearson correlation analysis and simple linear regression analysis were performed. When the research findings are evaluated, the fact that students have been involved in a social project before, except for the sub-dimension of financial return, has social entrepreneurship orientations and individual social responsibility levels. Taking the community service practice course has a positive effect on the development of their individual social responsibility levels and their social vision from the dimension of social entrepreneurship. In addition, it has been revealed that university students' whether they do sports or not has no effect on their individual social responsibility and social entrepreneurship. It has been revealed that as the individual social responsibility levels of recent students increase, their social entrepreneurship orientations also increase, and individual social responsibility has a positive effect on social vision, innovation, sustainability, and social networks in social entrepreneurship sub-dimensions.

A bibliometric analysis was carried out on the production and publication of research papers related to the study of the management variable in the quality of education in Latin America. The purpose of the analysis proposed in this document is to know the main characteristics of the volume of publications registered in Scopus database during the period 2016-2021 in Latin American countries, achieving the identification of 1183 publications in total. The information provided by said platform was organized by means of tables and figures categorizing the information by year of publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that Brazil, with 589 publications, is the Latin American country with the highest production. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of management in the quality of education was Medicine with 538 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 71% of the total scientific production.

The ability of individuals to feel part of their culture highly depends on the extent to which they can use their native language and how they can manage linguistic processes. In this context, regardless of occupation or age, one needs to use the language in daily communication--an element maintaining the social order--correctly and in accordance with the language-specific rules. The aim of this study was to explore language awareness among undergraduate sports sciences students. A total of 205 students enrolled at schools of sports sciences in Istanbul, 64.9% (n = 133) were males and 35.1% (n = 72) were females, voluntarily participated in the research. We collected the data using a demographic information form and the "Everyday Language Awareness Scale". The 5-point Likert-type scale consists of 17 items within four sub-scales. While showing the frequencies of the responses to the scale items, we used an independent-samples t-test and one-way analysis of variance (ANOVA) to analyze the participants' scores by their demographics. We calculated Cronbach's alpha for the total score to be 0.86. Overall, we concluded that the participants had significantly higher awareness of the Turkish language by their total and subscale scores.

This paper investigates the frequency and contextual uses of the metadiscoursal devices of evidentials, code glosses, hedges and boosters in four academic disciplines, namely, linguistics, literature, chemistry and medicine. Hyland and Hinkel's taxonomies of metadiscourse provided the search items. The data analyzed consisted of a corpus of forty research articles, divided into four subcorpora equally drawn from the four disciplines. The corpus was randomly selected from leading international journals and processed by the corpus analysis toolkit, AntConc. The AntConc concordancer was employed so that each metadiscourse item could be counted and examined in its context. The findings show that hedges were the most frequent metadiscoursal device, which may be seen as an indication of the academic authors' tendency to use language of caution and uncertainty. The second rank in frequency was occupied by evidentials, which reflects the need for academic writing to establish credibility. Code glosses and boosters have the least frequency, which may measure for the value of conciseness in academic discourse. The analysis also shows that linguistics and literature exceed the two scientific disciplines, chemistry and medicine, in the frequency of the four metadiscoursal devices. Linguistics manifests the highest distribution of hedges and code glosses, medicine the highest number of boosters, literature the highest frequency of evidentials. Chemistry has the lowest frequency of all metadiscoursal devices. This study aims to help students of academic writing to learn about the use of the selected metadiscoursal devices in many disciplines. Future studies need to investigate more metadiscoursal devices in other academic disciplines.

The aim of this research is to examine the philanthropy tendencies of university students in terms of whether they have received sports education or not and some variables. Survey model, one of the quantitative research methods, was used in the research. SPSS 26 statistical program was used for the analysis of the data. Descriptive statistics of the obtained data were made, and z-test was applied to measure whether the data showed normal distribution. Independent samples T test from paired comparison tests, One Way Analysis of Variance (ANOVA) test from multiple comparison tests, Post Hoc (Tukey) test to determine from which group the results arise in case of difference between groups were applied to the groups that were found to have normal distribution. When the research findings are evaluated, according to the age of the university students, whether they have received sports education or not, success grade, class level, income level, membership in student societies, non-governmental organizations, taking part in social projects, taking community service practices, doing licensed sports, doing regular sports. It was seen that there was no significant difference in philanthropy tendencies in terms of the number of sports and sports days. On the other hand, it was determined that there was a significant difference in the variables of gender and father's education level. In this respect, it can be said that female university students have higher philanthropy tendencies than males, and university students with low father education level have higher philanthropy tendencies.

