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This research article presents a study on teacher‐educator interactional identities in English language education. The study extends conversation analysis by doing co‐analysis and member‐checking with three participating teacher‐educators to analyze the enactment of their interactional identities in language‐based and content‐based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher‐educator interactional identities to explain how English language education occurs during classroom interaction. [ABSTRACT FROM AUTHOR]

Background: Emergency medicine (EM) physicians routinely care for patients with serious life-limiting illnesses. Educating EM residents to have general skills and competencies in palliative medicine is a global priority. The purpose of this study was to describe the current status of palliative and end-of-life education in EM residency programs in the United Arab Emirates (UAE) and to identify barriers and opportunities to inculcating palliative care (PC) instruction into EM training in a non-Western setting. Methods: Using the American College of Emergency Medicine's milestones for Hospice and Palliative Medicine for Emergency Medicine as a question guide, semi-structured interviews were conducted with program directors of all 7 EM residency programs in the UAE from January through July 2023. Qualitative content analysis was conducted to identify recurring themes. Results: All program directors agreed that PC knowledge and skills are essential components of training for EM residents but have had variable success in implementing a structured PC curriculum. Six themes emerged, namely the educational curriculum, PC policies and practices, comprehensive PC services, cultural and religious barriers to PC, EM scope of practice, and supporting residents after patient death. Conclusion: UAE national EM residency curriculum development is evolving with an emphasis on developing a structured PC curriculum. As EM residencies implement policies and programs to improve care for patients and families dealing with serious illness, future studies are needed to assess the impact of these initiatives on patient quality of life and physician well-being. [ABSTRACT FROM AUTHOR]

Background: Scientific evidence is important to evidence-based practice. Hence, the application of evidence-based practice requires relevant skills and an understanding of science, which therefore need to be learned and trained during the undergraduate program in physiotherapy. The aim of this study was to investigate attitudes, perceived competence, and conditions for a scientific approach among physiotherapy students in Sweden, and to compare attitudes and perceived competence between students in different program years. Methods: Physiotherapy students from six universities (n = 1499) were invited to respond to a digital survey. The survey contained questions regarding attitudes toward science, perceived competence in research interpretations and open comments regarding requirements for a strengthened scientific approach during education. Comparisons between education years were performed with ANOVA/Kruskal‒Wallis test (scale outcomes) and logistic regression (binary outcomes). Results: A total of 466 students responded to the survey. In total, 57% (n = 266) of the students had a high interest in science. No significant difference in interest in science was found between students in the three program years, but 75% (n = 347) reported increased interest during the program. A perceived high ability to understand the structure and performance of scientific studies was reported by 31% (n = 144), to evaluate the methodology by 16% (n = 72) and to interpret statistical results from scientific studies by 12% (n = 55). The lowest perceived competence was reported among students in their second year (p < 0.05). A majority of the students (88%; n = 410) reported a perceived personal need for strengthened conditions for a scientific approach, with suggested prerequisites during education via increased theoretical and applied understanding of the research. Conclusion: Even though this study does not fully cover physiotherapy students at all undergraduate programmes in Sweden, the results support that a scientific approach and training should be strengthened during education to enable physiotherapists to understand and interpret science and to fully apply an evidence-based approach in upcoming clinical practice. Both theoretical and applied knowledge and understanding are needed. [ABSTRACT FROM AUTHOR]

Purpose: Therapeutic bottle feeding is a critical skill for speech-language pathologists (SLPs) managing the increasing and medically complex neonatal intensive care unit (NICU) and early intervention caseloads. Thus, we explored the role of a high-emotion preterm simulator, known as “Paul,” to increase knowledge, skills, and confidence related to infant feeding management for speech-language pathology graduate students. Method: A randomized controlled study compared learning outcomes of 27 participants following either a 1-hr lecture or 1-hr training with a preterm simulator. Outcomes included knowledge demonstrated on written examination, accuracy in identifying stress cues during simulated feeding, and self-reported anxiety levels related to clinically assessing infant feeding. Results: No baseline group differences were found on written examination or during a simulated bottle feeding. Both groups improved in written examination scores and identification of stress cues (p < .001). Gains in written examination scores did not significantly differ between groups; however, after training, the simulator group correctly identified more stress cues during a simulated bottle feeding (p < .001), and the lecture group reported reduced anxiety related to clinically evaluating infant feeding compared to simulator-trained students (p < .05). Conclusions: All students demonstrated gains in written knowledge and identification of stress cues; however, simulation-based training was superior in developing the feeders’ ability to identify stress cues during a hands-on simulated bottle-feeding scenario. Lecture-based training may have inflated students’ perceptions in their clinical skills as they were less accurate in identifying stress cues during a simulated feeding but reported significantly reduced anxiety for administering a clinical evaluation of infant feeding compared to simulation-trained students. Hands-on training using high-fidelity simulation may capitalize on experiential learning to better build clinical feeding skills for future SLPs who may serve in NICU and early intervention settings, while eliminating the risk of potential errors during learning that could affect fragile neonates. [ABSTRACT FROM AUTHOR]

Introduction: Accurate inlay preparation is extremely important in pre‐clinical training. However, there is a lack of tools to guide students to efficiently practise inlay preparation. Therefore, a 3D‐printed coloured tooth model for inlay preparation was designed to guide beginners to practise inlay preparation by themselves according to different colour prompts. This study aimed to evaluate the benefits of using a 3D‐printed coloured tooth model in the pre‐clinical training on inlay preparation. Materials and Methods: Twenty‐eight students in their fourth‐year undergraduate dental program participated in this study. The participants were randomly assigned to two groups for the inlay preparation. Group 1 prepared a plain tooth model for the first and fourth attempts and a 3D‐printed coloured tooth model for the second and third attempts (n = 14). Group 2 prepared four plain tooth models (n = 14). The first and fourth tooth models prepared by both groups were scored using an evaluation system (Fair Grade 2000, NISSIN). Next, questionnaires answered by students were used to evaluate the benefits of using a 3D‐printed coloured tooth model and self‐evaluate hands‐on ability using a grading system (1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree, and 5 = strongly disagree). The scores were evaluated statistically using the Mann–Whitney U test, and the given grades are displayed as percentages and mean values. Results: There was an overall increase in the clinical confidence of all students after repeated attempts to prepare an inlay; however, students from group 1, who had used the 3D‐printed coloured tooth model, had more positive experiences and comments. The 3D‐printed coloured tooth model for inlay preparation has been widely praised by participants. Comparing the average score of the first and fourth preparations, the average score of group 1 increased by 12% (Ø 54.46 ± 8.33, Ø 61.11 ± 7.13, p =.090), while that of group 2 increased by 0.72% (Ø 56.39 ± 9.59, Ø 56.80 ± 8.46, p =.925). Conclusion: Students favoured the use of the 3D‐printed coloured tooth model, and this improved the average score for inlay preparation. The 3D‐printed coloured tooth model for inlay preparation is expected to play an important role in dental education in the future. [ABSTRACT FROM AUTHOR]

