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This document provides concise summaries of various research studies on different topics. The studies cover a range of subjects, including the effects of exercise on breast cancer patients, the role of a protein in hypertension, and the effects of hypoxia on the heart and skeletal muscle. Other studies explore topics such as the effects of lauric acid on diabetic rats, the assessment of VO2max in triathletes, and the effects of nano/microplastics on leukocyte behavior in mice. These summaries offer a brief overview of each study's findings, allowing library patrons to determine if they want to explore the full articles further. [Extracted from the article]

The article discusses the Mitchell Institute Physics Enhancement Program (MIPEP), which aims to support high school physics teachers who have little to no background in the subject. The program, run by the physics faculty at Texas A&M University, focuses on increasing teachers' physics content knowledge, improving their confidence in teaching physics, and introducing research-based instructional strategies. MIPEP includes intensive two-week sessions with content-focused instruction, inquiry-based labs, and enrichment activities. The program has shown positive impacts on participants' knowledge and confidence, and it is suggested that similar programs could be implemented by other physics departments to improve physics instruction at the high school level. [Extracted from the article]

The glomerular filtration rate (GFR) is the outcome of glomerular hemodynamics, influenced by a series of parameters: renal plasma flow, resistances of afferent arterioles and efferent arterioles (EAs), hydrostatic pressures in the glomerular capillary and Bowman's capsule, and plasma colloid osmotic pressure in the glomerular capillary. Although mathematical models have been proposed to predict the GFR at both the single-nephron level and the two-kidney system level using these parameters, mathematical equations governing glomerular filtration have not been well-established because of two major problems. First, the twokidney system-level models are simply extended from the equations at the single-nephron level, which is inappropriate in epistemology and methodology. Second, the role of EAs in maintaining the normal GFR is underappreciated. In this article, these two problems are concretely elaborated, which collectively shows the need for a shift in epistemology toward a more holistic and evolving way of thinking, as reflected in the concept of the complex adaptive system (CAS). Then, we illustrate eight fundamental mathematical equations and four hypotheses governing glomerular hemodynamics at both the single-nephron and two-kidney levels as the theoretical foundation of glomerular hemodynamics. This illustration takes two steps. The first step is to modify the existing equations in the literature and establish a new equation within the conventional paradigm of epistemology. The second step is to formulate four hypotheses through logical reasoning from the perspective of the CAS (beyond the conventional paradigm). Finally, we apply the new equation and hypotheses to comprehensively analyze glomerular hemodynamics under different conditions and predict the GFR. By doing so, some concrete issues are eliminated. Unresolved issues are discussed from the perspective of the CAS and a desinger's view. In summary, this article advances the theoretical study of glomerular dynamics by 1) clarifying the necessity of shifting to the CAS paradigm; 2) adding new knowledge/insights into the significant role of EAs in maintaining the normal GFR; 3) bridging the significant gap between research findings and physiology education; and 4) establishing a new and advanced foundation for physiology education. [ABSTRACT FROM AUTHOR]

Introduction: Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, especially in the Middle East and North Africa region, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. Methods: This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students' perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. Results: There was no statistically significant difference in students' knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students' satisfaction, to both confirmation and expansion of the systemic viewpoint around students' preferences, and lastly to refinement in relation to the perspective around retained knowledge. Conclusion: High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students' retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective. [ABSTRACT FROM AUTHOR]

Simple Summary: Iterative feedback from students using a research-supported, flipped classroom delivery within a foundational veterinary gastrointestinal anatomy and physiology course suggested a strong preference for change from flipped to flexible delivery. Integration of broader course feedback enhanced the student experience in the subsequent flexible delivery iteration. Feedback requested the following: that online teaching materials be made available earlier in the semester rather than progressively; the re-introduction of face-to-face lectures; and full-length lecture videos with a more conversational presentation style in addition to already provided shorter, modularized videos. Once the enhanced flexible learning approach was employed, a substantially improved student experience was reported, with enhanced work/study/life balance, reduced stress levels, and more efficient time use when studying. Our results highlight the importance of considering student perceptions and the student experience when designing and implementing educational interventions. This teaching method offers veterinary educators an innovative and efficient starting point for designing foundational coursework. No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform—VetCloud—was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being. [ABSTRACT FROM AUTHOR]

Background: Medical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students. Methods: A total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick's model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24. Results: The findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group. Conclusion: This study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology. [ABSTRACT FROM AUTHOR]

The article provides guidance for new PhD students in physiology or biomedical sciences, emphasizing the importance of preparation and active participation in their academic journey.

