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Purpose: To study the degree of accuracy in gingival shade matching of undergraduate students using a computer application. Materials and Methods: In total, 76 undergraduate dental students' gingival shade-selection abilities were evaluated using an in-house developed computer application. A total of 15 intraoral gingival photographs and 21 pink gingival color porcelain samples were used. The environmental conditions were standardized, and no time limit was set for answering in the computer application. Results: Fourteen gingival color samples (66.6%) were not useful for representing the studied gingival shades. Not all natural gingival colors studied were represented within the 50.50% acceptability limits of the pink samples. There were no statistically significant differences between men and women in terms of "hit" percentages. The highest correlation coefficient (in absolute value) was for the L* coordinate (the darker the gingiva in the picture, the higher the hit rate for choosing the "ideal" shade tab); however, none of the linear correlation coefficients were statistically significant. Conclusions: Not all colors provided in the pink ceramic system were useful for subjective gingival selection. There were no statistically significant differences between male and female dental students in gingival color perception. The L* coordinate was the only one that influenced the correct perception of gingival color by dental students, and it did so more in women than in men. [ABSTRACT FROM AUTHOR]

This study examines the impact of instructors’ use of academic alerts on student outcomes in higher education investigating whether the implementation of academic alerts influences these outcomes. Data were analysed from a large public institution in the central United States during the 2021–22 and 2022–23 academic years. The study focused on a sample of 3014 students enrolled in courses where instructors employed academic alerts (treatment group) and 3702 students in courses where instructors did not use alerts (control group). To address potential selection bias, we employed propensity score matching techniques to enable a more accurate estimation of the average treatment effects. Our results indicate that the use of academic alerts is associated with lower course withdrawal rates, higher average course grades, and a greater percentage of students achieving a grade of ‘C’ or higher. These findings underscore the effectiveness of using academic alerts in improving student outcomes and provide insights into proactive strategies for promoting student success. [ABSTRACT FROM AUTHOR]

Introduction: The medical school selection literature comes mostly from a few countries in the Global North and offers little opportunity to consider different ways of thinking and doing. Our aim, therefore, was to critically consider selection practices and their sociohistorical influences in our respective countries (Brazil, China, Singapore, South Africa and the UK), including how any perceived inequalities are addressed. Methods: This paper summarises many constructive dialogues grounded in the idea of he er butong (和而不同) (harmony with diversity), learning about and from each other. Results: Some practices were similar across the five countries, but there were differences in precise practices, attitudes and sociohistorical influences thereon. For example, in Brazil, South Africa and the UK, there is public and political acknowledgement that attainment is linked to systemic and social factors such as socio‐economic status and/or race. Selecting for medical school solely on prior attainment is recognised as unfair to less privileged societal groups. Conversely, selection via examination performance is seen as fair and promoting equality in China and Singapore, although the historical context underpinning this value differs across the two countries. The five countries differ in respect of their actions towards addressing inequality. Quotas are used to ensure the representation of certain groups in Brazil and regional representation in China. Quotas are illegal in the UK, and South Africa does not impose them, leading to the use of various, compensatory 'workarounds' to address inequality. Singapore does not take action to address inequality because all people are considered equal constitutionally. Discussion: In conclusion, medical school selection practices are firmly embedded in history, values, societal expectations and stakeholder beliefs, which vary by context. More comparisons, working from the position of acknowledging and respecting differences, would extend knowledge further and enable consideration of what permits and hinders change in different contexts. Authors from 5 countries offer guidance on how medical school selection reflects the history and values surrounding our institutions in an effort to foster understanding and change. [ABSTRACT FROM AUTHOR]

Purpose:In order to provide theoretical support for the basic skills competition of college and university students, the reform of physical education instruction in colleges and universities, and the talent development system for physical education majors, we analyze and research the basic skills competition in order to identify the issues that currently exist and propose solutions. Methodology:The fundamental skills competition of physical education majors in regular higher education institutions in Chongqing in 2024 is thoroughly examined in this study using the literature approach, mathematical statistics method, observation method, and comparative analysis method. Description of state of knowledge: A test of college and university physical education majors' training, the basic skills competition serves as a vital platform for advancing the caliber of college and university physical education majors, the caliber of students' physical education instruction, the depth of physical education majors' training, and the overall proficiency of students. Conclusion:1. It is necessary to enhance the competition elements and score weighting, as well as to reinforce the uniformity of the student selection process and judging criteria. 2. Improve the basic skills competition's content and score distribution, create a scientific method for choosing pupils to compete, and fortify the impartiality of the performance evaluation criteria. 3. In order to increase the learning motivation of college and university students studying physical education, it is important to emphasize the value of teaching the fundamentals of various physical education topics. Additionally, the teaching of physical education should improve students' practical and application skills. [ABSTRACT FROM AUTHOR]

Literature suggests that the international student industry faces increasing risk, given the substantial dependence on a few source countries. Inbound international student mobility (ISM) data of leading higher education (HE) destination countries were examined, with China and India as the source countries. This study classifies Australia, Canada, and the USA as host countries with a high international student source country dependency risk; the UK as a host country with a moderate dependency risk. By exploring the issue from a dependency risk mitigation perspective, this study identifies an elaborate two-step market diversification approach involving international market selection and marketing strategy. [ABSTRACT FROM AUTHOR]

Background: As multiple mini-interviews (MMI) have grown in popularity in selecting applicants to health science programmes, it is essential to comprehend students' views towards MMI and its usefulness in the admissions process. The study aims to explore students' perceptions on the usefulness and satisfaction of the MMI as an admission process into the health science programmes offered in Universiti Brunei Darussalam (UBD). Methods: A cross-sectional study using a self-administered questionnaire was distributed to all Year 1 and 2 health sciences students in the university. For qualitative data, the responses obtained from the answers to the open-ended questions were analyzed manually using thematic analysis. Open coding was performed initially to identify words with similar meanings, recurring patterns and ideas. Focus coding was performed to group codes which sounded and felt similar. Themes were formulated and then reviewed. Descriptive statistics and univariate analysis were applied. Results: 127 students participated in this study (53.4% response rate). 38.6% underwent the online MMI and 61.4% had the face-to-face MMI. 81% of participants agreed that the MMI was a fair assessment tool (81%), with adequate time allocated (91%), provided opportunity to demonstrate understanding of the profession (81%), and to express themselves (81%) but only 27% agreed that MMI was an enjoyable experience. No statistically significant differences were detected by gender. Those who did online MMI (89%) reported higher opportunity to express themselves, where 80% agreed it was an effective tool to assess selection of students in the health science profession. Univariate analysis revealed that male participants (42%) and those who did the online MMI (40%) were slightly more satisfied than those who did it onsite. Conclusion: Student perception is important for MMIs because it provides valuable insights into the effectiveness and fairness of the interview process. Study participants' perceptions of the MMI were positive, with objective reports on its fairness, timing, and feasibility but felt unprepared for the interview process and less enjoyable. Online MMI is favoured more by participants who rated it higher effectiveness and adequate timing with a better understanding of stations. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of engaging high school students in meaningful research opportunities to build a more diverse and research-oriented pipeline in STEM fields. It advocates for the creation of tailored programs such as internships, mentorships, outreach efforts, and summer programs, highlighting their mutual benefits for students, academic institutions, and faculty.