This integrative review aimed to synthesize the evidence regarding interprofessional education (IPE) in undergraduate health courses in Brazil. This article included original articles published between 2005 and 2020 addressing IPE in undergraduate health courses in Brazilian higher education institutions. Our search captured 333 articles in Medline, PubMed, Cochrane Library, Embase (Elsevier), Web Of Science (Main Collection), Scopus (Elsevier), Science Direct (Elsevier), ERIC, and LILACS via BVS. After applying the exclusion and inclusion criteria, the study corpus covered 34 original manuscripts. It was identified that a network is developed at the national level, and with international support, supports discussions and research on IPE. However, there is a concentration of partnerships between researchers from the Northeast, Southeast and South regions, with the need to expand studies on the country's experiences in the North and Midwest regions. There is also consistent publication of experiences concerning the implementation of IPE in undergraduate healthcare courses in Brazil. However, the uniprofessional characteristics and the lack of uniformity in the curricula are still significant, which represent essential obstacles to further IPE strengthening in Brazil. In the Brazilian literature, there is a dearth of longitudinal studies and mixed methods that assess changes in organizational practices. There remains a need for IPE studies with more rigorous designs to generate more impactful evidence. [ABSTRACT FROM AUTHOR]

Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used. Systematic review registration: Open Science Framework (). [ABSTRACT FROM AUTHOR]

Engaging with the public is increasingly seen as an important role of scientists. Despite that, few opportunities exist for undergraduate students to receive training in engaging with the public about science. Thus, little is known about the impact of such training on students. The goal of the current study was to investigate the impact of public engagement training on participants in a summer program for undergraduates that provides training in both research and engagement activities. The results of our interviews suggest that providing opportunities for undergraduates to engage with the public (1) has many personal, academic, and career benefits for students; (2) increases participants' interest in public engagement; and (3) may contribute to helping students develop and maintain an identity as scientists. Importantly, students from minoritized racial groups may be even more impacted by this experience. These data suggest that early experiences with public engagement may not only be an important way to increase the number of publicly engaged scientists but may also broaden participation in science. [ABSTRACT FROM AUTHOR]

Participating in mentored research is an enormous benefit to undergraduate students. These immersive experiences can dramatically improve retention and completion rates, especially for students from traditionally underserved populations in STEM disciplines. Scientists typically do not receive any formal training in management or group dynamics before taking on the role of a lab head. Thus, peer forums and shared wisdom are crucial for developing the vision and skills involved with mentorship and leading a successful research lab. Faculty at any institution can help improve student outcomes and the success of their labs by thoughtfully including undergraduates in their research programs. Moreover, faculty at primarily undergraduate institutions have special challenges that are not often acknowledged or addressed in public discussions about best practices for running a lab. Here, we present 10 simple rules for fostering a successful undergraduate research lab. While much of the advice herein is applicable to mentoring undergraduates in any setting, it is especially tailored to the special circumstances found at primarily undergraduate institutions. [ABSTRACT FROM AUTHOR]

Introduction: Engaging in risky sexual behaviors can lead to HIV infection, sexually transmitted infections, and unintended pregnancy among youths. University students had greater sexual risks for many reasons. Therefore, this study aimed to assess the magnitude and associated factors of risky sexual behaviors among regular undergraduate students at Injibara University, Northwest Ethiopia. Methods: A cross-sectional study was conducted at Injibara University from 20 January to 30 2020. Multistage sampling was employed to select 770 students. Data were collected using a semistructured self-administered questionnaire. A binary logistic regression model was used to identify factors associated with risky sexual behavior. Adjusted odds ratios with 95% CIs were determined, and variables with P-values <0.05 were considered significant. Result: A total of 770 students participated in the study, providing a response rate of 100%. In this study, 294 (38%, 95% CI: 35%, 42%) students engaged in risky sexual behaviors. Risky sexual behavior was significantly associated with not tested for HIV (AOR = 1.62, 95% CI: 1.15--2.31), peer pressure (AOR = 1.90, CI: 1.37--2.64), basic HIV knowledge (AOR = 2.16, CI: 1.65--2.89), substance use (AOR = 3.56, CI: 2.11--6.06), watching pornography videos (AOR = 1.58, CI: 1.11--2.23), and HIV risk perception (AOR = 1.37, CI: 1.02--1.91). Conclusion and recommendation: A substantial proportion of university students in this study engaged in unsafe sexual behavior. Risky sexual behaviors are more likely to occur when students are under peer pressure, use substances, have no perceived HIV risk, watch pornography, and have inadequate basic HIV knowledge. Therefore, tailored strategic interventions such as life skill training should be designed to bring about positive behavioral changes among university students. [ABSTRACT FROM AUTHOR]