This study examined the impact of integrating virtual science inquiry activities with Predict-Observe-Explain (POE) teaching strategies on 5th graders' understanding of science concepts and epistemic beliefs in science. A cohort of 80 5th graders (mean age of 12 years old, 40 boys and 40 girls) from a public primary school in North China took part in the research. The data collected encompassed pre-test and post-test results on understanding of science concepts and epistemic beliefs, along with students' behavioral data during virtual science inquiry. The findings demonstrated that integrating virtual science inquiry activities with POE strategies increased students' understanding of science concepts and epistemic beliefs in science. Furthermore, notable differences were found in observation time and inquiry strategy between high and low achievers, while significant distinctions in page time allocation and page navigation behavior were evident between boys and girls. The results provided empirical support for enhancing the implementation of virtual science inquiry activities in primary school science learning. [ABSTRACT FROM AUTHOR]

Although research has touted the value of making in educational settings, scant work has been done in formal school contexts utilizing quantitative methods. This could be attributed to the various challenges in integrating making in school settings. To fill in the gap, this study presents an approach to integrate making into science classes at the 3rd to 5th grade levels in a U.S. public school for four consecutive years (2015–2019). We examined the effect of the program on students' self-beliefs (self-efficacy, motivation, and self-concept) using a longitudinal quasi-experimental design. We also examined the effect of making on students' knowledge and skills using state testing data. Results suggest that when averaged across post school year surveys, students in maker classes (vs. control) reported higher self-efficacy beliefs in science and making as well as more interests in STEM-related careers. Moreover, over two school years, we observed that students in the control group experienced declines on some of our variables while our maker students did not. Data thereby speaks to the potential value and promise of integrating making into formal school settings. Practical implications are discussed. [ABSTRACT FROM AUTHOR]

OBJECTIVE To determine the accuracy of 4 preoperative parameters (signalment, urinalysis, urine microbiological culture, and digital radiography) in predicting urocystolith composition, compare accuracy between evaluators of varying clinical experience and a mobile application, and propose a novel algorithm to improve accuracy. ANIMALS 175 client-owned dogs with quantitative analyses of urocystoliths between January 1, 2012, and July 31, 2020. METHODS Prospective experimental study. Canine urocystolith cases were randomly presented to 6 blinded "stone evaluators" (rotating interns, radiologists, internists) in 3 rounds, each separated by 2 weeks: case data alone, case data with a urolith teaching lecture, and case data with a novel algorithm. Case data were also entered into the Minnesota Urolith Center mobile application. Prediction accuracy was determined by comparison to quantitative laboratory stone analysis results. RESULTS Prediction accuracy of evaluators varied with experience when shown case data alone (accuracy, 57% to 82%) but improved with a teaching lecture (accuracy, 76% to 89%) and further improved with a novel algorithm (accuracy, 93% to 96%). Mixed stone compositions were the most incorrectly predicted type. Mobile application accuracy was 74%. CLINICAL RELEVANCE Use of the 4 preoperative parameters resulted in variable accuracy of urocystolith composition predictions among evaluators. The proposed novel algorithm improves accuracy for all clinicians, surpassing accuracy of the mobile application, and may help guide patient management. [ABSTRACT FROM AUTHOR]

A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students' learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment. [ABSTRACT FROM AUTHOR]

Background: One method used selectively in medical education institutions is the Flipped Classroom Model. According to this paradigm, students receive their first material education at home by completing tasks instead of the typical, boring teacher-centric lectures. (minimum 48-72 h before the session), and spend class time in interactive sessions and group activities. Aim and Objectives: The objectives of the study were to introduce Flip classroom teaching in the subject of biochemistry, compare teaching-learning with the flip classroom method and interactive lecturing in biochemistry for 1st-year MBBS students, and assess the acceptability and feasibility of this method among undergraduates and faculty members. Materials and Methods: A cross-sectional interventional study was carried out and department faculties were introduced to this method. One hundred students of 1st-year MBBS class were included in the study. There were two Groups, A and B, each with 50 students. For Topic I, Group A was taught by the flip classroom method and Group B was taught by the interactive Lecture method. For Topic II, Group A will be taught by the interactive Lecture method while Group B will be taught by the flip classroom method. Pre- and post-tests were conducted for both sessions. Feedback was taken as questionnaires from the students and faculties at the end of the sessions. Results: We found statistically significant differences among both methods from feedback received from the students. Feedback received from the faculties was very positive. The average Likert score was above four in almost all questionnaires. Conclusion: Our research indicates that interactive lectures are not as effective as the flipped classroom approach for teaching and learning. Due to providing material ahead of the lecture, students are more interactive in flipped classrooms and perform well in post-session examinations. [ABSTRACT FROM AUTHOR]

