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This descriptive pilot study investigates and evaluates nursing students' perceptions of their learning gains and the factors contributing to academic integration within a one-week Intensive Programme (IP) course, part of the Nordplus Programme. Nordplus encourages mobility and curriculum development across Nordic and Baltic higher education. The study used a short-term mobility program involving eight nursing education institutions as its setting. Students' experiences were captured using an evaluation form inspired by the Student Assessment of Learning Gains (SALGs) questionnaires. The results reveal positive student responses to the IP course, particularly regarding interactions with peers and teachers. The study underscores the potential of short-term IP courses in providing concentrated learning experiences, broadening nursing topics, and fostering active engagement. The implications suggest that nursing education institutions should consider incorporating more short-term mobility programs to enhance student learning and intercultural experiences. By investing in such initiatives, institutions can cultivate an enriching and supportive learning environment. Plain Language Summary: Evaluating the impact of short-term exchange programs in nursing education This study explores the experiences of nursing students who participated in a one-week intensive program as part of the Nordplus Programme, which encourages educational mobility and development across Nordic and Baltic countries. The research aimed to understand the students' perceived learning gains and the factors that helped them integrate academically into the program. Using a survey inspired by the Student Assessment of Learning Gains questionnaire, the study found that students had a positive experience, particularly in their interactions with peers and teachers. The results show that short-term intensive programs can provide rich learning experiences and encourage active engagement, suggesting that they could be beneficial to include more widely in nursing education. This could help enrich the learning environment and support students in their studies. [ABSTRACT FROM AUTHOR]

Most students struggle with reading comprehension, often not meeting the curriculum standards. For this reason, a strategic approach is needed to enhance students' comprehension in reading, which makes them more interested in continuing to learn, one of which is the application of running dictation techniques. Therefore, this research aims to determine students' perceptions of the running dictation technique implemented in the reading comprehension classroom. This research used a quantitative method with a survey approach. A purposive sampling technique was used to select 36 students of tenth graders from one public school in Malang Regency. The questionnaire covers five dimensions Students' motivation, student perception of reading comprehension, students' attitude toward the implementation of the running dictation technique, students' subjective Norms toward implementation of the running Dictation technique, and students' perceived behavioral control towards the implementation of running dictation. The result revealed that the mean scores ranged from 2.95 to 3.07, indicating a generally positive perception in all dimensions. The highest average score of 3.07 was for students’ attitude toward the technique, indicating they find the technique effective and beneficial. The lowest average score of 2.95 was for students’ perception of their reading comprehension. This lower perception suggests that students still struggle with understanding English texts. This should be a concern for teachers to further train students in comprehensive reading with critical thinking so that students can find the implied meaning in each reading.

Student well-being and student voice are two interrelated concepts that can play a critical role in education. While Student well-being refers to the overall state of students' physical, mental, and emotional health, student voice represents the active involvement and participation of students in shaping their own educational experiences. Notwithstanding the intimate association, there is a limited body of research that explores how students' distinct perceptions of teachers' practices that promote their well-being influence students' actual well-being levels. To address this research gap, a study was conducted involving 486 students. The participants, with an average age of 13.5 years, completed a questionnaire. Among the participants, 51.1% identified as female, and 13.6% had experienced academic retention. The latent class results classified the 7-9 grade student's beliefs about teacher's practices into "few times," sometimes' and "often." The model fitting results were as follows: Akaike Information Criterion (AIC) was 2,555.904, Bayesian Information Criterion (BIC) was 2,610.244, Adjusted Bayesian Information Criterion (aBIC) was 2,568.983, and Entropy was 0.802. Compared with the "few times" and "sometimes" class, the "often" class was more prevalent in 8th grade (p = 0.05) and among male students (p = 0.04). Findings show that class membership is a predictor of student well-being (interpersonal, life satisfaction and perceived competence). Students who feel that their teachers are attentive, supportive, and address their needsmore frequently aremore likely to experience enhanced well-being. [ABSTRACT FROM AUTHOR]