The demanding dental curriculum and competitive nature of admission make it crucial for dental schools to apply strict preadmission criteria in order for them to select the best candidates. The objectives of this study are to evaluate the ability of preadmission criteria used (cumulative grade point average [CGPA], emotional intelligence [EI] test and semi-structured interview) in predicting the in-programme performance regarding academic performance, perception of education environment and perceived stress for the Bachelor of Dental Surgery undergraduates and to determine the relationship between EI and perceived stress amongst these students. This longitudinal study was conducted in two parts. Part one was conducted as a retrospective review of preadmission criteria consisting of EI, CGPA and results of a structured interview, while the second part included a crosssectional evaluation of the education environment using the Dundee Ready Education Environment (DREEM) questionnaire and evaluation of perceived stress using the Perceived Stress Scale (PSS). The sample included all students enrolled between the 2015/2016 and 2019/2020 academic year. Academic performances were collected and analysed, revealing a positive correlation between preadmission CGPA and academic performance for the dental public health course. An inverse correlation was found between interview performance and education environment experience, where higher interview results were associated with lower education environment experience. Additionally, a positive correlation was found between EI scores and academic performance in the Periodontology subject. The current preadmission criteria do not provide much insight into the predicted future performance and experience of students. The inclusion of other tools such as a programme-specific entrance test could be considered. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of diversity, equity, and inclusion (DEI) in Thai medical education over the past decade. It highlights efforts to improve access to medical schools for students from rural areas and underprivileged backgrounds through various admission pathways. Initiatives like the Medical Education for Students in Rural Areas Project (MESRAP) have helped address physician shortages in rural regions. The article also touches on gender balance in medical education and the importance of incorporating DEI principles into the medical curriculum to enhance healthcare quality. [Extracted from the article]

Research on student selection mostly focuses on accepted applicants and the effects of selection procedures. In this sense, most samples seem to be biased, which is well-reflected in the literature. The present study investigates student selection regarding students who had been initially de-selected but finally succeeded in the admission process. Our results show that students from the de-selected group reveal lower performance, i.e. higher dropout, and thus lead to decreases in relative organisational performance. We argue that higher education institutions may be confronted with a performance dilemma if external stakeholders prefer institutional growth, and internal actors prefer maintenance of educational standards. In this situation, reduced graduation rates have the potential to undermine the output legitimacy of higher education institutions. Therefore, we recommend focusing more on the balance between academic standards, stakeholders' demands, and processes of student selection. From a theoretical point of view, we suggest broadening the perspective and combining selection theory with organisation theory. [ABSTRACT FROM AUTHOR]

Background: Diversifying the nursing workforce entails concerted efforts to recruit and retain students from under-represented racial and socioeconomic groups who are especially vulnerable to barriers hindering academic success. This article describes faculty strategies for retaining and supporting students toward program completion and first-time National Council Licensure Examination for Registered Nurses (NCLEXRN) passage at a mission-driven school in rural Appalachia where most of the students have socioeconomically disadvantaged backgrounds. Method: Independent samples t tests were used to compare academic variables between students who passed the NCLEX-RN on their first attempt and students who did not. Qualitative data were elicited from interviews and surveys. Data analysis informed policy change and student support services. Results: An action plan supported under-represented students' success in first-time NCLEX-RN passage with an average rate of 96% for the past decade. Conclusion: Focused multimodal support can promote the success of students with socioeconomic challenges who will enrich the nursing workforce with the diversity that the profession seeks. [J Nurs Educ. 2024;63(12):844–849.] [ABSTRACT FROM AUTHOR]

Purpose: Selection for postgraduate medical training is high-stakes and complex. The learning value of assessments for selection has, thus far, been underexplored, limiting their uptake as potentially meaningful learning experiences. The aim of this study was to explore the learning value residency applicants derive from an intelligence, personality, motivation and competency selection assessment and what factors influence the experienced learning value. Methods: In Autumn 2020 and Spring 2021, we conducted individual semi-structured interviews with sixteen applicants for pediatric residency training. Selection outcomes were unknown at the time of the interview. Interviews were transcribed verbatim and thematically analyzed. Results: Participants reported that the assessment was valuable in fostering self-reflection and self-awareness, embracing self-acceptance, pursuing development goals, assessing professional fit, and harnessing motivational drivers in work. The experienced learning value was influenced by applicants' ability to interpret its results, their focus on the high-stakes selection process and concerns regarding the acceptability and credibility of the selection tool. Conclusions: While the selection assessment showed learning potential, its learning value was impeded by a preoccupation with the high-stakes nature of the selection procedure. Intentional integration of the selection assessment in the learning curriculum may play a pivotal role in realizing its learning potential. [ABSTRACT FROM AUTHOR]