Introduction: In Argentina, nursing education shows progress, but it still does not improve the quantitative deficit of the group, nor the distribution by regions. The analysis of academic trajectories makes it possible to identify the path taken by the student in the study plan and to plan remedial measures for those aspects considered deficient. Objective: To analyze the academic trajectories of students of the bachelor's degree in nursing at the National University of Tucumán, through the analysis of academic performance indicators in the period 2015-2019. Methodes: Descriptive, retrospective, and quantitative study. The population was constituted by the total number of students of the bachelor's degree in nursing in the period 2015-2019. Results: The average GPA of the career is 6.35 out of 10 and the average actual duration of the career is 13.35 years, exceeding the expected duration of 5 years. A failure rate was found in 57% of the subjects of the first cycle and 38% of the second cycle. Conclusions: The academic performance of nursing students has decreased in the last decades, which can be seen in the decrease of the grade point average and the increase of the actual duration of the course. These results show the existing decoupling between the academic trajectories of nursing students in relation to those expected by the system. [ABSTRACT FROM AUTHOR]

Introduction: "Imposter syndrome" or "Imposter Phenomenon" is not a mental disorder but is considered as a psychological pattern in which people doubt their accomplishments and is associated with certain poor psychological functioning like low self-esteem can be detrimental to medical students. Objective: To find out the prevalence of Imposter phenomenon as well as it association with self-esteem among the final year medical students. Methods: A cross sectional study was carried-out among 249 medical students of a private medical college in the U.T of Puducherry using Clance Imposter Phenomenon scale. Results: 58.2% and 41.8% of the participants were in Part-1 and part-2 of final year respectively. It was observed that every participant had some degree of Imposter phenomenon. Low self -esteem, was found among 12.85% of the study participants. In this study there was no association between the low self-esteem and Imposter Syndrome. Conclusion: It is very clear that the burden of Imposter syndrome is quite high among the medical students as the reasons are varied. Extensive research to elaborate these is the need of the hour, as this information helps in designing the preventive measures for the students who are the future of the nation and the foundation stones of progress. [ABSTRACT FROM AUTHOR]

Achievement of the targets set for the UN Sustainable Development Goals (UN SDGs) requires commitment and leadership from governments, and input and feedback from numerous collaborators. Professional engineers are one group of such collaborators who must ensure that their designs, projects, and practices enable sustainable development. This article discusses how the accreditation process for undergraduate engineering programmes in Canada confirms that accredited programmes are preparing graduates for careers in which they will be prepared to meet the challenges of striving towards the targets set by the UN SDGs. [ABSTRACT FROM AUTHOR]

Objective The COVID-19 pandemic has worsened college students' mental health while simultaneously creating new barriers to traditional in-person care. Teletherapy and online self-guided mental health supports are two potential avenues for addressing unmet mental health needs when face-to-face services are less accessible, but little is known about factors that shape interest in these supports. Participants: 1,224 U.S. undergraduate students (mean age = 20.7; 73% female; 40% White) participated. Methods: Students completed an online questionnaire assessing interest in teletherapy and self-guided supports. Predictors included age, sex, race/ethnicity, sexual minority status, and anxiety and depression symptomatology. Results: Interest rates were 20% and 25% for at-cost supports (teletherapy and online self-help, respectively) and 70% and 72% for free supports (teletherapy and online self-help, respectively). Patterns emerged by age, anxiety symptom severity, and race/ethnicity. Conclusions: Results may inform universities' efforts to optimize students' engagement with nontraditional, digital mental health supports, including teletherapy and self-guided programs. The SARS-CoV2 (COVID-19) pandemic has taken a severe toll on public health, with effects reaching far beyond unprecedented illness and mortality. Levels of mental health difficulties appear to be rising broadly as the pandemic has progressed, both in the general U.S. population and among college students specifically.1,2 The COVID-19 pandemic and its repercussions may undermine college student mental health in myriad ways.2 Concurrently, students now face the potential for serious illness, loss of loved ones, financial strain, social isolation, loss of on-campus resources, and sudden disruption of routines—creating a "perfect storm" for the emergence or exacerbation of psychological distress. [ABSTRACT FROM AUTHOR]

This paper examines the factors influencing preferences for undergraduate study using administrative data on applications to the state university system of Sri Lanka, which is characterized by centralized administration, rule-based admissions, and virtually costless applications. The feature of costless applications implies that students are unconstrained from listing out all the programs for which they wish to be considered, while the rule-based nature of admissions makes it possible to identify the exact program choice set available to each applicant. Using the constructed choice sets, I estimate a conditional logit model including measures of institutional and program quality and academic and social matching between the student and the programs to which they are eligible. The results suggest that applicants prefer programs that are more closely matched to their ability and demographic profile, though there is some heterogeneity across genders, socio-economic status, and ability. Among the measures of institutional quality, students prefer those related to the quality of teaching, such as faculty qualifications and student teacher ratios, over the quality of research. These findings have important implications for policymakers and managers aiming to propose and develop new programs or improve the quality of existing programs and institutions. [ABSTRACT FROM AUTHOR]

A finance program determines relevance by aligning with professional standards, such as the CFA's body of knowledge (CBOK). Resistance to the integration process occurs when faculty members disagree with the program's targeted cognitive rigor (CR). This study suggests mapping the CBOK's CR facilitates integration by allotting CFA learning outcomes across existing courses and provides a framework for measuring a program's assurance of learning. This map demonstrates that Level-I CBOK should be viewed as a minimum requirement for an undergraduate finance program, and higher-level topics with comparable CR could improve students' comprehension. [ABSTRACT FROM AUTHOR]

Background/Aim: The updated version of the International Association of Dental Traumatology (IADT) guidelines was published online in May 2020 in the form of four papers. They are extensively used in dental trauma education in textbooks, undergraduate and postgraduate programs, and clinical workshops. Hence, this study aimed to assess the impact, global scientific reach, and utilization of these guidelines through altmetric and citation analysis. Material and Methods: The protocol was prepared after an expert group discussion. Dimensions database was used to derive the altmetric and citation data on April 10th, 2023. The data was extracted by using a self‐designed pre‐piloted form by two authors independently. The citing articles were further categorized into the type of study and the domains and subdomains of dental traumatology. The VOSviewer program was utilized to explore the correlation between the subdomains and the overlap of citations was assessed by creating a citation matrix. Results: A total of 552 citations had been collectively received by the four papers. The highest was seen for the guidelines for fracture and luxation in permanent teeth (FL), avulsion in permanent teeth (AV), general introduction (GI), and primary teeth (PT). Dental Traumatology had the maximum number of citing papers for each guideline. They were from 52 countries with English being the commonest language. Overall, the maximum number of citations had been received in narrative reviews (n = 104) and the majority of cited papers were categorized in the therapeutic domains. The most common subdomain for the papers that cited GI, FL, and AV was "treatment protocols in permanent teeth", while it was "awareness of prevention and emergency management of traumatic dental injuries" for the papers that had cited PT. Conclusions: This analysis highlighted that the IADT 2020 guidelines are globally popular resources, which are widely used by the researchers across specialities and are intended towards clinical application. [ABSTRACT FROM AUTHOR]