The emergence of ChatGPT, an AI-powered language model, has sparked numerous debates and discussions. In educational research, scholars have raised significant questions regarding the potential, limitations, and ethical concerns around the use of this technology. While research on the application and implications of ChatGPT in academic settings exists, analysis of the perspectives of high-school students are limited. In this study, we use qualitative content analysis to explore the perspectives of high-school students regarding the integration or ban of ChatGPT in their schools through the lens of the Technology Acceptance Model (TAM2). Data was sourced from students' comments to a New York Times Learning Network article. Findings revealed that students' perceptions about integrating or banning ChatGPT in schools are influenced by their assessments of the technology's usefulness, personal experiences, societal technology trends, and ethical considerations. Our findings suggest that student perspectives in this study align with those of educators and policymakers while also possessing unique perspectives that cater to their specific needs and experiences. Implications emphasize the significance of an inclusive decisionmaking process around the integration of AI schools in educational contexts, including students alongside other stakeholders. [ABSTRACT FROM AUTHOR]

Student well-being and student voice are two interrelated concepts that can play a critical role in education. While Student well-being refers to the overall state of students' physical, mental, and emotional health, student voice represents the active involvement and participation of students in shaping their own educational experiences. Notwithstanding the intimate association, there is a limited body of research that explores how students' distinct perceptions of teachers' practices that promote their well-being influence students' actual well-being levels. To address this research gap, a study was conducted involving 486 students. The participants, with an average age of 13.5 years, completed a questionnaire. Among the participants, 51.1% identified as female, and 13.6% had experienced academic retention. The latent class results classified the 7–9 grade student's beliefs about teacher's practices into “few times,” sometimes' and “often.” The model fitting results were as follows: Akaike Information Criterion (AIC) was 2,555.904, Bayesian Information Criterion (BIC) was 2,610.244, Adjusted Bayesian Information Criterion (aBIC) was 2,568.983, and Entropy was 0.802. Compared with the “few times” and “sometimes” class, the “often” class was more prevalent in 8th grade (p = 0.05) and among male students (p = 0.04). Findings show that class membership is a predictor of student well-being (interpersonal, life satisfaction and perceived competence). Students who feel that their teachers are attentive, supportive, and address their needs more frequently are more likely to experience enhanced well-being.

Copyright of Runas. Journal of Education & Culture is the property of CICSHAL - Centro de Investigaciones en Ciencias Sociales y Humanidades desde America Latina 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.)

Hybrid learning is a process of technology mixed learning methods associated with traditional procedures. The article intended to assess the impact and Persuasiveness of Hybrid learning among UG and PG students of selected colleges in Kerala in the context of revolutionary transformations in the educational field that occurred during and after the pandemic. A questionnaire survey was conducted among 244 students. The population comprised 102 Post Graduate and 142 Undergraduate students. A 5-point Likert Response Scale was used for formulating the results and conclusion. Student's preferences, learning strategies, attitudes, behavioral tendencies, ability and acceptability to achieve the learning goals, adaptiveness of instructional techniques, flexibility and problems of hybrid environment, the difference between hybrid and traditional learning, the infrastructure contributions and resource mobilization in the new learning context, etc are tested through the structured questionnaire. Test Results demonstrate that traditional learning practices need to be modified according to changing patterns and environments. [ABSTRACT FROM AUTHOR]

With a bundle of changes in the new age that has brought considerable challenges to the doorstep of teachers and educators, novel approaches to teaching are now emerging to take on the challenges. Inquiry-based learning (IBL), thanks to its well-rooted fundamentals, can be considered a potential approach to addressing challenges in many effective ways. IBL is a learning and teaching process that focuses on using questions as an initial point in learning; learners are immersed in the process of generating and posing questions to find the truth, information, or knowledge through hands-on activities performed by learners themselves with teachers’ guidance on the side. The primary aim of the present study was to find out learners’ perceptions of IBL implementation. The study exposed 26 Iraqi EFL learners to the approach and investigated the participant’s opinions and perceptions of the approach implementation. To collect data, participants were asked to fill out a questionnaire with particular reference to the effects of IBL on students’ class engagement, prior knowledge activation, student-centered environment promotion, and cultivation of 21st-century skills. Results highlight students’ positive preferences toward IBL implementation.