Simple Summary: The flipped classroom (FC) method allows students to first familiarize themselves with educational material independently, and then apply and deepen their understanding through active learning activities during subsequent sessions. Although this approach has been extensively applied in various fields, little is known about its implementation in basic veterinary subjects. This study explores the implementation of FC in veterinary biochemistry; physiology; and anatomy, with pre-class material primarily provided in video format and in-class sessions dedicated to quizzes and interactive activities. The findings reveal robust student engagement. A survey conducted after the first semester revealed that students generally perceived the pre-class material and quizzes favorably, with a significant majority supporting the FC approach. However, by the second semester, preferences evolved, as more students favored traditional lectures over FC, bringing up issues about the pros and cons of FC implementation. Feedback on FC highlighted enhanced comprehension and self-management as key benefits while also highlighting the challenge of time constraints. This study indicates that the adoption of the FC approach can be positively embraced in basic veterinary subjects if it avoids an excessive workload on students. In conclusion, this study suggests that FC can be successfully integrated into basic veterinary education, maintaining a balance that prevents overwhelming students with excessive workloads. Flipped classroom (FC) is a teaching method where traditional learning roles are inverted. Students are provided with material in advance and are expected to study the content prior to in-class sessions. These sessions are subsequently utilized to clarify doubts and examine in greater depth the previously acquired knowledge. Despite the widespread nature of its approach in health education, its application in basic veterinary subjects remains poorly described. This study explores the implementation of the FC approach in veterinary physiology, biochemistry, anatomy, and embryology. Pre-class material was mainly provided in video format, and class sessions facilitated quizzes and interactive activities aimed to reinforce understanding. The findings indicate a high level of student involvement and effective class preparation, as evidenced by over 84% of students participating in FC in-class sessions and generally achieving satisfactory scores on quizzes. A survey conducted at the end of the first semester shows that a high proportion of students positively valued pre-class material (>90%), quizzes (82%), and the FC approach (66%). However, by the end of the second semester, traditional lectures were preferred by more students than FC (45% and 25%, respectively), while 30% of the students mentioned having no preference between the two methods. Analysis of open-ended responses underscored positive facets of the FC approach, including self-organization, enhanced understanding, and availability of pre-class material. However, it also emphasized challenges associated with FC, such as the significant time and effort required. In conclusion, this study suggests that the FC approach can be well received in integrated basic veterinary subjects if it does not imply an excessive student workload, underscoring the potential benefits of a blended teaching approach that combines elements of both traditional and FC methods. [ABSTRACT FROM AUTHOR]

It is vital that upper secondary students gain a rich and deep knowledge of sustainability issues, as they will enter adulthood and working life within a short time. The students belong to a generation that will be intensely involved in managing several environmental issues to achieve sustainable development for our Earth. However, earlier research indicates that many teachers have a low self-efficacy for teaching sustainability issues. This study aimed to explore how science teacher teams in Swedish upper secondary schools can develop their knowledge and expertise in sustainable development (SD) through collective reflections with the support of the reflective tool Content Representation (CoRe). Science teachers' pedagogical content knowledge (PCK) development in teaching SD was examined. Twelve in-service science teachers participated in the study. The qualitative research design included semi-structured interviews and science teacher teams' collective meetings. The findings covered four themes about how the collective reflections with support of the CoRe tool stimulated teachers' PCK development: (1) creating structure and a focus for learning conversations, (2) modification of the teaching approach, (3) development of new content knowledge and pedagogical knowledge in SD, and (4) shared language to stimulate equal opportunities for students to learn SD. The conclusion is that with the support of CoRe, the teacher team's collective PCK in SD was developed; therefore, we recommend that decision-makers within the school system organize regular meetings in science teacher teams and introduce CoRe to the teachers. [ABSTRACT FROM AUTHOR]