Background: Following the government's unilateral announcement to increase medical school quotas, serious concerns are rising over the development of medical education and future healthcare in South Korea. Medical experts are disappointed by the lack of transparent decision-making. Unlike major developed countries that establish specialized bodies with expert involvement to set physician workforce policies, the Korean government plans to create a "human resource supply and demand estimation adjustment system" without sufficient consultation with medical professionals. This study analyzes Japan's policy process regarding medical school quotas to derive implications for establishing governance for physician workforce supply and demand in Korea. Current Concepts: In Japan, the Physician Supply and Demand Subcommittee, mostly comprising medical experts, conducts in-depth discussions on adjusting physician supply and addressing regional disparities. Their discussions are transparent and publicly disclosed, influencing policy decisions such as gradual adjustments to quotas and measures to improve physician distribution. Discussion and Conclusion: Japan's approach demonstrates the importance of involving medical experts in policymaking and ensuring transparency. The Japanese government collaborates with medical professionals to accurately project physician supply and demand, and adjusts medical school quotas gradually. In contrast, Korea's abrupt plan to increase quotas without thorough expert consultation may lead to unintended consequences. It is imperative for the Korean government to form consultative bodies centered around medical experts to engage in in-depth discussions, ensuring that policies are realistic and effectively addressing challenges such as population decline and regional healthcare disparities. [ABSTRACT FROM AUTHOR]

AbstractStudies using cross-country comparisons argue that the benefits of parental involvement depend on the educational setting in which it exists. However, contextual and cultural differences likely transcend the differences observed across educational systems. Instead, this study compares the educational advantages of parents’ school-based involvement across different admissions systems in a single society. I draw on the case of Taiwan, where high schools select students through both applications and exams. The findings show that parental involvement is positively associated with children’s high school placements in both admissions systems. However, students with privileged class backgrounds reap greater rewards from parental involvement in the application system than those in the exam system. The marginal effects of parental involvement in applications systems are also considerably stronger than those in exam systems. The results of direct comparisons illustrate that institutional settings critically shape the benefits students accrue from parental involvement. Conceptualizing parental involvement as a measure of cultural capital, this study highlights educational systems’ role in conditioning how cultural capital contributes to educational inequality. [ABSTRACT FROM AUTHOR]

The article "Oral Presentations" published in Clinical Teacher explores the motivations and perceived barriers of non-science graduates studying medicine. Through interviews with 12 students at Warwick Medical School, the study identified educational, professional, and personal factors driving their decision to pursue medicine. Participants reported obstacles such as demanding entrance tests, lack of program awareness, academic anxieties, and concerns about career transitions. The findings suggest a need for educators to address specific barriers faced by non-science applicants to support their successful entry into medical school. [Extracted from the article]

Aim: Mental health issues in adolescence contribute to various disease burdens later in life and are associated with violence, crime, and suicide. Activities such as sleep, diet, exercise, and time spent using electronic devices are related to declining mental health. However, few studies have examined the association between commuting times to school and mental health. This study tested the hypothesis that high school students' long commuting times are associated with poor mental health. Method: A cross‐sectional study was conducted between October and December 2022 among 2067 students at two private high schools. Survey items included participant information (sex, grade, school), commuting time, mental health status (Patient Health Questionnaire 9 [PHQ‐9]: depressive symptoms, and Generalized Anxiety Disorder 7 [GAD‐7]: anxiety symptoms), lifestyle factors, and sleep‐related factors. Results: Data from 1899 high school students were analyzed. The prevalence of depressive and anxiety symptoms was 17.3% and 19.0%, respectively. A commuting time of ≥1 h was significantly associated with depressive symptoms (adjusted odds ratio: 1.60 [95% confidence interval]: 1.14–2.24) and anxiety symptoms (adjusted odds ratio: 1.51 [95% confidence interval]: 1.09–2.10). Sex, grade, use of ≥8 h/day of electronic devices, and chronotype were significantly associated with depressive symptoms, while sex, grade, use of ≥8 h/day of electronic devices, and insomnia were significantly associated with anxiety symptoms. Conclusion: It is suggested that long commuting times are associated with poor mental health in high school students. Parents and schools should consider commuting time when advising students on school selection to maintain their mental health. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Dental Sciences is the property of Turkiye Klinikleri 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 REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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 Hoitotiede is the property of Hoitotieteiden Tutkimusseura HTTS r.y. 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.)

Work-integrated learning (WIL) plays a crucial role in introducing students to work environments to enhance employability skills and career readiness. These opportunities are made possible through university-workplace partnerships. Despite the numerous benefits associated with such partnerships, effective initiation and management of partnerships remains a challenge. In this scoping review, 54 empirical studies published between 2000 and 2022 are examined to explore the factors that contribute to successful university-workplace partnerships in WIL. Findings reveal that literature has extensively explored the benefits and challenges of WIL partnerships, with fewer studies investigating the motivations of industry partners and factors that sustain partnerships to enhance WIL experiences. The review identifies gaps in the current literature, paving the way for further research on sustainable university-workplace partnerships. Given the growing attention and participation in WIL across the globe, it is vital that university-workplace partnerships are fostered and strengthened to unleash the full potential of the next generation workforce. [ABSTRACT FROM AUTHOR]

Background: In Switzerland, the scholastic aptitude test for medical-school selection takes place in three languages. This study examined the effects of two quasi-experimental interventions that aimed to reduce existing differences in test results between the French- and German-speaking language candidates. Methods: Between 2018 and 2023, the population of applicants to Swiss medical schools consisted of N = 18'824 German- and French-speaking individuals. Based on a quasi-experimental design, we examined the effects of two interventions regarding preparatory material, in these cohorts. The first intervention (2022) consisting of practice trials in baccalaureate schools in the canton of Fribourg enabled French-speaking candidates primarily from the canton of Fribourg to prepare more intensively with official tasks. Practice trials enable future candidates to complete a published test version under original conditions and thus prepare how to approach the real test. The second intervention (2023) released new preparatory material in all languages for one group of tasks for which differences between the language groups were more pronounced than in the other tasks. The test provider offered this material for free download together with existing preparation materials and thereby enabled more intensive preparation. Results: After the first intervention, the initially small to medium-sized mean differences in z-transformed test scores between French-speaking candidates from Fribourg and German-speaking candidates were nearly eliminated (from 0.39 to 0.05). Also for French-speaking candidates from outside of the canton of Fribourg, the mean differences were smaller than before the intervention (0.48 before, 0.39 after first intervention). After the second intervention, particularly the mean differences in test scores between German-speaking and French-speaking candidates from outside of Fribourg were further reduced (to 0.24). Conclusions: The two interventions regarding material for preparing to participate in the aptitude test affected candidates' test scores. They reduced the gap between German- and French-speaking candidates showing that the additional benefits of commercial offers for test preparation are limited. Hence, offering comparable official preparation material to all language groups enhances test fairness. [ABSTRACT FROM AUTHOR]