With a bundle of changes in the new age that has brought considerable challenges to the doorstep of teachers and educators, novel approaches to teaching are now emerging to take on the challenges. Inquirybased learning (IBL), thanks to its well-rooted fundamentals, can be considered a potential approach to addressing challenges in many effective ways. IBL is a learning and teaching process that focuses on using questions as an initial point in learning; learners are immersed in the process of generating and posing questions to find the truth, information, or knowledge through hands-on activities performed by learners themselves with teachers' guidance on the side. The primary aim of the present study was to find out learners' perceptions of IBL implementation. The study exposed 26 Iraqi EFL learners to the approach and investigated the participant's opinions and perceptions of the approach implementation. To collect data, participants were asked to fill out a questionnaire with particular reference to the effects of IBL on students' class engagement, prior knowledge activation, student-centered environment promotion, and cultivation of 21st-century skills. Results highlight students' positive preferences toward IBL implementation. [ABSTRACT FROM AUTHOR]

Purpose - This research aims to study the students perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online educations positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students.

Copyright of Educade: Spanish Journal of Accounting, Finance & Management Education / Revista de Educación en Contabilidad, Finanzas y Administración de Empresas is the property of Asociacion Espanola de Contabilidad y Administracion de Empresas 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.)

The development of technology in education greatly influences learning strategies. Thus, teachers must adapt and present interesting and technology-based learning, such as e-comics. Therefore, the teacher must see in advance the extent to which students will accept e-comics for use in learning mathematics. This research aimed to determine students' perceptions of the use of e-comics as a media in mathematics learning. This research implemented a quantitative approach with a survey method. The samples were 124 students of Junior High Schools (SMP / MTs) in Aceh. The research data were obtained from questionnaires filled by students which were collected through the TAM (Technology Acceptance Models) framework which was distributed online. The results showed that students used e-comic as a learning media influenced by their perceived benefits and attitudes towards the use of e-comic. The perceived benefits of students' attitudes have a significant role in their behavioral intention to use e-comic in learning mathematics. This research implies that e-comics has the potential to be used as a media in mathematics learning, especially on material that is considered difficult so that it can attract students' attention.

Purpose. Over the past two decades, concerned with how stakeholders perceive the value of their services, universities have adopted entrepreneurial orientations and relationship marketing approaches into their activities. The fierce competition on the global higher education market, forced university managers to innovate, to look for new ways to build their offer. Relationship marketing and the knowledge regarding the stakeholders, primarily the students’ perception of their offerings, can provide universities with a competitive advantage. As such, university managers need to carry out satisfaction surveys, inquiries regarding the universities image or the perceived value of the academic programs and services offered, need to plan and organize offline and online integrated marketing communication campaigns. Methodology /Design/Approach. Based on the resemblance of perceived value with a Rubik's cube, university marketers can constantly innovate through the way they match the various dimensions of perceived value or facets of the cube to meet the stakeholders’ expectations. Result /Findings. This research highlights the dimensions of the perceived value of the educational offer and determines the extent to which factors such as the university image, the source of financing the studies and the duration of the student - university relationship have an influence on the perception of value. For this purpose we conducted a quantitative research on a sample of 320 students from the largest faculty from the West University of Timișoara, Romania. To perform the statistical data analysis, the following steps were carried out: (1) the reliability of the measurement scales analysis; (2) the opportunity to perform the factorial analysis verification; (3) the exploratory and confirmatory factor analysis and (4) the research hypotheses testing. Research results showed that the perceived relational value affects the student’s perceptions on the quality of learning, the usefulness and quality of the acquired knowledge, the employment opportunities. The institutional image has a positive influence on the perceived value of the educational offer. For university or faculty managers, it is important to know how to combine the various facets of the perceived value-technical value, relational value, social value, temporal value- in order to provide the value expected by their stakeholders, primarily by students.