This study is a linguistic ethnographic investigation of teacher identities in an English for Medical Purposes (EMP) classroom at one of the medical colleges in the kingdom of Saudi Arabia. It focuses on the discursive shifts of teacher identities in his classroom interactions. An eclectic qualitative methodology that incorporated principles of Linguistic Ethnography was employed in this study. Classroom observation was the main method for data collection. When necessary, an informal conversation with the teacher was carried out after classroom observation to obtain further clarification of what had happened during the observation. The class was observed for 13 times during the first semester of the academic year 2019/2020. Five salient identities were constructed by the teacher: the expert, the counsellor, the student, the storyteller and the controller. These identities were found to be fluid and multiple and became temporarily salient in different classroom interactions. The teacher mediated classroom discourses by constantly shifting relationships and identities along the inclines of power. This study concludes that teacher's discursive identities portray positive self-image and account for students' active engagement and involvement in the learning process.

Academic research trends involving public health education may reflect a certain degree of talent construction status. This study systematically reviews the data for published literature on graduate public health education, aiming to provide evidence for the optimization of public health postgraduate training mechanisms in China. Keyword cooccurrence analysis was performed based on high-frequency keywords. From 1992 to 2008, the annual number of publications in this field was relatively low in China, averaging fewer than 5 articles. The number of publications showed a steep increase after 2009. The publications were mostly from single research institutions, including comprehensive universities and military medical universities, concentrated in Beijing and Shanghai. The high-frequency keywords were public health and preventive medicine, postgraduate training, professional degree, MPH, curriculum, and teaching reform. Hotspots consisted of practical teaching research, training, educational reform and comparative education research. Research on public health postgraduate education has not reached scale and has insufficient support. Moreover, many problems in graduate public health education still cannot be solved by existing studies: authentic and practical learning, a unified approach to cultivate graduate students, organizational change of graduate public health education, and international cooperation and public health education.

As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.

The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North America- and Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North America- and Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.

While the medical field in the United States is renowned for research and innovation, with large numbers of world-class healthcare facilities and cutting-edge technologies, inequities in overall health outcomes demonstrate pronounced disparities in accessing care. This article addresses increasing provider diversity and cultural humility as critical steps in ensuring advancements are made to equitable care under the current confines of the American healthcare system. Increasing diversity amongst medical providers starts before students begin applying to medical school. Critical strategies are needed at the K-12 level to ensure early exposure to Science, Technology, Engineering, and Mathematics (STEM). Research demonstrates that early exposure to STEM can positively impact children's interest, confidence, and pursuit of STEM careers, including medicine. Early exposure to STEM can increase engagement and motivation in STEM subjects particularly for girls and racially marginalized groups.

Obtaining a Veterinary Surgeon degree relies on the acquisition of "Day One Competences" (DOCs), among which professional skills related to meat inspection are acquired during visits to abattoirs. In 2020, lockdown measures due to COVID-19 pandemic limited on-site practical training. The present study describes the creation of an e-learning course on bovine and swine slaughtering as an alternative tool for compulsory DOCs achievement within the course "Inspection and control of food of animal origin" during the fourth year of the Veterinary Medicine degree program (Department of Veterinary Sciences of the University of Pisa). Academics and external professionals took part on the planning and development of the learning material. Video pills, consisting of shooting of the slaughtering coupled with trainers' descriptive explanations, were produced. The perceived effectiveness of course contents, trainers' communication skills and technical quality were assessed with a questionnaire. The developed e-learning platform consisted of four main sections (Introduction, Swine slaughtering, Bovine slaughtering and Additional topics), integrated by multiple-choice questions for the student's self-assessment. According to students' assessment, the platform, of high technical quality, effectively condensed contents on meat inspection. Despite the unique and irreplaceable role of practical training in the achievement of the professional skills included in the veterinary curriculum, the e-learning course may concur in providing DOCs and is in line with the adoption of a modern teaching model where e-learning resources engage students in deeper learning approaches.

