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This position statement on undergraduate teaching on the use of magnification in endodontics represents the consensus of the British Endodontic Society Teachers of Endodontology Group. Current clinical and scientific evidence, as well as the expertise of the committee, has been used to develop this statement. The contributors to this position statement consider, as a minimum requirement, the use of dental loupes in non‐surgical endodontics at undergraduate level. It is recommended that the use of dental loupes should be integrated into endodontic clinical skills training and the performance of endodontic treatment in the undergraduate curriculum. [ABSTRACT FROM AUTHOR]

Abstract Background Occupational medicine (OM) faces considerable challenges today, one of them related to the university training of future physicians considered suboptimal at a global level as it has been pointed out in many studies. The aim of this study is to update the state of OM medical education in European universities. Methods Between March and August 2022, an e-mail survey regarding OM training to undergraduate medical students was conducted among OM professors at European universities in 28 countries (n = 347). Results Of the 347 universities, 53 medical schools from 19 countries responded (response rate = 15.3%). In 89% of cases, OM was taught. The average number of hours per academic year was 24.3, with significant variation within the same country. Lectures were the most popular teaching technique (98%), with a considerable use of modern approaches such as problem-based learning (61%), and e-learning (57%). While occupational diseases and principles of prevention were covered, other subjects such as the environmental impact or collaboration with an OM physician were poorly represented in the educational program. Conclusion According to data, several European medical schools may provide insufficient OM education and training to their students. The education of undergraduate occupational medicine students in European medical schools should be designed to equip them with the knowledge and skills required to meet today’s challenges. It is critical that undergraduate OM education in European medical schools be enhanced, harmonized, and standardized.

Background: No consensus exists on how molar incisor hypomineralisation (MIH) should be covered by the undergraduate dental curricula. Aim: To assess the current teaching and assessment of MIH in the UK. Design: A piloted questionnaire regarding the teaching and assessment of MIH was disseminated to paediatric, restorative and orthodontic teaching leads in each UK dental school (n = 16). Data were analysed using descriptive statistics, chi‐squared and Kruskal–Wallis tests. Results: Response rates from paediatric, restorative and orthodontic teams were 75% (n = 12), 44% (n = 7) and 54% (n = 8), respectively. Prevention of caries, preformed metal crowns, anterior resin composites and vital bleaching were taught significantly more by paediatric teams (p =.006). Quality of life and resin infiltration were absent from restorative teaching. Orthodontic teaching focussed on the timing of first permanent molar extractions. Paediatric teams were mainly responsible for assessment. Risk factors, differential diagnoses for MIH and defining clinical features were more likely to be assessed by paediatric teams than by others (p =.006). All specialities reported that students were prepared to manage MIH. Conclusion: Molar incisor hypomineralisation is primarily taught and assessed by paediatric teams. No evidence of multidisciplinary or transitional teaching/assessment existed between specialities. Developing robust guidance regarding MIH learning in the UK undergraduate curricula may help improve consistency. [ABSTRACT FROM AUTHOR]

Background: Occupational medicine (OM) faces considerable challenges today, one of them related to the university training of future physicians considered suboptimal at a global level as it has been pointed out in many studies. The aim of this study is to update the state of OM medical education in European universities. Methods: Between March and August 2022, an e-mail survey regarding OM training to undergraduate medical students was conducted among OM professors at European universities in 28 countries (n = 347). Results: Of the 347 universities, 53 medical schools from 19 countries responded (response rate = 15.3%). In 89% of cases, OM was taught. The average number of hours per academic year was 24.3, with significant variation within the same country. Lectures were the most popular teaching technique (98%), with a considerable use of modern approaches such as problem-based learning (61%), and e-learning (57%). While occupational diseases and principles of prevention were covered, other subjects such as the environmental impact or collaboration with an OM physician were poorly represented in the educational program. Conclusion: According to data, several European medical schools may provide insufficient OM education and training to their students. The education of undergraduate occupational medicine students in European medical schools should be designed to equip them with the knowledge and skills required to meet today's challenges. It is critical that undergraduate OM education in European medical schools be enhanced, harmonized, and standardized. [ABSTRACT FROM AUTHOR]