During the COVID-19 pandemic period, every education unit requires an online learning process, not only for theoretical courses, but also for practical courses, including analytical chemistry practicum courses. Student perceptions of online lectures can help students in implementing the process lectures during the Covid 19 pandemic, because a good and correct lecture will help students improve their understanding and knowledge of students. This study aims to find out students perception about online practicum in analytical chemistry. This research is a qualitative descriptive study. The sample was taken using simple random sampling consisted of 45 students. Data were obtained using questionnaires and in-depth interviews. Student perceptions were seen from three aspects, teaching and learning process, the ability of lecturers, facilities and infrastructure which were assessed using a likert scale. The data analysis by qualitative analysis, consisting of data collection, data reduction, data presentation, and conclusion drawing. Student perceptions in all aspects have a mean of 64.95% so that students 'perceptions of online practicum in analytical chemistry are positive. Students' perceptions of teaching and learning aspects have a value of 69.57% which indicates a positive perception, on aspects of lecturer competence have a value. 77.90% which shows a positive perception of the infrastructure aspect has a value of 47.39% which indicates a positive perception. Keywords: students perceptions; online practicum; Analytic Chemistry

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)

Purpose. Over the past two decades, concerned with how stakeholders perceive the value of their services, universities have adopted entrepreneurial orientations and relationship marketing approaches into their activities. The fierce competition on the global higher education market, forced university managers to innovate, to look for new ways to build their offer. Relationship marketing and the knowledge regarding the stakeholders, primarily the students' perception of their offerings, can provide universities with a competitive advantage. As such, university managers need to carry out satisfaction surveys, inquiries regarding the universities image or the perceived value of the academic programs and services offered, need to plan and organize offline and online integrated marketing communication campaigns. Methodology/Design/Approach. Based on the resemblance of perceived value with a Rubik's cube, university marketers can constantly innovate through the way they match the various dimensions of perceived value or facets of the cube to meet the stakeholders' expectations. Result/Findings. This research highlights the dimensions of the perceived value of the educational offer and determines the extent to which factors such as the university image, the source of financing the studies and the duration of the student - university relationship have an influence on the perception of value. For this purpose we conducted a quantitative research on a sample of 320 students from the largest faculty from the West University of Timișoara, Romania. To perform the statistical data analysis, the following steps were carried out: (1) the reliability of the measurement scales analysis; (2) the opportunity to perform the factorial analysis verification; (3) the exploratory and confirmatory factor analysis and (4) the research hypotheses testing. Research results showed that the perceived relational value affects the student's perceptions on the quality of learning, the usefulness and quality of the acquired knowledge, the employment opportunities. The institutional image has a positive influence on the perceived value of the educational offer. For university or faculty managers, it is important to know how to combine the various facets of the perceived value-technical value, relational value, social value, temporal value-in order to provide the value expected by their stakeholders, primarily by students. [ABSTRACT FROM AUTHOR]

In this study, a multi-dimensional and multi-item attitude scale was developed. The paper describes the scale development process. The new scale was used to investigate culinary students' perceptions and attitudes towards working in the food and beverage industry. Culinary students of public universities were surveyed and 1055 usable questionnaires were analyzed. The results showed that students attitude towards food and beverage industry and perception of this sector is nine-dimensional: commitment to the F&B industry, co-workers, physical working conditions, nature of work, industry-person congeniality, social status, satisfaction, pay, and managers. Findings indicate that participants have negative attitudes towards physical working conditions, co-workers, pay, and managers in the food and beverage industry. On the other hand, the nature of work, industry-person congeniality and social status dimensions have a positive influence on the perceptions of students towards the food and beverage industry. Features such as using their skills, using creativity in sector satisfied students emotionally while low education level of coworkers, stressful work environment, low wages, and poor working conditions created dissatisfaction for the students. Implications for the industry and culinary departments are also discussed. [ABSTRACT FROM AUTHOR]

This study fills several knowledge gaps within the literature of gifted education, specifically with respect to the role of mentorship in guiding and developing gifted young minds as they begin to move into advanced academic and professional environments. It surveys the experiences of college students, all of whom had participated in a university-based gifted mentorship program in high school, by asking them to relate their impressions of the program and its effects on their cognitive and research skills. It takes a mixed-method approach by analyzing an online questionnaire answered by 71 students, as well as responses to two open-ended questions answered by 35 students; finally, it conducts individual interviews with 10 students. Results indicate positive student perceptions toward the program overall, and positive correlations between those perceptions and other specific factors studied, with perceptions of cognitive development and university mentors being the most strongly correlated. Students also raised some unanticipated factors that may have contributed to shaping their impressions, including the characteristics of their mentors, as well as aspects related to program implementation and learning elements. Recommendations for future research are then provided. [ABSTRACT FROM AUTHOR]