The Model Core Curriculum for Medical Education (MCC) currently, there are 82 medical schools in Japan. The combined enrollment capacity of medical schools nationwide stands at 9,217. Students are eligible to enter medical school upon graduation from senior high school. The standard undergraduate medical education curriculum in Japan spans six years. The Model Core Curriculum for Medical Education (MCC), developed by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), serves as the guideline for all medical school curricula. The Common Achievement Tests Organization (CATO) conducts the Computer-Based Testing (CBT) and the Objective Structured Clinical Examination (OSCE) in all medical schools. The Japan Accreditation Council for Medical Education (JACME), formally recognized by the World Federation of Medical Education (WFME), is responsible for the accreditation of undergraduate medical education in Japan. The National Examination for Medical Practitioners, administered by the Ministry of Health, Labour and Welfare (MHLW) and held annually, is a paper-based examination in which examinees answer multiple-choice questions. After graduating from medical school and obtaining a medical license, individuals progress to a two-year basic postgraduate clinical training program. Upon completion, they advance to a three-to-five-year specialty training phase. The lifelong learning of physicians is overseen by the respective medical societies and the Japan Medical Association. Current issues facing medical education in Japan include bloated curricula, faculty members' busy schedules and burdens, educational disparities and admission selection, and uneven distribution of specialties. The author believes that medical education should continue to evolve to reflect future changes in society. [ABSTRACT FROM AUTHOR]

BACKGROUND: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. METHODS: Finnish schoolchildren 12‐13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. RESULTS: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. CONCLUSIONS: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health. [ABSTRACT FROM AUTHOR]

This study addresses the challenge of selecting outstanding students at higher education institutions under multiple constraints. We propose a novel integer programming solution to manage this process, formulating it as a constrained assignment problem with a maximization objective function. This function prioritizes the fair selection of students while respecting criteria such as academic qualifications, required skills, and student preferences. The goal is to develop a decision support system that efficiently selects qualified students at higher education institutions within a reasonable time. The model was tested using real data from Moroccan preparatory classes, achieving important assignment rates across all student categories. Results demonstrate significance in execution time, fulfillment of student choices, and prioritization of outstanding students. This approach offers a flexible, efficient solution for managing academic merit-based selections, optimizing resource utilization, and enhancing fairness in the selection process. [ABSTRACT FROM AUTHOR]

Background and purpose: Physical therapist (PT) education professionals agree on promoting holistic admissions practices to increase student body diversity but lack consensus about what factors in an application should be part of this process. This systematic literature review aimed to understand the value of noncognitive variables in PT education admissions. Methods: The initial literature search identified 1,592 articles in databases and relevant journals. Of the 39 studies meeting the inclusion criteria, 29 reported on noncognitive variables. Results: Commonly used noncognitive variables (interviews, written essays, letters of recommendation, and clinical experiences) were insignificant or inconsistently associated with performance in the PT program or on the National Physical Therapy Examination. Sociodemographic variables appeared to negatively affect the academic qualifications of applicants who were older, identified with underrepresented racial/ethnic groups, and reported English as a second language. Finally, 5 studies identified personal attributes, such as emotional intelligence and grit, as having a significant relationship with successful student outcomes. Discussion and conclusion: Cognitive variables should serve as only one of several factors considered in admissions to achieve a more diverse class of students. Physical therapist education programs may use this evidence to reevaluate their admissions practices to include a balanced consideration of cognitive and noncognitive variables. [ABSTRACT FROM AUTHOR]

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

Introduction: Applicant perceptions of selection impact motivation and performance during selection, and student diversity. However, in-depth insight into which values underly these perceptions is lacking, creating challenges for aligning selection procedures with applicant perceptions. This qualitative interview study aimed to identify values applicants believe should underlie selection, and how, according to applicants, these values should be used to make specific improvements to selection procedures in undergraduate health professions education (HPE). Methods: Thirty-one applicants to five undergraduate HPE programs in the Netherlands participated in semi-structured interviews using Appreciative Inquiry, an approach that focuses on what goes well to create vision for improvement, to guide the interviews. Transcriptions were analyzed using thematic analysis, adopting a constructivist approach. Results: Applicants' values related to the aims of selection, the content of selection, and the treatment of applicants. Applicants believed that selection procedures should aim to identify students who best fit the training and profession, and generate diverse student populations to fulfill societal needs. According to applicants, the content of selection should be relevant for the curriculum and profession, assess a comprehensive set of attributes, be of high quality, allow applicants to show who they are, and be adapted to applicants' current developmental state. Regarding treatment, applicants believed that selection should be a two-way process that fosters reflection on study choice, be transparent about what applicants can expect, safeguard applicants' well-being, treat all applicants equally, and employ an equitable approach by taking personal circumstances into account. Applicants mentioned specific improvements regarding each value. Discussion: Applicants' values offer novel insights into what they consider important preconditions for the design of selection procedures. Their suggested improvements can support selection committees in better meeting applicants' needs. [ABSTRACT FROM AUTHOR]

While many medical schools utilize the Multiple Mini-Interview (MMI) to help select a diverse student body, we know little about MMI assessors' roles. Do MMI assessors carry unique insights on widening access (WA) to medical school? Herein we discuss the hidden expertise and insights that assessors contribute to the conversation around WA. Ten MMI assessors (1-10 years' experience) participated in semi-structured interviews exploring factors influencing equitable medical school recruitment. Given their thoughtfulness during initial interviews, we invited them for follow-up interviews to gain further insight into their perceived role in WA. Fourteen interviews were conducted and analyzed using a thematic analysis approach. Assessors expressed concerns with diversity in medicine; dissatisfaction with the status quo fueled their contributions to the selection process. Assessors advocated for greater diversity among the assessor pool, citing benefits for all students, not only those from underrepresented groups. They noted that good intentions were not enough and that medical schools can do more to include underrepresented groups' perspectives in the admissions process. Our analysis reveals that MMI assessors are committed to WA and make thoughtful contributions to the selection process. A medical school selection process, inclusive of assessors' expertise is an important step in WA. [ABSTRACT FROM AUTHOR]