Internships are high impact practices that offer work experiences and provide advantages for participating undergraduate students and for the talent acquisition efforts of firms. While research consistently documents the benefits of internships as a transformative experience, access and outcomes may vary for students and for underserved populations. Limitations of internships can include lack of access to enough positions as well as inadequate interactions between undergraduate students, firms, and faculty members in business programs. The purpose of this article is to describe an approach to enhancing access to internships on a larger scale with greater variety. Protocols found in clinical rotations in medicine and best practices for business internships guide development of the concept proposed in this paper. Steps associated with antecedents, process, and outcomes are summarized in a schematic and guide the development of the clinical internship framework. If high impact practices such as internships are to provide transformative experiences for all students, then the ideas developed to enhance academic efforts become critical components of future research and of continuous improvement efforts in business education over time.

The STEM Through Authentic Research and Training (START) Program is a new program integrating academic, social, and professional experiences, in the theme of exomedicine, to build a pipeline into college for first generation and traditionally underrepresented students by providing year-round authentic opportunities and professional development for high school students and teachers. In response to the COVID-19 pandemic, the START Program has worked with the local Fayette County public school and community partners to provide content to over 300 students through: virtual laboratory tours with community partner Space Tango, "meet a scientist" discussions, and online near-peer student demonstrations aimed at making the practice of STEM disciplines approachable. Furthermore, the START Program has partnered with Higher Orbits to provide at-home, space-themed learning kits for students to develop teamwork, communication, and STEM principles while engaging in online content with teachers, professionals, and astronauts. Finally, the START Program has moved its training platforms online, including receiving College Reading and Learning Association (CRLA) Peer Educator accreditation for our near-peer mentoring and coaching training. As a result, the START Program is better positioned to address this critical need in STEM education, while reaching more students in the community than possible with face-to-face interactions alone.

We review ethnographic methods that allow researchers to assess distress in a culturally sensitive manner. We begin with an overview of standardized biomedical and psychological approaches to assessing distress cross-culturally. We then focus on literature describing the development of reliable and valid culturally sensitive assessment tools that can serve as complements or alternatives to biomedical categories and diagnostic frameworks. The methods we describe are useful in identifying forms of suffering--expressed in culturally salient idioms of distress--that might be misidentified by biomedical classifications. We highlight the utility of a cognitive anthropological theoretical approach for developing measures that attend to local cultural categories of knowledge and experience. Attending to cultural insider perspectives is necessary because expressions of distress, thresholds of tolerance for distress, expectations about stress inherent in life, conceptions of the good life, symptom expression, and modes of help-seeking vary across cultures.

Despite originating in the tech industry, hackathons have now been adopted in a variety of domains. However, little is known about the status of hackathon literature within educational research. As the number of studies grows, it is essential to develop an understanding of the current state and identify prevalent topics and trends shaping the literature. Toward this goal, this study conducted a bibliometric analysis and scoping review on hackathon research in the field of education. A total of 249 documents written by 1,309 authors and published in 180 unique sources for the period 2014-2022 were identified. Collectively, the dataset amassed 1,312 citations with an average of 6.69 citations per document. The most prevalent subject areas were computer science, social sciences, engineering, medicine, and business. Word frequency analysis showed that "innovation" was the most occurring word, which represents the fundamental objective of hackathon events. The most influential work was the analysis of hackathons as an informal learning platform. Engineering education was the most trending topic while healthcare is an emerging research cluster. Overall, this study provides a better understanding of the hackathon literature and its research landscape in an educational setting.

Career selection in medicine is a complex and underexplored process. Most medical career studies performed in the U.S. focused on the effect of demographic variables and medical education debt on career choice. Considering ongoing U.S. physician workforce shortages and the trilateral adaptive model of career decision making, a robust assessment of professional attitudes and work-life preferences is necessary. The objective of this study was to explore and define the dominant viewpoints related to career choice selection in a cohort of U.S. IM residents. We administered an electronic Q-sort in which 218 IM residents sorted 50 statements reflecting the spectrum of opinions that influence postgraduate career choice decisions. Participants provided comments that explained the reasoning behind their individual responses. In the final year of residency training, we ascertained participating residents' chosen career. Factor analysis grouped similar sorts and revealed four distinct viewpoints. We characterized the viewpoints as "Fellowship-Bound-Academic," "Altruistic-Longitudinal-Generalist," "Inpatient-Burnout-Aware," and "Lifestyle-Focused-Consultant." There is concordance between residents who loaded significantly onto a viewpoint and their ultimate career choice. Four dominant career choice viewpoints were found among contemporary U.S. IM residents. These viewpoints reflect the intersection of competing priorities, personal interests, professional identity, socio-economic factors, and work/life satisfaction. Better appreciation of determinants of IM residents' career choices may help address workforce shortages and enhance professional satisfaction.