Background: Despite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K‐12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes. Objectives: The current study examines how a series of Arduino‐based robotics learning activities capture the fuller essence of concepts related to CT. Methods: College students (n = 50) completed a series of six robotics learning activities. Think‐alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments. Results and Conclusions: Students verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional‐oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think‐alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino‐based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes. Lay Description: What is already known about this topic: Computational thinking (CT) is the conceptual foundation for problem‐solving.CT shifted from unplugged to plugged activities.CT concepts can be fostered through educational robotics. What this paper adds: A multi‐dimensional approach to assessing CT.Applications of CT provide insights into skill transfer.An integrative theoretical approach to study the 'how' and the 'what' of CT. Implications for practice: Educational robotics activities can cater to a fuller range of CT skills.Virtual simulations with constructive feedback are beneficial for students in traditional settings.Mixed learning environments contribute to making links between lectures and labs. [ABSTRACT FROM AUTHOR]

Background: Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. Objectives: This paper aims to understand whether a learning design that combines game‐based learning with online flipped classrooms can engage DA students in their learning and help them develop their reflective skills. Methods: Two focus groups were conducted with DA students that study at a UK Business School towards gaining the Chartered Manager status. The focus groups recordings have been analysed using reflexive thematic analysis. Results and Conclusions: The three main themes, "change can be helpful and challenging at the same time", "the ideal game", and "the effect of others", show that DA students find game‐based learning and online flipped classrooms useful, with the right support. Simulation games can be more fulfilling to DA students than quiz games, even if they take more of their out‐of‐class time. In addition, instructors are advised to work more closely with diverse teams to enable students share their work experiences and learn from each other. Lay Description: What is already known about this topic?: Online flipped classrooms offer flexibility in learning, but instructors need to find solutions to challenges, like students' limited e‐learning readiness and lack of motivation.Game‐based learning has been found to facilitate learning in general, but there is a need to identify the specific circumstances (i.e. settings, gaming elements) under which it is effective.Degree apprenticeship students need more support with their learning compared to traditional university students, as they face additional challenges in terms of family life‐work balance and connecting their learning to their working experience. What this paper adds?: Game‐based learning can be useful to degree apprenticeship students providing that focuses on the application of knowledge and provides feedback.Despite facing challenges related to maintaining work‐study‐life balance, degree apprenticeship students are willing to complete the flipped classroom's out‐of‐class activities, if they see a clear benefit from doing so.Online group activities can be challenging for degree apprenticeship students, if they are not able to form teams with other learners that work for the same organisation. The implications of study findings for practitioners: Avoid quiz‐like games and select the ones that use real‐life scenarios for degree apprenticeship students to help them link their learning to their practice.Formative feedback should be provided by both the instructor and the game to motivate degree apprenticeship students to spend the additional time to complete the out‐of‐class activities.Students should be reminded frequently of the purpose of any new learning elements (e.g. learning analytics) as they may not have the time to explore them on their own.When forming student teams based on students' workplace is not possible, spend more time in each breakout room to facilitate the online group discussion and help students bring their different working experiences together. [ABSTRACT FROM AUTHOR]

Higher education dropout rates in Colombia are the second highest in Latin-America. Almost 50% of students who start an undergraduate program in Colombia drop out. In this paper, we present a systematic literature review that surveys publications related to university dropout in Colombia between 2000 and 2021. This review followed the Kitchenham guidelines. Databases such as Publindex, Scielo, Wos, Scopus were reviewed. To create cause and solution taxonomies, we identified causes and/or solutions reported by researchers in each revised article. Each cause/solution was then grouped using the university dropout taxonomy proposed by Castaño. 107 papers, 66 different causes, and 62 proposed solutions related to university dropout were reported in the papers analyzed. The results suggest there is an increasing interest in understanding (i) the undergraduate dropout phenomenon, and (ii) the use of data science to solve the problem. These studies also evince a lack of integration between stakeholders for developing crosscutting solutions. The information related to some of the reported solutions is not sufficiently developed to enable a better classification, or they lacked information on implementation, results, or impact. This makes it difficult to make progress with designing new strategies based on previous studies. [ABSTRACT FROM AUTHOR]