In recent years, there has been a noticeable increase in both awareness of and engagement with the issue of sport and social justice. While research has been conducted on social justice in relation to university students enrolled on physical education (PE) courses, there has been little exploration of how the concept is understood and taught on sport-orientated courses (such as sport development, sport management/business, and sport coaching). Using a narrative, qualitative case study approach, this study draws on in-depth qualitative data generated from 14 semi-structured interviews with university lecturers, working in different English universities, responsible for teaching students on courses that were centred around sport. The intention is to explore how lecturers viewed the connection between theoretical knowledge and practical actions (praxis) in promoting social justice values. The work of Freire (1970) and intersectional theory are used to explore how those interviewed reflected on their teaching practices and informed their teaching and learning for inclusion, equity, and social justice outcomes. The interview transcripts were thematically analysed to identify the lecturers’ understandings, experiences, and teachings of sport and social justice. The findings show how the lecturers’ positionality was informed by a Freirean pedagogy (including the ideas of praxis and conscientização) which shaped their teaching and demonstrated a relationship between teaching, sport, social justice and activism. Based on the findings discussed here, it is proposed that social justice needs to be featured in all sports-orientated courses and not be treated as an optional extra. [ABSTRACT FROM AUTHOR]

Lecture attendance is an endogenous factor that depends on student’s motivation and attitude toward the learning process. Homework assignments and midterm evaluation are exogenous requirements imposed by the lecturer in academic courses. It is widely spread conviction that these factors strongly influence the academic performance. This hypothesis is tested in classes taught in three consecutive academic years in two European universities with two different teaching systems - online and face-to-face learning. The first university is Bulgarian: the data are about autumn semesters of 2021 and of 2022. The second one is an Italian University during summer semester of 2023. The same courses were taught. Methods. The sample consists of three comparable sets of data of approximately 30 students each. Statistical tests and Poisson regression analyses are conducted using STATA software. The model proved a good fit to the observed data. Results. The findings of the Poisson regression model indicate that homework assignments, mid-term exams, and attendance significantly and positively impact students’ final grades. Notably, homework assignments have the highest positive impact on students’ overall performance. Conclusions. When the professors commit themselves to prepare appropriate homework assignments and provide regular feedback to the students it will substantially enhance their academic achievements. The results of this study offer valuable insights to students, professors, and university administrators regarding the factors that influence academic achievement in higher education courses. [ABSTRACT FROM AUTHOR]

To best prepare students for the real‐world research environment, key skills, including experimental design, data analysis, communication of results, and critical thinking, should be key components of undergraduate science courses. Furthermore, the impact of the COVID‐19 pandemic on in‐person teaching has resulted in a need to develop courses that enable flexible learning. This paper details the laboratory component of a senior‐level toxicology class that was developed to emphasize all these skills and allow for flexible learning. The aim of the laboratory class was for students to determine how curcumin protected against acetaminophen‐induced hepatoxicity. To stimulate critical thinking, students were required to choose a maximum of four experiments from the six on offer. Before conducting an experiment, students stated a hypothesis and selected the appropriate treatment groups. Once an experiment was completed, students were given access to a complete dataset, on which they performed statistical analysis and drew conclusions. Students who were unable to attend the laboratory session in person were able to complete the required pre‐lab work and access the dataset. Following each experiment, students could write a lab summary, and receive thorough feedback. The final assessment was a written manuscript of their findings as well as a chance to respond to reviewer comments. This teaching approach prioritized the critical thinking, analysis, and experimental design aspects of scientific research. Overall, this structure was well received by students and it could easily be adapted for use on other life science courses. [ABSTRACT FROM AUTHOR]

Background Most studies on palliative medicine (PM) undergraduate education have focused on contents and organizational issues but not the outcome. Students’ learning outcomes should be studied to improve teaching in medical schools. Methods A questionnaire about perceived PM education and attitudes on palliative care (PC) was sent to 543 last year students in all five Finnish medical schools in 2018–2019. In total, 175 (32 %) responses were received from four universities. The students evaluated both the quantity and quality of their PM teaching, implementation of European Association for Palliative Care (EAPC) guidelines and their satisfaction to the training. There were two palliative case scenarios, and the students were asked to find the best treatment option. In addition, students´ attitudes towards end-of-life (EOL) care issues were examined. Results In the Finnish universities, PM education was available mainly integrated with oncology, geriatrics, and general medicine. A total of two universities also offered a specific PM course. In average, 50–70% of the EAPC curriculum was covered by lectures, small-group teaching, seminars, and bedside teaching with significant differences between faculties. Only 30–60 % of students were satisfied with the education received. The highest rankings were given in the universities with a special PM course. Students from these universities expressed less anxiety in facing EOL issues. Conclusions In Finland, the coverage of EAPC curriculum is satisfactory, but the PM education is mainly given integrated with other specialties. The dedicated course on PM was associated with increased perceived knowledge and satisfaction of PM education. However, PM training was not associated with students’ attitudes on PC.