A hemocytometer is a key piece of laboratory equipment typically used in diagnostic and immunology research laboratories to enumerate white blood cells. The accurate quantification of cell density is essential to ensure accurate numbers of cells are added to assays to generate valid data. Hence, learning to correctly use a hemocytometer is a critical skill for all undergraduate immunology students. However, this skill can be challenging to learn because of students’ unfamiliarity with correct cell identification, differentiating viable versus dead cells and mathematical proficiency in calculating cell density and viability. To address these issues, we developed an interactive computer simulation that replicated all aspects of a Neubauer‐style hemocytometer. This simulation was used to teach second‐year undergraduate immunology students before a face‐to‐face (F‐2‐F) laboratory exercise where these skills were applied. Using a mixed methods approach, student performance and feedback were collected on broad aspects of the intervention and its benefits to the F‐2‐F setting. The approach was found to be extremely successful with all measures indicating a significant impact of the virtual hemocytometer on student learning, understanding and confidence. We suggest that integrating an online simulation to teach students the fundamentals of hemocytometer use and calculations is a valuable educational aid for learning this important skill. [ABSTRACT FROM AUTHOR]

Learning with games requires two types of information, namely domain‐specific information and game‐specific information. Presenting these two types of information together with gameplay may pose a heavy demand on cognitive resources. This study investigates how timing of information presentation affects cognition (ie, mental effort and performance), motivation (ie, achievement goals) and emotion (ie, achievement emotions). Participants were secondary school students (N = 145). Participants participated in a 2 × 2 factorial experiment with two factors—timing of domain‐specific information presentation and timing of game‐specific information presentation, either before or during gameplay. We measured mental effort, chemistry knowledge, time on task, achievement goals and achievement emotions. Multiple regression and robust regression revealed that presenting domain‐specific information before gameplay promoted higher approach goals, higher avoidance goals and more enjoyment than presenting it during gameplay. There was no difference between presenting game‐specific information before gameplay and during gameplay except for performance‐avoidance goals. We conclude that timing of information presentation affects motivational and emotional processes and outcomes and that students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. Educators may change the timing of domain‐specific information presentation accordingly. Practitioner notes What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. [ABSTRACT FROM AUTHOR]

Background: In the post-pandemic era of higher education, hybrid teaching has emerged as a prevalent approach and is anticipated to persist as a defining trend in the future teaching reforms worldwide. However, despite its widespread adoption, certain limitations have become apparent. The objective of this study is to identify the genuine factors that impact students' performance, explore strategies that teachers can employ to enhance their teaching effectiveness and enhance students' academic self-efficacy. Methods: The study was performed among undergraduate medical students enrolled in Physiology course at Harbin Medical University in 2020 and 2022. Since 2020, influenced by the COVID-19 pandemic, a hybrid teaching method based on an established offline teaching model called BOPPPS was implemented. A questionnaire was performed in both 2020 and 2022 to evaluate students' satisfaction and efficiency of our hybrid teaching. A comparison was also carried out on the final examination scores of students majoring in Pharmacy and Clinical Pharmacy across the years 2020 to 2022. Results: The final examination scores of students in 2022 were significantly lower than those in 2020 and 2021 both in Pharmacy and Clinical Pharmacy majors. There was also a decrease of the score in students of Clinical Pharmacy in 2021 compared to 2020. The questionnaire indicated that over half (52.0%) of the students in 2022 preferred offline teaching method, in contrast to 39.1% in 2020. There were obvious changes in students from 2020 to 2022 about the disadvantages of hybrid teaching, the improvement of students' learning ability and the duration of students' autonomous learning. Through cross statistical analysis, online learning styles, learning ability improvement and students' learning burden have been identified as the primary factors influencing their preference for future teaching method. Conclusions: Hybrid teaching is still a necessary trend in the future teaching reform base on its multiple advantages. However, in order to improve the teaching outcomes and foster students' participation and learning initiatives, it is imperative to undertake additional reforms in the future teaching process. [ABSTRACT FROM AUTHOR]