Using qualitative interviews with a panel of parents over two years (n = 33 and 23) and a retrospective biographical framework, I ask how welfare recipients reach their 60-month lifetime limit; specifically, what conditions, experiences, and circumstances keep them from exiting welfare permanently before 60 months? Recipients traversed an array of trajectories based on differing relationships to the labor market, including cycling in and out of the labor market and welfare, navigating the margins of the labor market, and working toward a four-year degree. Despite following different trajectories related to labor force attachment, the analysis shows that these parents who timed out of welfare shared a common set of circumstances which created a snare of undermining conditions—destabilizing events which interacted with the challenges of the low wage labor market, parenting in poverty, and a tattered safety net. Given the challenges of poverty in the U.S. even strong attachment to the labor market did not prevent a third of the sample from exhausting access to cash assistance. My analysis broadens our understandings of how individuals meet their lifetime limits to welfare by looking beyond individual-level characteristics, such as labor force attachment, and highlighting the ways experiences of timing out are situated in race, class, and gender inequalities. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic was causing an unfavorable effect on the education and mental health of students. Much information about this virus is available, but its effect on mental health has been overlooked during this pandemic. Also, disruption in the academic year had led to more of virtual learning. The pros and cons of virtual learning need to be assessed, there is a need to evaluate whether there has been a shift in approach toward dental practice. So in our survey, we evaluated the mental health, efficiency of virtual learning, and attitude toward future dental practices among dental students during the COVID-19 pandemic. Objectives The aim of this study was to evaluate the mental health, efficiency of virtual learning, and attitude toward future dental practices among dental students during the COVID-19 pandemic. Materials and Methods In this study, we included 87 final-year dental undergraduate students from A B Shetty Memorial Institute of Dental Sciences (ABSMIDS). The study was conducted through online questionnaire using google link. Results In our survey, we found that many of the student's mental health was affected as they experienced certain level of depression, isolation, and mood swings, which affected their sleeping pattern. So we can consider counseling sessions for the students. We also found that virtual learning is a convenient alternative, but it also has some drawbacks as it caused physical discomforts like eye strain, back pain, etc. The students' responses were overwhelmingly positive with regard to future dental practices, but they felt there is a need to treat patients with protective equipment and guidance. Conclusions Our study showed that this pandemic had hampered the mental health status of students in some ways. Also, it showed that virtual learning is helpful and is a convenient alternative, but it has some drawbacks as it causes physical discomforts. The students' responses were overwhelmingly positive with regard to future dental practices, but they need to treat patients with protective equipment. The Covid pandemic waves had made it difficult to control the situation, which resulted in extended periods of lockdown. Hence, these factors should be considered for the benefit of students in order to manage any future outbreaks in a better way. [ABSTRACT FROM AUTHOR]

The Ukrainian conflict and the increasing number of asylum seekers and refugees (AS&Rs) in the United Kingdom have highlighted the critical need for a dedicated AS&R health curriculum in medical undergraduate programmes. This study utilized a mixed-method approach to assess the current state of AS&R curricula worldwide, identify shortcomings in the UK's medical undergraduate curriculum and determine the specific needs of AS&R. A scoping review of literature revealed an absence of comprehensive AS&R health curricula, with many programmes focusing on broader global health issues. Mapping the General Medical Council's (GMC) Outcomes for Graduates to a UK medical school's learning outcomes uncovered misalignments with AS&R health requirements and an online survey of AS&R charities exposed barriers related to accessibility and knowledge. The study's findings emphasize the importance of introducing or reinforcing specific themes in the medical curriculum, such as clarifying terminology and promoting awareness of AS&R organizations. Employing various teaching methods and continuous assessment are vital to evaluate curriculum effectiveness. The development of an AS&R health curriculum is essential to equip future doctors with the necessary skills and knowledge to provide equitable healthcare to this vulnerable population. The study's findings can serve as a basis for curriculum development and implementation in UK medical schools. [ABSTRACT FROM AUTHOR]

First‐generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid‐sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first‐generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS. [ABSTRACT FROM AUTHOR]

This paper proposes that a curricular shift we call "decanonization" is shaping contemporary English Major degrees at Canadian universities. We believe it is a response to a complex set of challenges currently facing departments as they program their undergraduate degrees in English, and, in a qualified way, we endorse it as a positive change: it can be seen as a step toward decolonization. But we argue that some forms of decanonized degree have unfortunate implications. While we affirm that our colleagues across the country are doing everything they can to sustain robust, current degrees in challenging circumstances, those circumstances have resulted in some cases in what appears to be a hollowed-out, underdefined degree. We propose an alternate curriculum, based on method, that seems to us particularly promising in the current context. [ABSTRACT FROM AUTHOR]

Modern digital technologies are advancing rapidly, driving transformative changes. For Information Systems (IS) educators, maintaining curricula that prepare graduates for the digital economy is imperative. This study developed a knowledge pool of 121 common keywords in digital transformation through literature review and investigated their application in the titles and descriptions of 4,093 IS courses across 315 undergraduate programs in the United States. The findings illustrate how IS educators conceptualize the digital transformation within the IS discipline and incorporate it into curricula. Additionally, the results offer insights for educators aiming to develop course content on digital transformation and update IS undergraduate curricula to align with the demands of modern enterprises in the era of digital transformation. [ABSTRACT FROM AUTHOR]

OBJECTIVES: We conducted a curriculum review of Canadian undergraduate medical programs to identify why aggressive obsessions (among those with obsessive-compulsive disorder [OCD]) are so often misidentified by primary care physicians and professional students. METHODS: This study involved standardized interviews with representatives from Canadian medical schools regarding the content, time, and teaching styles used to deliver curricula related to OCD. Further, we utilized a set of standardized criteria to assess the OCD content of recommended textbooks from these schools. RESULTS: Canadian medical curricula failed to provide a comprehensive picture of OCD. One-third of medical programs did not provide an example of aggressive obsessions to students, with textbook case examples centered heavily (70%) on contamination or symmetry. Only 25% of programs (and 60% of textbooks) discussed the composition of the Unacceptable Thought Domain to include aggressive, sexual, and religious obsessions. Finally, over half of medical programs failed to indicate that aggressive obsessions are ego-dystonic and do not lead people to harm themselves or others. CONCLUSION: A series of recommendations are provided for medical schools intended to improve the comprehensiveness of OCD-related training. [ABSTRACT FROM AUTHOR]

Background: In Italy, nursing research has paid special attention to 'missed nursing care'. The studies carried out, varying in tools and settings, describe considerable percentages of missed care. In the field of stoma care, the phenomenon has not been investigated to date. Aim: To investigate the prevalence of missed nursing care (MNC) in the Italian ostomy patient population and the most relevant causes suggested for this by stoma care nurses. Design: Cross-sectional study. Method: The Italian version of the MISSCARE survey was used with some questions related to the stoma care pathway. The survey was targeted at hospitals in the country with dedicated services and/or pathways for ostomy patients, between February and April 2023. Findings: A total of 461 questionnaires were sent out, 214 (53.3%) were analysed. The majority of the participants were female (160, 76.2%), median age of 50 years (35.0–53.8). The most common qualification was a Bachelor's degree (n=117; 54.9%) and work experience in stoma care was more than 10 years in 95 cases (50.3%). Prominent instances of MNC were identified, with hand washing (score 4.6 out of 5), compilation of nursing documentation and hygiene/skin care (score 4.5 out of 5) and patient/family education (score 4.4 out of 5) emerging as the most prevalent. The most notable omissions in the stoma care process encompassed educational facets, clinical monitoring, a comprehensive discharge plan, and diligent follow-up. Among the most frequent reasons were staff shortages (score 3.1 out of 4), unsuitable nurse–patient ratios (score of 3 out of 4) and insufficient numbers of experienced stoma care personnel (score of 3 out of 4). Conclusion: A substantial number of basic and clinically relevant nursing interventions were perceived to be missed, and this may lead to an increase in negative outcomes for ostomy patients. [ABSTRACT FROM AUTHOR]