A two-year long-term workshop centered around a phenotypic whole-cell screening strategy for integrating cutting-edge knowledge and discovery-based laboratory experiences was developed to serve as a preparatory course for enhancing the teaching quality of the upper-level discovery-based research internship curriculum for pharmacy major undergraduates. The workshop comprises four modules that integrate lessons and experiments into a genuine research project, which initiates with a medicinal-chemistry course, run concurrently in the second year and culminates with the discovery-based research internship curriculum for pharmacy major students as a corequisite in the last year. The effective implementation of the featured pedagogical approaches in the modules is detailed as described. A group of students (N = 4) passed the instructor-student two-way choice and were enrolled in the senior-level phenotypic hit discovery laboratory project. The students synthesized a small library of molecules, tested them in an antibacterial assay, and further designed new compounds to analyze structure-activity relationships. Furthermore, positive feedback from students revealed that the phenotypic hit discovery oriented workshop enabled them to gain in-depth cutting-edge knowledge and provided an understanding of how medicinal chemists engage in new drug discovery research. The student's early exposure to troubleshooting or exploring unexpected results in an authentic scientific environment inspired them with ambition and confidence to engage with new drug discovery. We hope that this workshop will serve as a springboard for those wishing to educate medicinal chemists at an undergraduate level with modern strategies that are relevant to the current and future drug discovery landscape.

This research examines the Thai and English translation equivalents of Northern Khmer ethnobotanical terms and the corresponding translation strategies, along with the translators' reflections on their role as language revitalisation agents. The ultimate purpose of this translation effort is to provide a knowledge base for Northern Khmer learners and an English conversation textbook for local Thai and Northern Khmer students, as well as preserve traditional botanical information. The cultural-specific items that pose translation problems are traditional medicine-related terms, tastes, and parts of the plant. For Northern Khmer to Thai, the most frequently employed translation strategies are literal translation and cultural substitution, and for Thai to English, a combination of literal translation and paraphrasing. Besides the geographical, linguistic and cultural distance between the three languages, translators as agents with their language ability and willingness are crucial elements for Northern Khmer revitalisation. At the same time, the effort to undertake the process tends to be fully realised at the community level. Volunteer translators' intention to devote their translations to educational resources for local students has a substantial impact on translation strategies. The translators' self-concept is also enhanced by their prior involvement in the preserving botanical wisdom project and subsequent translation process, during which they reflect on language pairs and strengthen their knowledge of dialect as a by-product.

This qualitative study investigated high school student peer counselors' experience of a mind-body medicine curriculum incorporated into a peer counseling program following a school shooting. A series of focus groups were held with peer counselors in 10th-12th grade (n = 24, mean age = 16.5 [SD = 1.0]; 71% female) participating in the mind-body medicine curriculum. Data analysis was conducted using a thematic analysis. Peer counselors reported that the mind-body medicine curriculum decreased their stress and helped them regulate their emotions. Other interview themes included feeling closer to other students, improved relationships with their parents, increased resilience and self-confidence, working harder for their goals, not stressing over small things, and choosing supportive friends. The themes related to their peer counseling work were that the mind-body skills would help them be less reactive and more patient with other students and that the skills would also be helpful for these other students. This study has important implications for practitioners in the schools because the mind-body medicine curriculum can effectively complement the communication, problem-solving, and decision-making skills taught in peer counseling programs.

Understanding the qualities that are most important for employees' career success has been fundamental in advancing career literature. Researchers, employers, and employees have shown an increased interest in the dynamics and factors involved in the relationship between career commitment and subjective career success. This study examined career commitment and subjective career success among South African veterinary professionals (N = 331), whilst exploring the possible moderating role of career resilience and self-efficacy. Empirical results showed significant positive relationships between career commitment, career resilience, self-efficacy, and subjective career success. Furthermore, results indicated that self-efficacy moderated the relationship between career commitment and subjective career success, although no evidence for the moderating role of career resilience in this regard, was found. These findings carry implications for organisations and training institutions on the qualities most important for the career success of veterinary professionals. Implementing career commitment initiatives and considering self-efficacy in the training of veterinary professionals are recommended.