Background: The learning environment in medical education is crucial for student development, encompassing social, psychological, and physical aspects that significantly affect learning. This study aimed to assess undergraduate medical students' perception of the orthopaedic ward's learning environment and examine the factors influencing their overall satisfaction during clinical rotation. Methods: This cross sectional quantitative study was conducted in a private medical college in Pakistan. Data was collected through a pre-validated questionnaire, "The Healthcare Education Micro-Learning Environment Measure (HEMLEM)." Data analysis was done using SPSS version 23 software. Results: A total of 205/300 students (response rate 68.33%) [103 (50.2%) males and 102(49.85) females] participated in this survey. Notably, 116 (56.6%) appreciated the ward's welcoming, friendly, and open atmosphere, and 114(55.6%) of the respondents appreciated the ward culture where they felt free to ask questions or comment. Additionally, 111(54.7%) appreciated the faculty's enthusiasm for teaching. A comparison between male and female students showed significantly higher satisfaction among males regarding staff attitudes and behaviours (p <.019). Conclusion: Undergraduate students held a predominantly positive view of the orthopaedic ward's learning environment, with differences observed based on gender and year of study. The study highlights the importance of both staff attitude and teaching quality in shaping the educational experience. It suggests that medical institutions should focus on enhancing teaching skills among clinicians to improve learning experiences and ultimately benefit patient care and the healthcare system. [ABSTRACT FROM AUTHOR]

Based on a systematic review of flipped learning (FL) instructional principles and the technology acceptance model, this study examined the effects of instructional factors on students’ acceptance of and participation in FL activities in learning Chinese as the native language. The participants were 2684 primary and secondary school students in Hong Kong. Two questionnaires were used to measure students’ perceptions of FL instructional design and implementation in their Chinese language classes and their acceptance and participation in FL activities. Descriptive analysis indicated that students perceived a moderately high degree of consistency between the design and implementation of FL activities in their Chinese language classes and the various instructional principles of FL. Students’ perceptions about FL were positive and their intention to use this new approach to learn Chinese was high. Structural equation modelling showed that the quality of FL tasks significantly and positively affected students’ perceptions about the usefulness, ease of use, and enjoyment of FL, which, in turn, indirectly influenced their intentional and actual use of FL. The findings provide insights for improving students’ acceptance of FL as a novel learning approach within traditional language learning in school. [ABSTRACT FROM AUTHOR]

This document summarizes a collection of articles that focus on mentorship and leadership in STEMM fields. The articles emphasize the significance of mentorship programs in engaging students and promoting success in STEMM disciplines. They also highlight the importance of inclusive and culturally sensitive approaches to teaching and mentoring, as well as the use of internet platforms to increase equity and access to information. The articles provide practical guidance for implementing mentoring and support programs and emphasize the potential for these approaches to create a more inclusive scientific community. [Extracted from the article]

Purpose: This study aimed to measure student satisfaction with a revised ophthalmology delivery format, which due to the pandemic had previously relied on a remote online flipped classroom (OFC) format compared to a blended learning format. This educational strategy combined online learning with in-person seminars and practical patient centred sessions. Our previous investigations demonstrated a significant lack of student satisfaction with a curriculum solely reliant on a remote OFC, as such we hypothesised that a blended learning approach would result in improved levels of student satisfaction and knowledge gain. Methods: Non-randomised intervention study of two groups; group 1 = OFC group and group 2 = BL group, compared perspectives of 4th year ophthalmology students using a validated course evaluation questionnaire (CEQ). Results: A total of 59 students from the BL group (n = 257; response rate = 23.0%) and 28 from the OFC group agreed to participate in the study (n = 114; response rate = 24.6%). Participants in the BL group felt it was easier to determine the standard of work that was expected (77.42% v 60.71%) and demonstrated significantly increased satisfaction with staff motivation of students (95.16% v 64.29%, p <0.001) and provision of feedback (74.19% v 46.43%, p = 0.004), compared to the OFC group. Furthermore, students in the BL group also felt the course significantly improved their analytical skills (64.52% v 42.85%, p = 0.023) and ability to work as part of team (69.36% v 25%, p <0.001) as well as reporting reduced dissatisfaction with the level of choice afforded in terms of how they would learn (33.88% v 60.71%, p = 0.31) and the how they were assessed (59.68% v 89.28%, p = 0.004). No evidence of a statistical difference in exam score was observed. Conclusions: The COVID-19 pandemic necessitated an unavoidable pivot to online and distance learning, to meet the challenges presented by government mandates and social distancing requirements. Since many of these directives have been reversed, it is important to evaluate the effectiveness and learner perceptions' of the online and distance learning interventions. In this study we demonstrated a significant student preference for BL compared to the OFC approach, with comparable student performances determined by MCQ examinations. Our findings suggest a preference for reintroducing in-person and patient engagement activities in post-pandemic health professions education. [ABSTRACT FROM AUTHOR]