Globally, men and women are numerically dominant in undergraduate degrees in math and psychology, respectively. A variety of theoretical perspectives predict that individuals who adhere more to gender stereotypes will be more represented in gender‐dominant fields. Using a pre‐registered methodology, we recruited men and women enrolled in psychology and math degree programmes in the United Kingdom and assessed a variety of gender beliefs and identities. Overall, femininity was (marginally) higher in psychology, and higher amongst women generally. Moderated regression analyses revealed that women who were low in masculinity and high in femininity (the stereotypical pattern) were most likely to be in psychology degrees, whilst women who were low in both were most likely to be enrolled onto math programmes. For men, no component of gender identity or beliefs predicted degree programmes. Overall, these results demonstrate how dimensions of gender identity may account for gender differences in undergraduate representation. Specifically, women in STEM fields tend to not describe themselves in stereotypical masculine or feminine traits. We discuss implications for efforts to increase uptake of gender stereotype incongruent career paths (e.g., women in STEM) with a particular focus on how femininity may be rejected in counter‐stereotypical domains. [ABSTRACT FROM AUTHOR]

We propose an adaptive methodology for the curricular redesign based on the performance indicators of the student progression observed after a follow-up period. The feasibility of adopting the same approach should be thoroughly studied to assess its compatibility with institutions and countries that employ an academic credit system based on student workload, such as the European Credit Transfer System. This approach was applied here for the Chilean system, which is highly consistent with the European case. The resulting methods can be automated and integrated into institutional databases for the management of teaching-learning processes to enhance decision-making. Special attention is devoted to the methods for estimating the credit points and the relative position of each course in the curriculum sequence chart of a university degree. As an example of application, we discuss the curriculum redesign of the B.Sc. degree in Physics offered by the Universidad Católica del Norte. The analysis is based on the statistical report of performance indicators of this undergraduate program during the follow-up period 2015–2019 (five years). We report a certain correspondence between the problem of credit allocation and the behavior in the student progression, which represents an empirical evidence of the effectiveness of the associated credit points estimation. [ABSTRACT FROM AUTHOR]

Background: The spread of the coronavirus has led to significant anxiety among university students, resulting in various mental health problems that could potentially impact their academic performance. Method: To examine the mediating role of emotional regulation and online social support in the relationships between COVID-19 psychological pressures, depression, and the fear of missing out (FoMO) among young adult university students, a cross-sectional research design was employed using an online survey. The sample consisted of 521 full-time university students from China, currently enrolled in undergraduate and postgraduate programs. Results: Findings revealed that more than half (55.09%, n=287) of the university students experienced COVID-19 psychological pressures. These pressures directly contributed to increased levels of depression (β = 0.339, p <.001) and fear of missing out (β = 0.236, p <.001). Moreover, online social support and emotional regulation exhibited partial mediating effects on the association between COVID-19 psychological pressures, depression, and the fear of missing out. The results indicated that COVID-19 psychological pressures were linked to higher levels of depressive symptoms and a greater fear of missing out among university students. Conclusions: However, the provision of timely and adequate online social support, as well as the implementation of emotional regulation strategies, mitigated the negative effects of the pandemic on students' social and emotional well-being. Consequently, this led to reduced levels of depression and fear of missing out. [ABSTRACT FROM AUTHOR]

Health and wellness coaching (HWC) is an effective intervention for many chronic lifestyle diseases. Chronic diseases represent a majority of our severe national healthcare burden. Yet, HWC certification programs vary in delivery method and degree awarded. The purpose of this paper is to provide an evidence based rationale for HWC as a complementary area of study to non-licensure granting, undergraduate health degrees in higher education. A comprehensive review of the literature related to the efficacy of HWC was completed. In addition, the national program directory was mined for descriptive data for approved HWC programs. Given the growing body of support for HWC as an effective intervention, we recommend that institutions deliver HWC curricula as an academic minor for undergraduate students in non-licensure granting health-related degrees to position graduates for entry level careers in HWC. Evidence from the successful deployment of an undergraduate program in HWC supports our contention that HWC be delivered as an academic minor in support of lifestyle health and wellness education. In doing so, the field can offer HWC in a way that is widely accessible to the undergraduate population, while providing a mechanism for direct employment as a professional health and wellness coach. [ABSTRACT FROM AUTHOR]

Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education's Engineering Bachelor's Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs. [ABSTRACT FROM AUTHOR]

Background: Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The 'Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs—nursing, physiotherapy, pharmacy, midwifery, and medicine— in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS. Methods: A cross-sectional survey was administered to 823 students from the 2022–2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses. Results: Within the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables. Conclusion: The student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices. [ABSTRACT FROM AUTHOR]