Aim: To compare the perceptions of students when using five different tooth replicas and to detect common errors in the performance of students that might be attributed to a specific type of tooth replica. Methodology: Five groups (n = 10 each) of artificial first maxillary molars (DEPT, DRSK, Nissin, DENTALIKE and TrueTooth) were used. All 50 teeth were mounted individually in opaque containers, distributed in 10 packages containing a sample from each with an assigned random order for students to perform root canal treatments. Ten postgraduate students each performed a root canal treatment on the five replicas, in the assigned order, and completed a satisfaction questionnaire. Three trained and calibrated endodontic educators, each with more than 15 years of experience, evaluated their performance using a grading rubric and completed a questionnaire to detect common errors attributed to a specific tooth replica. Inter‐rater reliability was calculated with the interclass correlation coefficient for both consistency and absolute agreement. A two‐way related measures anova was used to assess the interaction amongst evaluators and tooth groups on the average scores of students. Post hoc T3 Dunnet was used to compare groups. The perceptions of students amongst groups were compared with chi‐square and linear‐by‐linear association tests. Results: Inter‐rater reliability was very high for both consistency (ICCC = 0.939; 95% confidence interval (CI) 0.902–0.964) and absolute agreement (ICCA = 0.940; 95% CI 0.904–0.965). No significant differences were found amongst the ratings of evaluators; however, students performed differently when using the various tooth replicas (P < 0.05). Overall, 60% of students preferred the DRSK replica for root canal treatment training purposes, followed by DENTALIKE (30%). The least preferred was TrueTooth (70% responses) due to its complex anatomy and poor resistance to instruments and heat pluggers. Evaluators detected several common errors in specific tooth replicas and preferred tooth replicas manufactured based on microCT scans of natural teeth. Conclusions: Tooth replicas manufactured based on microCT scans of natural teeth (TrueTooth and DENTALIKE) had much better acceptance amongst evaluators, although students rated and performed less well in TrueTooth replicas due to their greater level of difficulty. [ABSTRACT FROM AUTHOR]

The objective of this study is to perform a review and contextualize the existing definitions of educational quality from the managerial point of view. We will be presenting also the factors that have been considered to support managerial decision making within educational institutions. Relevant research related to the different models for measuring educational quality and the different factors that affect this quality are discussed. The existing methodological gap of the statistical processes, the theoretical evidences and the number of investigations in every level of education are identified. The results provide a framework for future research and can become the basis for the design and construction of multidimensional models for educational management quality measurement needs of educational institutions. The results evidence also the lack of a single criterion to build the indicators, as well as the fact that there is a strong of subjectivity in the measuring processes. [ABSTRACT FROM AUTHOR]

Following the 2007 shooting at Virginia Tech, policymakers have sought ways to improve safety on college and university campuses nationwide. Among the more recent proposals is to permit concealed handgun licensees to carry on campus. To date, eight states have enacted legislation implementing this measure. A limited body of research considers the perceptions of students and other members of the campus community about these laws and their passage. The present study seeks to offer a new perspective, assessing student opinions about the recently passed legislation in Texas and whether they would support such a law in a state with strict gun control measures in place. The results indicate that while students collectively did not support concealed carry on their campus, males, Republicans, and gun owners were significantly more likely to express attitudes favorable of the law. Policy implications for its implementation, as well as limitations of the study, are considered. [ABSTRACT FROM AUTHOR]

The main objective of this study is to evaluate students’ perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students’ grades and attendance at theoretical classes is also analysed, and the results show that students’ attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students’ intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.