The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the analysis of multiple‐choice questions, employing Bayesian correlations and multiple logistic regression. We thereby focus on specific types of conceptualizations of the greenhouse effect that have been identified in previous research and furthermore investigate the coherency of them. To do so, we analyzed answers of N = 604 grade 11 students in Austria and Germany and interpreted them from different theoretical perspectives. The findings showed that students hold various ideas about the greenhouse effect that are only seldom coherent, in particular when it comes to adequate ideas about the greenhouse effect. However, especially for a reflection‐based framework of the greenhouse effect, our results demonstrate that students' conceptions show some form of coherency. We argue that our results can inform the development of effective teaching strategies that address students' existing knowledge and alternative conceptions. In terms of practical implications, the findings suggest that teaching strategies should provide opportunities for students to integrate their knowledge pieces into a more coherent understanding of the greenhouse effect. The study highlights the need for further investigation into the relationship between knowledge pieces and frameworks not only for the greenhouse effect, but for science education in general. [ABSTRACT FROM AUTHOR]

In order to encourage college students to innovate and start businesses in order to alleviate the increasingly serious employment pressure, all sectors of society attach great importance to the cultivation of College Students' entrepreneurial ability. However, due to the lack of social presence awareness of learners, the interaction willingness of entrepreneurship education model is low, and the teaching effect is not strong. This article takes "learner interaction" as the core, takes the design of collaborative problem-solving learning activities as the starting point, and selects four influencing factors of the importance of learners in the interactive network, including point centrality, intermediary centrality, proximity centrality, and the object of interaction, from the macro, meso, and micro levels of cohesion of the interactive network. Based on the level of social presence, the core content of the interaction model of information perception, emotional experience and feedback exchange is determined according to social presence, and an interaction model to improve students' social presence in online learning is constructed. The example verification shows that this method can significantly improve the learning participation of entrepreneurship education learners, and the on-the-spot manifestation of learners' social practice is more significant. [ABSTRACT FROM AUTHOR]

The purpose of the investigation was to evaluate the utility of ChatGPT, a state‐of‐the‐art language model developed by Open AI, in the context of civil engineering education. To achieve this objective, 44 civil engineering students from a large state university in the United States were recruited and asked to respond to three questions pertaining to Construction Surveying and Geomatics. The students were then introduced to ChatGPT and provided with guidelines on how the platform could be utilized for educational purposes, including obtaining answers to questions like those presented to them earlier. The students were then given the opportunity to leverage ChatGPT to obtain responses to questions they had been presented with earlier and any other related queries of interest. Subsequently, the students were asked to provide written responses to the same questions they were presented with earlier, but without access to ChatGPT or its response, to assess any knowledge gains. The investigation also captured the student's acceptance and perceived usability based on their experience of using ChatGPT. The findings indicated that the student's written responses were more thorough, detailed, and informative after utilizing ChatGPT. The results also revealed that ChatGPT was largely well‐received by the students and they held a positive perception of the AI platform. The findings can inform efforts targeted at successfully integrating AI tools for civil engineering education. [ABSTRACT FROM AUTHOR]

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

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

Abstract Background In the post-pandemic era of higher education, hybrid teaching has emerged as a prevalent approach and is anticipated to persist as a defining trend in the future teaching reforms worldwide. However, despite its widespread adoption, certain limitations have become apparent. The objective of this study is to identify the genuine factors that impact students’ performance, explore strategies that teachers can employ to enhance their teaching effectiveness and enhance students’ academic self-efficacy. Methods The study was performed among undergraduate medical students enrolled in Physiology course at Harbin Medical University in 2020 and 2022. Since 2020, influenced by the COVID-19 pandemic, a hybrid teaching method based on an established offline teaching model called BOPPPS was implemented. A questionnaire was performed in both 2020 and 2022 to evaluate students’ satisfaction and efficiency of our hybrid teaching. A comparison was also carried out on the final examination scores of students majoring in Pharmacy and Clinical Pharmacy across the years 2020 to 2022. Results The final examination scores of students in 2022 were significantly lower than those in 2020 and 2021 both in Pharmacy and Clinical Pharmacy majors. There was also a decrease of the score in students of Clinical Pharmacy in 2021 compared to 2020. The questionnaire indicated that over half (52.0%) of the students in 2022 preferred offline teaching method, in contrast to 39.1% in 2020. There were obvious changes in students from 2020 to 2022 about the disadvantages of hybrid teaching, the improvement of students’ learning ability and the duration of students’ autonomous learning. Through cross statistical analysis, online learning styles, learning ability improvement and students’ learning burden have been identified as the primary factors influencing their preference for future teaching method. Conclusions Hybrid teaching is still a necessary trend in the future teaching reform base on its multiple advantages. However, in order to improve the teaching outcomes and foster students’ participation and learning initiatives, it is imperative to undertake additional reforms in the future teaching process.