Although forestry and related natural resources (FRNR) undergraduate degree programs in the United States have become increasingly diverse in recent years, women and minorities remain underrepresented in multiple disciplines; this is particularly true in forestry undergraduate programs. We reviewed over one hundred reports and publications to help understand the critical issues that must be addressed to enhance diversity in FRNR undergraduate programs. Based on that review, here we summarize eight critical issues in recruiting and retaining a more diverse FRNR undergraduate student body, and we also present promising actions to address the issues. Our goal is to more widely communicate validated ideas and practices, thereby prompting further discussion and effective actions to make more tangible gains in enhancing the diversity of FRNR undergraduate degree programs in the United States in the future. Study Implications: To be effective managers and stewards of forestry and related natural resources (FRNR), professionals must be effective in developing, communicating, and implementing plans and actions. From recommendations for a single stand or forest, to community-level natural resource issues, to state, regional, and national policy decisions, FRNR professionals must be trusted by increasingly diverse stakeholders in our society. FRNR professions can become more diverse in terms of gender as well as race and ethnicity by developing and implementing actions that address specific critical issues in undergraduate enrollment. A more diverse and society-ready cadre of leaders in FRNR will help to ensure healthy biotic communities are restored, sustained, and valued while meeting long-run societal needs. [ABSTRACT FROM AUTHOR]

The objective of this study was to find out the predictive role of spiritual intelligence for psychological wellbeing in university students and also to assess gender differences. For that reason, data of N= 250 (Mage = 21.8; SD= 1.9) students of undergraduate programs was taken from different universities of Pakistan. Due to COVID-19 pandemic, data was collected online (google form) by using purposive sampling technique and sample was comprised of 77 men and 173 women. Spiritual Intelligence (King, 2008) and Ryff's 42-item Psychological Wellbeing Scale (Ryff, 1989, Muzzafar & Rana, 2019) were utilized for measuring variables of the study. Results were analyzed via SPSS (version 21), Hierarchical Regression and t-Test were carried out. The study results revealed that spiritual intelligence is a significant positive predictor of psychological wellbeing. It was also found that male students have high level of spiritual intelligence and psychological wellbeing in comparison to female students. Results of this study provide an implication for instructors as well as educationists to design activities which provide facilitation in increasing spiritual intelligence of students. [ABSTRACT FROM AUTHOR]

This article focuses on the lack of full compliance with teaching ethno–racial relations education in Brazilian university undergraduate programs, particularly law programs. Teaching this topic was specified by the Conselho Nacional de Educação (CNE, National Education Council) in Resolution CNE/CP no. 01/2004. Although teaching ethno–racial relations education has not been a panacea for judicial sentencing based on racial criteria, we propose the working hypothesis that teaching it is a tool that can help catalyze a reduction in racist sentences by courts, for example, a defendant not fitting the stereotypical criminal pattern by being white or being assumed to belong to some criminal group for being black (preto) or brown (pardo). Through surveys at sixty-nine federal universities and documentary research into law program curricula, it was discovered that Resolution CNE/CP no. 01/2004 is not being fully or appropriately implemented at these institutions, a fact that may be enabling the continuance of race-based penal sentencing, which is illegal and extremely harmful to the black/brown Brazilian population. To prevent or minimize this problem, full compliance with Resolution CNE/CP no. 01/2004 is suggested. [ABSTRACT FROM AUTHOR]

To articulate proof of concept in relation to a complex pedagogical values intervention for a range of medical education's historically accumulated symptoms. Using a discursive approach, symptoms that hinder development of medical education are set out. Such symptoms rest with the instrumentality of current pedagogical approaches, supressing potential. A 'cure' is articulated – that the dominant values complex of instrumentalism is raised in quality through embracing ethical, aesthetic, political, and transcendental (meaning) values. Key to this is the use of language in clinical encounters, where the productive metaphor count is repressed in instrumental-technical approaches but multiplied in embracing other values and qualities. This 'Values Prism' model shows instrumentalism passing through an expansive educational prism to create expansion in types and qualities. Proof of concept is achieved. The Values Prism model can be adapted for any undergraduate medicine curriculum as a process model – a set of values that permeate the curriculum beyond the dominant instrumental. The enhanced and expanded curriculum acts in a translational capacity. [ABSTRACT FROM AUTHOR]

Internationally, undergraduate medical education is not currently enabling early career doctors to meet the needs of trans and gender diverse (TGD) people as healthcare consumers. This review outlines inclusion of TGD education in undergraduate medical education more broadly to contextualise curriculum development needs in obstetrics, gynaecology and reproductive medicine in Aotearoa/New Zealand. Limited, and lack of integrated content, teaching capability and current absence of TGD health knowledge as graduate outcomes, compounded by pedagogy (biomedical/binary framing) and more appropriate learning resources are indicators for curricula, and workforce, development. [ABSTRACT FROM AUTHOR]

The article discusses the transformative impact of university education, particularly in the field of dietetics, emphasizing its influence on various aspects of life outcomes. It explores the historical development of academic dietetics in Australia, highlighting the emergence of academic dietitians as a crucial subgroup and addressing challenges faced by the profession, including the need for increased diversity and advocacy for planetary health.

Empathy is a key value in health-related occupations such as physiotherapy. This longitudinal study aimed to determine the empathy levels of students in a four-year bachelor of physiotherapy program. A total of 120 physiotherapy students at a non-governmental university in Istanbul participated in the study between 2016 and 2019. The Turkish adaptation of the student version of the Jefferson Scale of Physician Empathy was used. Empathy scores were compared according to year of study and gender. Most participants were women (n = 101, 84.2%). Empathy scores differed by years of study (p <.001) being highest in the first year and lowest in the fourth year. There was no difference in empathy scores between women and men (p =.26). This is the first longitudinal study to contribute data on empathy levels in Turkish physiotherapy students. The decline in empathy seen in fourth-year physiotherapy students is associated more with the academic program and clinical practice than with any other factor. Further studies are warranted to explore why there are variations in empathy levels in physiotherapy students during their education. Ensuring students develop awareness and skills related to empathy during their undergraduate studies could result in a higher quality of care early in their professional practice. [ABSTRACT FROM AUTHOR]

Although online courses have been a part of academia for nearly 30 years, they are still perceived as "different" than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed online courses as "not regular class[es]" and teaching those classes as "not teaching per se." Each of the instructors had assumptions about what a classroom was and about good instruction, but even for instructors who taught online for multiple years, those assumptions remained grounded in the face-to-face environment. There is a need for greater discussion about what it means to teach in an online environment. [ABSTRACT FROM AUTHOR]