The current system of ethical oversight in the United States is based on Institutional Review Board (IRB) review. The system was established in response to well-known and egregious mistreatment of subjects in both biomedical and social and behavioral research. In the decades since the research regulations were enacted, reaction to the burden of IRB oversight has led the system to focus on compliance and limit its active oversight disproportionately to studies that could present the risk of physical harm. At the same time, the characteristics of the research enterprise have changed and methodologies now present novel risks that were not envisioned in the regulations. We convened a group of IRB professionals, academic leaders, and others to discuss limitations of the current system, how that system could be changed to recognize evolving risks and an increasing focus on participant and community voice, and how it could better serve the needs of researchers and support the societal project of science as a public good. Recommendations included a call to reexamine the academic incentive structure, to develop a system to support consideration of ethical principles from the time of study design, and to explicitly provide different ethical support and oversight for high-risk interventional trials and lower risk biomedical and social behavioral research.

Evidence-based practice, in a form which draws predominantly on quantitative research and privileges randomised controlled trials as research methods, has been translated from medicine into education. It follows that combining understanding of both disciplines may contribute to insights into the costs and benefits of this project. This article shares findings from a small study initiated by a medical doctor and teacher educator to compare versions of practice and professionalism offered by two texts from our respective disciplines. These texts advocate evidence-based practice for patients and students with disability and/or special needs. We describe our methodology and methods for interdisciplinary comparative textual analysis and share how this comparison contributes to understanding ways evidence-based practice is performed in education. In particular, we compare the versions of professionalism imagined in these cases and ask questions for policy and practice about motivations for the choices made in the apparently neutral process of "translation".

Though there are a multiplicity of approaches that have been used to promote Nature of Science (NOS) among school students, an approach based on exploration of a scientific discovery indigenous to the sample population, of contemporary interest, and based on a topic outside the school science syllabus seems to be lacking in the literature. This study focused on Chinese high school students (N = 98), using the discovery of an anti-malarial drug by a recent Nobel Prize winning Chinese scientist as a focus. A popular science article on this discovery formed the basis for the intervention, and a mainly qualitative approach was used. Variants of an explicit-reflective approach were used for the three groups formed by random sampling for the intervention. The four NOS attributes targeted were: socio-cultural, empirical nature, scientific method, and creativity/imagination, and these were explicitly interrogated through four open-ended questions, respectively. Responses to these questions were parked into five rating levels, which helped to explicate the extent to which the samples were able to provide descriptors to characterize their understandings. The approach based on reading of the article followed by student discussions and mediation by the instructor showed, overall, more gains in NOS as compared to just: (1) reading/re-reading of the article and reflecting on it; and (2) reading of the article followed by small sub-group discussions and reflecting on it. It is suggested that there is a case for using indigenous scientific discovery as an approach to foster interest in NOS among students. Some implications of the study are discussed.

During the early years of the COVID-19 pandemic, decision-makers faced numerous ethical questions in biomedical science, public health, educational policy, and education practice. Bioethicists were key partners in informing decision-making in their areas of expertise; educational ethicists, on the other hand, had to fight our way to the table if we got in the building at all. How did bioethics go from non-existent as a field in 1960 to ubiquitous a half-century later, and how could normative work in and about education make the same leap? This article uses bioethics as a foil to argue for "why" we need a new field of educational ethics, "what" such a field could accomplish, and "how" it might do so. It describes the kinds of problems that bioethics was created to address and the different roles that bioethicists play. The article argues that edethicists can and should address the same kinds of problems as well as play similar scholarly, clinical, and policy-oriented roles.

Given the need for Latinx/a/o health care providers in the United States, understanding how students choose these fields is critical to achieving more equitable systems. This study uses community cultural wealth to investigate how Latina first-generation college students choose and pursue health care careers. Findings show that women employed multiple sources of capital to learn about career options, challenge inequalities in health systems, and to give back to family, especially to honor past and future generations of women.