Self-efficacy has been linked to academic performance, motivation, and progression within engineering degree programs. Such associations are context specific, and an understanding of sources of self-efficacy is paramount to guiding policy and practice enhancements. We sought to understand the self-efficacy beliefs held by 1st year engineering students on a common entry program in Ireland prior to their choosing of a field of engineering to pursue for the remainder of their undergraduate studies. A mixed-methods survey design was adopted. Self-efficacy was quantitatively measured at the beginning and end of the participants second semester using the scale developed by Mamaril et al. (Mamaril, N. A., E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy. 2016. “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study.” Journal of Engineering Education 105 (2): 366–395. https://doi.org/10.1002/jee.20121.). Data was gathered pertaining to general and three distinct domains of engineering self-efficacy. In the post-survey, open questions were added to capture qualitative insight regarding participants’ views on the sources of their beliefs. A partial replication of the results of Mamaril et al. (Mamaril, N. A., E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy. 2016. “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study.” Journal of Engineering Education 105 (2): 366–395. https://doi.org/10.1002/jee.20121.) was observed suggesting possible contextual impacts on specific dimensions of student self-efficacy. Female students began the semester with significantly lower tinkering skills self-efficacy to male students, with female students general engineering self-efficacy increasing statistically more over the semester within a CDIO module. Qualitative findings indicate context-specific gendered experiences perceived as impacting student self-efficacy. [ABSTRACT FROM AUTHOR]

In the teaching-learning processes of chemistry, in the first year of a university degree, difficulties can be observed that are associated with the complexity of chemical language and the different levels of representation necessary for its approach. Therefore, these processes should have a strong synergy between the way students learn and the way teachers teach. The present study investigated two aspects of the teaching-learning process of chemistry in health science courses at USAM. The first was to identify the predominant learning style of students according to Bandler and Grinder's Neuro-Linguistic Programming Model (VAK model: visual-auditory-kinesthetic), and the second was to identify, from the students' perspective, whether the teachers' strategies were related to any of the aforementioned learning styles. As a result, it was found that in this group of students, there are diverse learning styles, and it was also verified that chemistry teachers apply a variety of strategies, many of which are closely related to one of the learning styles described by the VAK method. Furthermore, through the contrast of the 2-test, it was confirmed that there is a direct relationship between the students' learning style and the pedagogical strategies that the teachers apply. In other words, in any process of pedagogical planning, in the subject of chemistry, it is recommended that the teacher has a clear idea of the various predominant learning styles in their group of students. This allows for the generation of a quality educational process that achieves meaningful learning. [ABSTRACT FROM AUTHOR]