Recently, faculty at Pritzker School of Medicine, The University of Chicago, have made efforts to improve the depth of radiological anatomy knowledge that students have, but no insights exist as to student and resident opinions of how clinically helpful deep anatomical understanding is. A single-institution survey of second- and fourth-year medical students and postgraduate year 1-4 residents from 11 specialties, composed of five-point Likert questions, sample examination questions, and narrative response questions, was distributed in 2015. One hundred seventy-seven of the 466 potential respondents replied (71 residents and 106 students), response rate 38.0%. No nonresponse bias was present in two separate analyses. Respondents generally favored a superficial 'identification' question as more relevant to clinical practice, which was positively associated with increasing clinical experience ρ = 0.357, P < 0.001 by point-biserial correlation. Students and residents most commonly used self-directed methods to learn medical imaging during their medical anatomy courses (72.6 and 57.7%, respectively). Small group education was least commonly used by students and residents (45.3 and 39.4%, respectively), but most commonly recommended (62.3 and 69%, respectively). A total of 56.6 and 64.8% of students and residents, respectively, reported that having multiple learning methods was 'quite' or 'extremely' important. Respondents with more clinical experience were more likely to report that a superficial identification question was more clinically relevant than a question testing deeper radiological anatomy knowledge. Small group learning was preferred among students and residents but was the least commonly employed method of instruction. Both findings contrast starkly with current radiological anatomy instructional understanding and practices. Anat Sci Educ 11: 25-31. © 2017 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student-centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286-299. © 2016 American Association of Anatomists. [ABSTRACT FROM AUTHOR]

Background Inconsistent evidence concerning the clinical practice implications of the Integrated Management of Childhood Illness (IMCI) pre-service education exists in the literature. The aim of this study is to assess the IMCI pre-service training perceptions of medical students, including their willingness to prospectively utilize the IMCI guidelines in clinical settings. Methods This is an observational cross-sectional study that was conducted between June 1 and August 31, 2022, at the College of Medicine and Health Sciences, Sultan Qaboos University (SQU), Muscat, Sultanate of Oman. The demographic data and IMCI pre-service education perceptions were recorded via the 10 close-ended questions. The questions focused on the student's perception of the usefulness of IMCI pre-service training in improving their knowledge, attitude, and practice (KAP) regarding childhood illnesses and how well it has enhanced their skills in dealing with sick children. SPSS Statistics version 26.0 (IBM Corp. Released 2019. IBM SPSS Statistics for Windows, Version 26.0. Armonk, NY: IBM Corp.) was used to analyze the data. Results A total of 196 responses were collected, with 117 of them being from female participants and the remaining 79 from male participants. Participants were subcategorized into phase 2 (n=103), phase 3A (pre-clerkship, n=45), and phase 3B (junior clerkship, n=48). At least 67.8% of 171 medical students complying with one to two training sessions intended to apply their IMCI pre-service education knowledge and skills in clinical practice and parental counseling. The medical knowledge and clinical practice skill enhancement abilities of the IMCI sessions were recognized by ≥49.7% of medical students. The student responses regarding childhood illness management (p=0.03) and holistic assessment confidence (p=0.042) varied significantly between the study phases. The IMCI pre-service skills, knowledge, and confidence levels were observed in 47.1% (phase 2), 13.2% (phase 3A), and 35.5% (phase 3B) of medical students. Similarly, 40.2% (phase 2), 23.7% (phase 3A), and 54.8% (phase 3B) of subjects believed in the IMCI pre-service training's influence on their ability to perform holistic assessments in the pediatric population. Conclusion The overall results of this study advocate the clinical practice implications, based on the positive student perceptions, of the IMCI pre-service training in SQU. Future qualitative studies should evaluate these findings with wider student populations., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2023, Al-Yahyahi et al.)

WIL is a critical component of the program qualification mix of several vocational based curriculum offering within higher learning. WIL helps to illuminate theories in classrooms and make students more mature and assist industry opportunities for selection of potential employees. Students benefit from WIL as they gain practical experience by applying lecture room learning in a “real world” environment. This involves observing theory in action, integrate the application of theory and the opportunity to receive feedback. This study appraises WIL with specific emphasis on hospitality management students. The aim was to determine the views of final year students on their career choice, state of readiness, and potential challenges associated with WIL. Using a mixed method design, students within an HEI were targeted by means of a semi-structured survey. The study reveals that students were highly motivated about their career choice and were enthusiastic about getting into WIL. However, lack of financial resources mainly linked to transportation, changes in lifestyle and a potential move away from their normal area of residence were notable challenges. The study provides valuable information that can be used to inform learning and teaching practices as well as areas that require industry related assistance by relevant stakeholders concerned.