This study examined the relationship between students' social capital and their ability to meet their educational expectations. We used the phenomenology pattern, a qualitative research method, to design the study. The research study group consists of 20 university students studying in Yozgat Bozok University's sociology department. We preferred the criterion sample method, one of the purposeful sampling methods, for student selection. The study yielded the following findings: Despite the presence of educated and professional individuals in their close social environment, the majority of students stated that they did not look up to any role models. We have observed that the immediate environment of most students significantly influences their orientation towards their profession. Throughout their pre-university education, the majority of students participated in social activities with their family or friends. Students mainly stated that they found the secondary school and university environments to meet their ideals and expectations. Majority of students said their close circle helped them meet educational expectations, but half said they made decisions they had no control over. The majority of students stated that their immediate social circle's cultural level had an impact on the university they chose, while a very small portion stated that it had no impact. [ABSTRACT FROM AUTHOR]

Background: The medical residency application process is daunting, time‐consuming, and variable, making mentorship in preparation for this process important. In light of changes to the residency application process due to the COVID‐19 pandemic, medical students identified a need to create a formal residency application preparation curriculum. The curriculum focused on reflection, while also furthering professional development and preparing for the nuances of the residency application cycle through structured advising. Approach: Bridge to M4 (B2M4) included reflective activities to help guide curriculum vitae (CV) refinement, personal and professional values clarification, residency program exploration, elevator pitch formation, personal statement development, mentor identification, guidance on requesting letters of recommendation, and virtual residency interview preparation. Evaluation: The B2M4 elective first took place in June 2020 with 36 rising fourth year students enrolled. Perceived effectiveness of the curriculum was assessed by having student cohorts evaluate the importance of the CV, personal statement, general preparation, and residency program selection before and after the course. Student feedback was reviewed with content analysis, which highlighted the usefulness of a structured residency preparation course that was rooted in reflection and incorporated faculty mentorship and feedback. Implications: This student‐driven, innovative curricular design provided students the opportunity to prepare for the residency application process through reflective activities including values clarification, strengths identification, and goal setting. B2M4 demonstrates a process that can be used not only during the Residency Match process, but also throughout graduate medical education and future career decisions. [ABSTRACT FROM AUTHOR]

The open science movement produces vast quantities of openly published data connected to journal articles, creating an enormous resource for educators to engage students in current topics and analyses. However, educators face challenges using these materials to meet course objectives. I present a case study using open science (published articles and corresponding datasets) and open educational practices in a capstone course. While engaging in current topics of conservation, students trace connections in the research process, learn statistical analyses, and recreate analyses using the programming language R. I assessed the presence of best practices in open articles and datasets, examined student selection in the open grading policy, surveyed students on their perceived learning gains, and conducted a thematic analysis on student reflections. First, articles and datasets met just over half of the assessed fairness practices, which increased with the publication date. There was a marginal difference in how assessment categories were weighted by students, with reflections highlighting appreciation for student agency. In course content, students reported the greatest learning gains in describing variables, while collaborative activities (e.g., interacting with peers and instructor) were the most effective support. The most effective tasks to facilitate these learning gains included coding exercises and team‐led assignments. Autocoding of student reflections identified 16 themes, and positive sentiments were written nearly 4x more often than negative sentiments. Students positively reflected on their growth in statistical analyses, and negative sentiments focused on how limited prior experience with statistics and coding made them feel nervous. As a group, we encountered several challenges and opportunities in using open science materials. I present key recommendations, based on student experiences, for scientists to consider when publishing open data to provide additional educational benefits to the open science community. [ABSTRACT FROM AUTHOR]

Background: Despite the heavy demand for and knowledge of the benefits of diversity, there is a persistent lack of racial, ethnic, and gender diversity in orthopaedic surgery. Since the implementation of diversity initiatives, data have shown that general surgery has been one of the top competitive surgical fields and has demonstrated growth in racial, ethnic, and gender diversity, making general surgery a good point of reference and comparison when analyzing racial and ethnic growth in orthopaedic surgery. Questions/purposes: (1) What were the growth rates for Black and Hispanic orthopaedic residency applicants and residents between 2015 and 2022? (2) How did the growth rates of Black and Hispanic individuals in orthopaedic surgery compare with those of general surgery? (3) How did applicant recruitment and resident acceptance differ between Black and Hispanic people in orthopaedic surgery?. Methods: Applicant data were obtained from historical specialty-specific data from the Association of American Medical Colleges Electronic Residency Application Service Statistics database between 2018 and 2022, and resident data were obtained from the Accreditation Council of Graduate Medical Education Data Resource Book between 2015 and 2021. Between 2018 and 2022, the number of residency applicants totaled 216,677, with 17,912 Black residency applicants and 20,413 Hispanic residency applicants. Between 2015 and 2021, the number of active residents totaled 977,877, with 48,600 Black residents and 62,605 Hispanic residents. Because the applicant and resident data do not overlap throughout all years of observation, a sensitivity analysis of overlapping years (between 2018 and 2021) was conducted to ensure observed trends were consistent and valid throughout the study. All datasets obtained were used to establish the different racial and ethnic proportions of Black and Hispanic residency applicants and residents in four nonsurgical primary care specialties and four surgical subspecialties. A reference slope was created using data from the Association of American Medical Colleges and Accreditation Council of Graduate Medical Education to represent the growth rate for total residency applicants and residents, independently, across all residency specialties reported in each database. This slope was used for comparison among the resident and applicant growth rates for all eight selected specialties. Datapoints were placed into a scatterplot with regression lines, using slope equations to depict rate of growth and R² values to depict linear fit. Applicant growth corresponded to applicant recruitment and resident growth corresponded to resident acceptance. Chi-square tests were used to compare residents and residency applicants for the Black and Hispanic populations, separately. Two-way analysis of variance with a time-by-specialty interaction term (F-test) was conducted to determine differences between growth slopes. Results: There was no difference in the growth rate of Black orthopaedic surgery applicants between 2018 and 2022, and there was no difference in the growth rate of Hispanic orthopaedic surgery applicants (R² = 0.43; p = 0.23 and R² = 0.63; p = 0.11, respectively). However, there was a very slight increase in the growth rate of Black orthopaedic surgery residents between 2015 and 2021, and a very slight increase in the growth rate of Hispanic orthopaedic surgery residents (R² = 0.73; p = 0.02 and R² = 0.79; p = 0.01, respectively). There were no differences in orthopaedic and general surgery rates of growth for Black applicants between 2018 and 2022 (0.004 applicants/year versus -0.001 applicants/year; p = 0.22), and no differences were found in orthopaedic and general surgery rates of growth for Black residents between 2015 and 2021 (0.003 residents/year versus 0.002 residents/year; p = 0.59). Likewise, Hispanic orthopaedic applicant growth rates did not differ between 2018 and 2022 from the rates of general surgery (0.004 applicants/year versus 0.005 applicants/year; p = 0.68), and there were no differences in orthopaedic and general surgery rates of growth for Hispanic residents (0.007 residents/year versus 0.01 residents/year; p = 0.35). Furthermore, growth rate comparisons between Black orthopaedic applicants and residents between 2018 and 2021 showed applicant growth was larger than resident growth, illustrating that the recruitment of Black applicants increased slightly more rapidly than resident acceptance. Growth rate comparisons between Hispanic applicants and residents showed a larger rate of resident growth, illustrating Hispanic resident acceptance increased slightly faster than applicant recruitment during that time. Conclusion: We found low acceptance of Black residents compared with the higher recruitment of Black applicants, as well as overall low proportions of Black and Hispanic applicants and residents. Future studies might explore the factors contributing to the higher acceptances of Hispanic orthopaedic residents than Black orthopaedic residents. Clinical Relevance: We recommend that more emphasis should be placed on increasing Black and Hispanic representation at the department level to ensure cultural considerations remain at the forefront of applicant recruitment. Internal or external reviews of residency selection processes should be considered, and more immersive, longitudinal orthopaedic surgery clerkships and research mentorship experiences should be targeted toward Black and Hispanic students. Holistic reviews of applications and selection processes should be implemented to produce an increased racially and ethnically diverse applicant pool and a diverse residency work force, and implicit bias training should be implemented to address potential biases and diversity barriers that are present in residency programs and leadership. [ABSTRACT FROM AUTHOR]