Simple Summary: Due to the fast changes in the availability of new technologies, partially accelerated by COVID-19, veterinarians and veterinary students faced the challenges of digital learning technologies embedded in practical laboratories. In particular, veterinary pathology courses transitioned from traditional methods to digital pathology, the viewing of slides on a computer screen. The aims of this study are to evaluate and compare the personal effectiveness and satisfaction, as well as the advantages and disadvantages of digital pathology, specifically digital cytology, as a teaching method among European veterinary students at the undergraduate and postgraduate level who attended digital pathology courses during and before the pandemic. Digital cytology refers to the visualisation of cytological samples on a screen. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. From our results, the main differences emerged in training, the disadvantages of digital cytology, and the preferred method of learning cytology. Finally, all students consider digital cytology as a satisfactory primary teaching methodology; however, the importance of not completely replacing light microscopy, a common tool in everyday veterinary practice, emerged, especially from postgraduate students. The COVID-19 pandemic accelerated technological changes in veterinary education, particularly in clinical pathology and anatomic pathology courses transitioning from traditional methods to digital pathology (DP). This study evaluates the personal effectiveness and satisfaction, as well as the advantages and disadvantages, of DP, in particular digital cytology (DC), as a teaching method among European veterinary students, both at the undergraduate and postgraduate level, who attended digital pathology courses during and before the pandemic. A further aim is to discuss the differences between the two student groups. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. Results indicated that undergraduate students showed greater digital pathology training, favouring DC as the most effective learning modality. In contrast, postgraduate students reported less digital slide training, and their preference for learning cytology was split between DC alone and DC integrated with traditional microscopy. All students experienced whole slide imaging for learning cytology slides prevalently, and they stated that DC enhanced their learning experience. While DC demonstrates personal effectiveness and satisfaction as a teaching method, it is important to not replace pathology training with light microscopy completely, as almost a third of the students indicated. [ABSTRACT FROM AUTHOR]

While the provision of peer feedback has been widely recommended to enhance learning, many students are inexperienced in this area and would benefit from guidance. This study therefore examines the impact of instructions and examples on the quality of feedback provided by students on peer-developed learning resources produced via an online system, RiPPLE. A randomised controlled experiment with 195 students was conducted to investigate the efficacy of the approach. While the treatment group had access to instructions and examples to support their provision of feedback, the control group had no such assistance. Students' feedback comments were coded using an adaptation of the S.P.A.R.K. (Specific, Prescriptive, Actionable, Referenced, Kind) model. The results indicate that the instructional guide and examples led to students writing more comprehensive comments. The intervention notably enhanced the presence of feedback traits matching the S.P.A.R.K. model and increased instances where multiple traits of quality were observed in a single comment. However, despite the guide's impact, the students' ability to provide actionable feedback was limited. These findings demonstrate the potential of developing and integrating structured guidance and examples into online peer feedback platforms. [ABSTRACT FROM AUTHOR]

Here we demonstrate how data from the clinical pulmonary function lab can help students learn about the principle of airway-parenchymal interdependence. We examined the relationship between airway conductance (Gaw) and lung volume (thoracic gas volume, TGV) in 48 patients: 17 healthy; 20 with emphysema, expected to have reduced airway-parenchymal interdependence; and 11 with pulmonary fibrosis, expected to have increased airway-parenchymal interdependence. Our findings support these expectations, with the slope of Gaw vs. TGV being steeper among those with pulmonary fibrosis and flatter among those with emphysema, compared to the slope of the healthy group. This type of analytic approach, using real-world patient data readily available from any pulmonary function laboratory, can be used to explore other fundamental principles of respiratory physiology. NEW & NOTEWORTHY: This report demonstrates how common data obtained from the clinical pulmonary function testing laboratory can be used to illustrate important principles of respiratory physiology. Here we show how the relationship between airway conductance and lung volume across different disease states reflects intrinsic differences in airway-parenchymal interdependence. [ABSTRACT FROM AUTHOR]

We offered an enrichment program for high school students with the theme, "The Environment, Health, and You" during the Summer of 2022 and the Spring of 2023. We developed several educational modules for high school students that provided them with an opportunity to learn and explore the foundations of physiological systems, nutrient needs to maintain health, and the impact that environmental factors can have on them. The modules included videos, discussion boards, games, readings, and labs. These modules were integrated into the first session: Your Body and Health. On day 1, the first module explored the basic physiology and anatomy of the body with respect to the organization of cells into organ systems. Additionally, the educational content included information on macro- and micronutrients and their impact on body development, nutrition, and metabolism. The nutrition module explored nutrition concepts and various factors that can impact healthy eating patterns, such as food insecurity issues and the consumption of ultraprocessed foods. A lab activity on label reading was included to help empower students to make healthy choices. A total of 43 high school students participated in the program. Overall, the quality of the educational content in the modules was rated highly by the students, and they indicated that the educational experience inspired them to learn more about the physiology and nutrition concepts associated with human metabolism, and the importance of healthy food choices to maintain health. NEW & NOTEWORTHY: We describe how we integrated guided learning teaching modules in an enrichment program for high school students with the aim of enhancing their knowledge and skills to empower them to take charge of their own health risks and well-being. [ABSTRACT FROM AUTHOR]