Etik, son yıllarda hemen hemen her alanda üzerinde sıklıkla durulan konularından biri olmuştur. Günümüzde Türkiye’de hızla gelişen perakendecilik sektörü de, sık sık etik tartışmaların yaşandığıalanlardan biri olmaya başlamıştır. Perakendecilikte karşılaşılan etiksel tartışmalar farklıkesimler tarafından farklı şekilde algılanabilmektedir. Bu noktada, bugünün tüketicileri, geleceğin muhtemel perakende yönetici adaylarıolan, İktisadi ve İdari Bilimler Fakültesi öğrencilerinin algılamalarının tespit edilmesi önem taşımaktadır. Bu çalışmada, senaryolar şeklinde belirtilen, etiksel perakendecilik uygulamalarına ilişkin, üniversite öğrencilerinin algılamalarıölçülmektedir. Araştırmanın amacı, etiksel perakendecilik uygulamalarına ilişkin üniversite öğrencilerinin algılamalarınıve bu algılamaların Erciyes, Bozok ve Nevşehir Üniversiteleri öğrencileri itibarıyla farklıolup olmadığınıtespit etmektir. Araştırma, Erciyes, Bozok ve Nevşehir Üniversiteleri, İktisadi ve İdari Bilimler Fakültelerinde okuyan öğrenciler üzerinde gerçekleştirilmiştir. Araştırmada sistematik örnekleme yöntemi kullanılmıştır. Verilerin analizinde ortalamalar ve Tek Yönlü Varyans Analizi One Way ANOVA analizi, T testi ve Ki-kare analizi kullanılmıştır. Elde edilen sonuçlar, öğrencilerin etik problemleri algılama düzeylerinde ve öğrencilerin demografik özellikleri itibarıile algılama düzeylerinde farklar olduğunu ortaya koymuştur.

Aim The aim of this study was evaluation of constructive alignment of student perceptions to a spiral curriculum, as a pre-requisite to successful learning. Method A survey was undertaken to evaluate student thoughts and experiences of a spiral curriculum, by participation in an anonymous voluntary questionnaire. Students were asked to rate their thoughts on their understanding, perceived benefit of and confusion with their spiral curriculum at the current time and retrospectively during previous years, and to answer free-text questions on the impact, effects on learning and future suggestions for their spiral curriculum. Results Sixty (86%) students completed the questionnaire. Understanding the spiral curriculum worked enhanced with time, with the benefit of the spiral curriculum being felt more conclusively in the latter years, and the majority of students not being confused by the spiral curriculum. Those students who were most confused by the spiral curriculum were the ones who were least likely to appreciate its benefits. The opportunity for consolidation of previously visited knowledge was a perceived predominant advantage, with re-visitation of topics helping to deepen understanding and learning. Clarity on the depth of knowledge at each stage prevents information overload. A spiral curriculum must spiral and not be a repetition of previously delivered topics. Conclusions This study provided insights into students' perceptions of an integrated spiral curriculum, and whilst predominantly positive, there are challenges to enhance the student experience. The spiral curriculum provides an opportunity to revisit and consolidate learning to the apparent benefit of the student. [ABSTRACT FROM AUTHOR]

Team learning is considered as a constructive way for enhancing students learning in collaborative environment. Team learning involves interaction between students through peer-to-peer learning, which makes students to be a problem solver, an excellent communicator, a good reviewer and a leader. The School of Engineering at Deakin University practices project/design based learning as one of its learning and teaching approach. The project/design based learning process helps students to be self directed leaners which enhances the student learning outcomes towards attaining graduate career expected skills. An Overarching goal of this investigation is assessing the team learning experiences of cohort of students from third year civil undergraduate engineering in a project/design based learning approach at Deakin University. From the students' experiences and views, this study will investigate and visualize the students' choice of team learning practices which enhances their learning outcomes in project/design based curriculum. [ABSTRACT FROM AUTHOR]

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