Purpose: Informative image selection in laryngoscopy has the potential for improving automatic data extraction alone, for selective data storage and a faster review process, or in combination with other artificial intelligence (AI) detection or diagnosis models. This paper aims to demonstrate the feasibility of AI in providing automatic informative laryngoscopy frame selection also capable of working in real-time providing visual feedback to guide the otolaryngologist during the examination. Methods: Several deep learning models were trained and tested on an internal dataset (n = 5147 images) and then tested on an external test set (n = 646 images) composed of both white light and narrow band images. Four videos were used to assess the real-time performance of the best-performing model. Results: ResNet-50, pre-trained with the pretext strategy, reached a precision = 95% vs. 97%, recall = 97% vs, 89%, and the F1-score = 96% vs. 93% on the internal and external test set respectively (p = 0.062). The four testing videos are provided in the supplemental materials. Conclusion: The deep learning model demonstrated excellent performance in identifying diagnostically relevant frames within laryngoscopic videos. With its solid accuracy and real-time capabilities, the system is promising for its development in a clinical setting, either autonomously for objective quality control or in conjunction with other algorithms within a comprehensive AI toolset aimed at enhancing tumor detection and diagnosis. [ABSTRACT FROM AUTHOR]

Side-scan sonar is a principal technique for subsea target detection, where the quantity of sonar images of seabed targets significantly influences the accuracy of intelligent target recognition. To expand the number of representative side-scan sonar target image samples, a novel augmentation method employing self-training with a Disrupted Student model is designed (DS-SIAUG). The process begins by inputting a dataset of side-scan sonar target images, followed by augmenting the samples through an adversarial network consisting of the DDPM (Denoising Diffusion Probabilistic Model) and the YOLO (You Only Look Once) detection model. Subsequently, the Disrupted Student model is used to filter out representative target images. These selected images are then reused as a new dataset to repeat the adversarial filtering process. Experimental results indicate that using the Disrupted Student model for selection achieves a target recognition accuracy comparable to manual selection, improving the accuracy of intelligent target recognition by approximately 5% over direct adversarial network augmentation. [ABSTRACT FROM AUTHOR]

In various fields, including the selection of Student Activity Units on campus, Decision Support Systems (DSS) have become an important tool to assist the decisionmaking process. SPK provides information and analysis that is structured and easy to understand, thereby helping decision-makers to choose SMEs that best suit their interests, talents, and goals. Choosing the right Student Activity Units for students can contribute to the development of their personal qualities and help develop a variety of social and professional skills. Using the Certainty Factor method in creating a Decision Support System to assist students in choosing Student Activity Units that are most relevant to their desired interests and talents. The Certainty Factor method is an artificial intelligence technique that can overcome uncertainty in data and provide a level of confidence in every decision. Based on trials carried out on several interest and talent characteristics using the Certainty Factor method, percentage results were obtained with a confidence level of 80.26%. Based on the test results, it can be concluded that the expert system created can make it easier to determine talent interests that match student desires. [ABSTRACT FROM AUTHOR]

Widening participation outcomes in admissions to UK medical schools have not changed 2007–2018, partly due to inequity in selection. This study models the effects of changing selection, using a novel method of contextualising applicants, on widening participation. We studied 1084 English school leaver applicants to a single medical school over two years, using data from their public exams taken 2 years pre-application (GCSE) and recent admissions test (UCAT). Widening participation was defined by postcode. We modelled two shortlists for a pre-determined number of 500; one ranked on UCAT total score, and the other on a metric that contextualised applicants' GCSE grades against their schools' average GCSE performance. There was a significant difference in the postcode-defined widening participation characteristics of the two shortlists; 46% by contextualisation and 32.2% by UCAT (Chisquare p < 0.00001). As widening participation covers 42% of postcodes, the "contextualise everyone" method achieves equity. Conventionally, contextual admissions identify individuals belonging to under-represented groups and gives them preferential treatment. Changing the rules for everyone, by using a relative attainment instead of simple absolute attainment metric, benefits from treating applicants equally; and could promote equity through widening participation. [ABSTRACT FROM AUTHOR]