Background: Although the accreditation approach is widely used to ensure the quality of medical education in many countries, there is scant empirical evidence on whether and how it improves actual medical school performance. We focused on conditions in China, which introduced an accreditation system during the 2010s. Specifically, we examined the relationship between first‐round accreditation and actual performance based on the results of medical licensing examinations. Referring to organisation theory, we hypothesised that the impacts of accreditation would depend on existing performance gaps. Method: In 2022, we analysed panel data from 105 Chinese medical schools during accreditation (2012 to 2021) and pass rates on medical licensing examinations (2011 to 2019), as matched into 834 school‐year records in a window of years before and after accreditation. We employed fixed‐effects regression models with a comparison group to exclude factors that may have confounded the impacts of accreditation time. We also demonstrated the heterogeneous effects of accreditation by tier and performance gap of medical schools. Results: The conservative estimates showed a substantial cumulative improvement (over 15 percentage points) in pass rates during the years before accreditation, with no clear trend indicating performance drops in the years after accreditation. Lower‐tiered medical schools gained greater benefits from accreditation. Medical schools with a larger prior performance gap achieved a greater percentage point increase in pass rates with the passage of time in pre‐accreditation years. Conclusions: This is the first empirical study to investigate whether accreditation has bridged performance gaps among medical schools. The results support the value of accreditation in China, a country that recently established the system, and might work as a substitute for missing information on early accreditation history in countries with long‐established accreditation systems. We encourage more studies in countries that have recently introduced accreditation systems. You et al. quantify the role of a country's first‐round accreditation in promoting medical schools' performance on licensing examinations, adding support for the value of accreditation. [ABSTRACT FROM AUTHOR]

Background: Postsecondary education can provide opportunities for students from traditionally hidden populations like those who have experienced foster care or homelessness. To assist these students, campus support programs (CSPs) provide a wide range of services and activities. Objective: Evidence of the impact of CSPs is limited, and little is known about how students who were involved in CSPs fare at or after graduation. This study seeks to address these gaps in knowledge. Methods: This mixed-methods study surveyed 56 young people involved in a CSP for college students who have experienced foster care, relative care, or homelessness. Participants completed surveys at graduation, 6 months post-graduation, and one-year post-graduation. Results: At graduation, over two-thirds of the students felt completely (20.4%) or fairly (46.3%) prepared for life after graduation. Most felt completely (37.0%) or fairly confident (25.9%) that they would get a job after graduation. Six months after graduation, 85.0% of the graduates were employed, with 82.2% working at least full-time. 45% of the graduates were enrolled in graduate school. These numbers were similar a year after graduation. Post-graduation, participants described areas of their lives that were going well, obstacles and hardships faced, changes they would like to see in their lives, and post-graduation needs. Across these areas themes were present in the areas of finances, work, relationships, and resilience. Conclusions: Institutions of higher education and CSP should assist students with a history of foster care, relative care, and homelessness to ensure that after graduation, they have adequate money, employment, and support. [ABSTRACT FROM AUTHOR]

Introduction: The aim of this study was to understand the trends of teaching Computer Aided Design/Computer Aided Manufacturing (CAD/CAM) in the undergraduate dental curriculum in the MENA region by conducting an online survey among the undergraduate dental colleges in this region. Materials and Methods: An online survey was conducted using Google Forms consisting of 20 questions that could be answered by "yes" or "no" responses, multiple‐choice answers or in a descriptive, "open" format. A total of 55 participants from the MENA region representing their dental college were requested to participate in this study. Results: The response rate of the survey was 85.5% following the twofold follow‐up reminders method. Although the vast majority of professors demonstrated vital knowledge in the practical use of CAD/CAM, the majority of them did not provide theoretical and practical training on CAD/CAM in their institutions. Among the schools with established levels of teaching CAD/CAM, nearly 50% of them provide both pre‐clinical and clinical training on CAD/CAM. Despite the availability of extra‐curricular training courses on CAD/CAM outside the university setting, there is a lack of advocating for students to enrol in those courses by the institutions. More than 80% of the participants agreed that CAD/CAM has a strong future in chair‐side dental clinics and CAD/CAM needs to be incorporated within undergraduate studies. Conclusion: Based on the results of the current study, it is understandable that an intervention is required by the dental education providers to cope with the growing demand for CAD/CAM technology for the current and future dental practitioners of the MENA region. [ABSTRACT FROM AUTHOR]

In this article, we discuss a novel education approach to control theory in undergraduate engineering programs. In particular, we elaborate on the inclusion of an introductory course on process control during the first years of the program, to appear right after the students undergo basic calculus and physics courses. Our novel teaching proposal comprises debating the basic elements of control theory without requiring any background on advanced mathematical frameworks from the part of the students. The methodology addresses, conceptually, the majority of the steps required for the analysis and design of simple control systems. Herein, we thoroughly detail this educational guideline, as well as tools that can be used in the classroom. Furthermore, we propose a cheap test-bench kit and an open-source numerical simulator that can be used to carry out experiments during the proposed course. Most importantly, we also assess on how the Introduction to process control course has positively affected the undergraduate program on Control and Automation Engineering at Universidade Federal de Santa Catarina (UFSC, Brazil). Specifically, we discuss the outcomes of implementing our education approach at UFSC from 2016 to 2023, considering students' rates of success in other control courses and perspectives on how the chair helped them throughout the course of their program. Based on randomised interviews, we indicate that our educational approach has had good teaching–learning results: students tend to be more motivated for other control-related subjects, while exhibiting higher rates of success. [ABSTRACT FROM AUTHOR]

Secondary research is a common instructional activity in undergraduate and graduate programs. Faculty want students to be able to read existing literature and make decisions based on the findings. As an instructor, it can be challenging to understand how students engage in secondary research and why they make decisions during the secondary research process, because much of the research process often occurs internally within students. Faculty see drafts and the final product, but often do not have insight into how students select, evaluate, and organize research. Due to this, the authors developed a project to determine if students achieved the learning outcomes for a course where secondary research was the primary assignment. The project also informed the instructor what changes may need to be made to the course. [ABSTRACT FROM AUTHOR]

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