Background: Residency programs transitioned to primarily virtual interviews due to the COVID-19 pandemic. This shift raised questions regarding expectations and patterns of applicant cancellation timeliness. The purpose of this study was to examine changes in applicant cancellations after transitioning to virtual interviews. Methods: This was a retrospective cohort study of interview data from a three-year emergency medicine residency at a tertiary-care academic medical center. Using archived data from Interview Broker, we examined scheduling patterns between one in-person (2019–2020) and two virtual interview cohorts (2020–2021 and 2021–2022). Our outcomes were the overall cancellation rates relative to interview slots as well as the proportion of cancellations that occurred within 7 or 14 days of the interview date. Results: There were 453 interview slots and 568 applicants invited. Overall, applicants canceled 17.1% of scheduled interviews. Compared with in-person interviews, applicants canceled significantly fewer virtual interviews (in person: 40/128 (31.3%), virtual year 1: 22/178 (12.4%), virtual year 2: 15/143 (10.5%), P = 0.001). Conversely, applicants canceled significantly more virtual interviews within both the 14-day threshold (in person: 8/40 (20%), virtual year 1: 12/22 (55.5%), virtual year 2: 12/15 (80%), P < 0.001) and the 7-day threshold (in person: 0/40 (0%), virtual year 1: 3/22 (13.6%), virtual year 2: 4/15 (26.7%), P = 0.004). Conclusion: While limited, at our site, changing to a virtual interview format correlated with fewer cancellations overall. The proportion of cancellations within 14 days was much higher during virtual interview seasons, with most cancellations occurring during that time frame. Additional studies are needed to determine the effects of cancellation patterns on emergency medicine recruitment. [ABSTRACT FROM AUTHOR]

Introduction: The Standardized Letter of Evaluation (SLOE) is designed to assist emergency medicine (EM) residency programs in differentiating applicants and in selecting those to interview. The SLOE narrative component summarizes the student’s clinical skills as well as their non-cognitive attributes. The purpose of this qualitative investigation was to explore how students described in the SLOE as quiet are perceived by faculty and to better understand how this may impact their residency candidacy. Methods: This retrospective cohort study included all SLOEs submitted to one EM residency program during one application cycle. We analyzed sentences in the SLOE narrative describing students as “quiet,” “shy,” and/or “reserved.” Using grounded theory, thematic content analysis with a constructivist approach, we identified five mutually exclusive themes that best characterized the usage of these target words. Results: We identified five themes: 1) quiet traits portrayed as implied-negative attributes (62.4%); 2) quiet students portrayed as overshadowed by more extraverted peers (10.3%); 3) quiet students portrayed as unfit for fast-paced clinical settings (3.4%); 4) “quiet” portrayed as a positive attribute (10.3%); and 5) “quiet” comments deemed difficult to assess due to lack of context (15.6%). Conclusion: We found that quiet personality traits were often portrayed as negative attributes. Further, comments often lacked clinical context, leaving them vulnerable to misunderstanding or bias. More research is needed to determine how quiet students perform compared to their non-quiet peers and to determine what changes to instructional practices may support the quiet student and help create a more inclusive learning environment. [ABSTRACT FROM AUTHOR]

On-the-job training is a crucial component of business administration education that helps students develop practical skills and knowledge in real-world settings. To establish an effective OJT program, it must align with the goals of the business administration curriculum and the industry, while the policies must provide clear guidance on student selection, placement, and evaluation. However, OJT can be adversely affected by many socioeconomic factors. The study used experiential learning theory, a qualitative methodology using semi-structured interviews to explore the experiences of business administration students at the Philippine Electronics and Communication Institute of Technology in their on-the-job training. Study aimed to investigate the opportunity and challenges during the OJT, the coping mechanism of the interns, the monitoring strategies employed to oversee the interns, the assessment of BSBA interns to the Host Agencies/Industry/Supervisor, the assessment received of BSBA Students from the Host Agencies/Supervisor, and based on the findings of the study, what intervention program may be designed. In the study, the BSBA student interns experienced practical experience and basic office work in their OJT program. However, their experience in their OJT program is not significantly aligned with their course and the internship description. The student interns' coping mechanisms include adaptation mechanisms and motivation. Monitoring strategies such as activity, compliance, and result monitoring were effective in monitoring the performance of student interns based on the feedback on the evaluation sheet provided by the institution to the host agencies. The interns and host agencies' assessments of each other in the OJT program were positive and negative in their general assessment and their observations on attitude and behavior. Intervention programs may also be designed to improve the OJT program. This includes proposing a new curriculum, collaborating with selected host agencies as industry partners, requiring additional compliance from unaccredited host agencies, and ensuring strict compliance with the Commission on Higher Education (CHED) checklist for the OJT program. [ABSTRACT FROM AUTHOR]

Student-run and student-staffed behavioral health clinics increase service capacity and access to low-cost services and are usually created by medical schools and behavioral health graduate programs. There is little information about student-staffed programs developing independently of academic institutions. As the demand for mental health services continues to grow, it is essential that successful models of community-based service provision are shared so other agencies can replicate models and increase service capacity. This article outlines the elements of a student-staffed behavioral health program model run by a nonprofit. Details on staffing, student selection, supervision, evaluation methods, supplemental training, and funding are included. [ABSTRACT FROM AUTHOR]

Two recent trends in collection development include finding new ways to bring patron voices into collection development and developing strategies for increasing the diversity and representation within collections. Indiana University Southeast (IU-Southeast) Library recently developed a project that combined these two strategic directions by embedding an acquisition experience that used students enrolled in a sophomore block elementary education course to use the Diverse Book Finder (DBF) to select diverse picture books for the IU-Southeast collection. While diversification strategies and projects around children's picture book collections in academic libraries are nothing new, IU-Southeast'sproject is unique in its incorporating of students to participate in the selection and diversification of a collection, rather than relying on more traditional strategies driven by librarian or faculty selection. This case study focuses on the design of the project, the integration and embedding of the acquisition project into the education course, how the DBF and its collection were leveraged to enhance the learning experience, and the effect this experience had on the diversity of the IU-Southeast Library collection and on the faculty, librarians, and students that were involved. [ABSTRACT FROM AUTHOR]

This study was designed to inform the renaming of a credit-bearing information literacy course. Researchers surveyed librarians to gather existing information literacy course titles. They also surveyed and held focus groups with students to learn what students consider when choosing electives, to understand how well the researchers' current information literacy course title fits the course content, and to procure suggestions for a new title. Findings indicate that course titles are one of many elements that students look at when selecting courses. Some librarian and student participants indicated that the term information literacy may not be familiar to most students, but that wording is often used in information literacy course titles. Librarians can use the results of this study to create course titles that are descriptive of course content and that appeal to students. [ABSTRACT FROM AUTHOR]

Purpose To determine the predictive validity of Health Education Systems Incorporated (HESI) Exit Exam scores for student first-time success on the American Registry of Radiologic Technologists (ARRT) certification exam and to analyze whether schools' policies on the HESI Exit Exam are associated with end-of-program student success. Methods Twenty-five radiography program directors provided retrospective data on ARRT certification exam student outcomes, and 24 program directors completed the HESI Exit Exam program policy survey. Data analysis was performed to examine the correlation between students' HESI Exit Exam scores and their first-time ARRT certification exam outcomes and to investigate the relationship between program policies and performance on both exams. Results First-time ARRT certification exam outcomes were obtained for 1265 program graduates who took the HESI Exit Exam from 2018 through 2021. Students achieving acceptable (700-749) and recommended (750-799) HESI Exit Exam scores exhibited significantly higher certification exam pass rates of 79.4% and 86.4%, respectively. ARRT certification exam pass rates were higher for those scoring 800 or above (94.5-100%). Implementation of a minimum HESI Exit Exam score requirements and a required exam preparation were significantly associated with more favorable ARRT certification exam outcomes. Discussion There was a significant positive relationship between higher HESI Exit Exam scores and more successful outcomes on the ARRT certification exam. Two program policies regarding use of the HESI Exit Exam (minimum exit exam score required, required test prep) emerged as best-practice approaches for ARRT certification exam success. Conclusion The HESI Exit Exam was predictive of success on the ARRT certification exam. The results presented in this study can be used to improve radiography education. Future research on how additional educational resources affect HESI Exit Exam and ARRT certification exam success is warranted. [ABSTRACT FROM AUTHOR]

Background: Selection into UK-based GP training has used the Multi-Specialty Recruitment Assessment (MSRA) and a face-to-face selection centre (SC). The MSRA comprises of a situational judgement test and clinical problem-solving test. The SC was suspended during the COVID-19 pandemic. Evidence is needed to guide national and international selection policy. Aim: To evaluate the validity of GP training selection. Design & setting: A retrospective cohort study using data from UK-based national recruitment to GP training, from 2015–2021. Method: Data were available for 32 215 GP training applicants. The ability of scores from the specialty selection process to predict subsequent performance in the Clinical Skills Assessment (CSA) of the Membership of the Royal College of General Practitioners examination was modelled using path analysis. The effect sizes for sex, professional family background, and world region of qualification were estimated. Results: All component scores of the selection process demonstrated statistically significant independent relationships with CSA performance (P<0.001), thus establishing their predictive validity. All were sensitive to demographic factors. The SC scores had the weakest relationship with future CSA performance. However, for candidates with MSRA scores below the lowest quartile, the relative contribution of the SC scores to predicting CSA performance was similar to that observed for MSRA components. Conclusion: The MSRA has predictive validity in this context. Re-instituting an SC for those with relatively low MSRA scores should be considered. However, the relative costs and potential advantages and disadvantages should be carefully weighed. [ABSTRACT FROM AUTHOR]

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Multiple mini-interviews (MMI) have been used as a tool in the selection of medical students to evaluate their interpersonal and intrapersonal attributes. It is suggested that rigorous evaluation in MMI may predict academic performance during medical training. Thus, this study aims to determine the relationship between MMI scores and subsequent academic performance at the end of the preclinical phase. MMI scores for the academic session 2019/2020 intake in Universiti Putra Malaysia were gathered. The dependent variables were the students' academic performance at the end of the preclinical phase involving the Professional Examination and Professionalism and Personal Development (PPD) course. No significant positive correlation was observed between MMI and total Professional Examination scores. Total MMI and empathy station scores have a weak positive relationship with objective structured clinical examination (OSCE) marks. There was also a significant positive correlation between resilience station scores and PPD peer assessment marks. In contrast, there was a negative correlation between Malay language station scores and the theory component of Professional Examination marks. This study suggests that MMI has the potential to predict in-programme clinical performance and professionalism characteristics. Studies with larger cohorts are essential to support this evidence. [ABSTRACT FROM AUTHOR]

Sourcing and intertextual integration skills are critical to the development of young students' digital literacy skills. Sourcing skills include identifying source parameters (e.g., recognizing the author, publication date, publisher) and analyzing the author's expertise. The objective of this study is to investigate which sourcing skills used by students in document selection are most associated with intertextual integration skills. A total of 165 students attending lower secondary school participated in the research. Students completed a sourcing inventory, an intertextual integration task (after reading multiple texts), and control variables measures (prior knowledge, prior beliefs, and text comprehension). The results of exploratory factor analysis showed three dimensions for sourcing, namely source identification, author's competence, and judgment on website choice. Furthermore, hierarchical regressions showed that author competence was the only sourcing factor associated with intertextual integration skills, after controlling for the effect of control variables. These results suggest that even younger students pay attention to author expertise when choosing texts to use for their assignments, and doing so enhances their competence in integrating information across sources. [ABSTRACT FROM AUTHOR]

Aim: To explore factors associated with academic performance in the Master of Nursing programme. Background: Advanced practice nursing preparatory education generally involves completion of the Master of Nursing programme. While prior clinical experiences and on‐the‐job training are believed to underpin the preparation for such education, studies have suggested only weak or no associations between nurses' academic success in graduate schools and their clinical experiences. Methods: A retrospective cohort study was conducted in the nursing department of a university in Singapore. Academic and demographic data were extracted in February 2020 from a shared repository of anonymised teaching and learning data. R was used to select and merge data tables into a usable format for subsequent analysis. Students enrolled between 2010 and 2017 were included for the analysis (n = 246). Results: Age was statistically significantly associated with overall cumulative academic performance (p < 0.001). Younger students on average academically outperformed older students. Unmarried students were associated with better cumulative academic performance in the Clinical Practicum 2 module (p = 0.018). Conclusion: Younger students have historically outperformed their older counterparts in the Master of Nursing programme. There is a need to reassess the requirement of five years of clinical experience as an admission criterion for the Master of Nursing programme in Singapore. Implications for nursing policy: There is a need to re‐evaluate the admission criteria to better engage and retain younger nurses interested in advanced nursing practice. Nursing educators and leaders can partner with academics to develop advanced practice‐specific education for pre‐master nurses with the aptitude and interest in pursuing this track. [ABSTRACT FROM AUTHOR]