Dermatology, as a compulsory course for undergraduates in clinical medicine, is difficult for the beginner to master by traditional teaching mode due to the variety of diseases, pathogenesis and treatment methods. Starting from skin pathology and collaborating with the ″Learning Connect″ to carry out clinical medicine undergraduate teaching is a good reformed method of teaching for cultivating students' overall thinking. Typical pathological photos and descriptions of diseases are placed on "Learning Connect" platform prior to the class. Students can find the corresponding pathological descriptions of disease from the pathological photos during the preview, thereby predicting the nature, arrangement and distribution characteristics, pathogen, pathogenesis and treatment methods of the disease. Teachers and students interact in the classroom, using the dermatopathology as an introduction, integrating the pathogenesis, immunological mechanism, pathophysiology, clinical manifestations and treatment methods of the disease, comprehensively improving students′ understanding and memory of the disease. At the end of course, teachers summarize and provide standard answers for definition, pathogenesis and treatment of disease, cultivating students′ scientific logical thinking and independent knowledge acquisition ability. This article elaborates on the significance and the methods of combining skin pathology with the "Learning Connect" to carry out teaching of dermatology and sexually transmitted diseases, hopefully providing some reference for clinical educators.

ObjectiveTo establish a medical imaging teacher competency model and evaluate its application value in group teaching for undergraduates.MethodsBased on literature review, a competency model for teachers in medical colleges and universities was established. This study collected the self-evaluation scores and student evaluation scores of the competency model for teachers from Radiology Department of Peking Union Medical College Hospital who participated in the undergraduate medical imaging group teaching from September 2020 to November 2021, and compared the differences of various competencies before and after training, between different professional titles and between different length of teaching.ResultsA total of 18 teachers were included in the teaching of undergraduate medical imaging group, with 11 having short teaching experience (≤5 years) and 7 having long teaching experience (> 5 years). Altogether 200 undergraduate students participated in the course (95 in the class of 2016 and 105 in the class of 2017). There were 8 teachers with a junior professional title, 5 with an intermediate professional title, and 5 with a senior professional title. The teacher competency model covered a total of 5 first-level indicators, including medical education knowledge, teaching competency, scientific research competency, organizational competency, and others, which corresponded to 13 second-level indicators. The teachers' self-evaluation scores of two first-level indicators, scientific research competency and organizational competency, as well as three second-level indicators, teaching skills, academic research on teaching and research, and communication abilities, showed significant improvements after the training, compared to those before training(all P < 0.05). Compared to the teachers with intermediate to senior professional titles/long teaching years, the teachers with junior professional titles/short teaching years had lower self-evaluation scores for multiple first-level and second-level indicators before the teacher training. After the training, these teachers showed more significant improvements in multiple indicators of self-evaluation scores(all P < 0.05). Additionally, students' evaluation changes for the teachers with junior professional titles before and after the training were consistent with this trend.ConclusionsThe competency model of undergraduate medical imaging teachers based on teacher competency can be preliminarily applied for the training of medical imaging teachers, as it reflects the change of competency of the teachers with different professional titles and teaching years in the process of group teaching.

Views of obesity as a consequence of "lack of willpower" or other behavioral choices, rather than a complex array of biological and other factors, are quite common among undergraduate students. Many undergraduates in prenursing or biology programs have little exposure to the physiology and pathophysiology of obesity, including learning about leptin and other hormones involved in appetite control. I developed materials for teaching about the pathophysiology of obesity in two different pathophysiology courses: one designed as a survey of pathophysiology topics for prenursing majors, and the other designed as an in-depth exploration of the molecular and cellular basis of selected diseases for upper-division biology majors. In the molecular basis of disease course, obesity is covered as part of a unit organized around metabolic syndrome. The discussion includes molecular and cellular mechanisms that link obesity to several other diseases, including type 2 diabetes and atherosclerosis. This article briefly describes the approaches I have taken for teaching obesity to two different undergraduate student populations and lists several resources that may be useful tools for teaching about obesity. NEW & NOTEWORTHY: This article describes approaches for teaching obesity in an allied health major pathophysiology course, and, additionally, in an upper-division biology major course on the cellular and molecular basis of disease. [ABSTRACT FROM AUTHOR]

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office 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.)

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the T eam- B ased L earning and E valuation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. [ABSTRACT FROM AUTHOR]

Copyright of Experimental Technology & Management is the property of Experimental Technology & Management Editorial Office 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.)

Dermatology, as a compulsory course for undergraduates in clinical medicine, is difficult for the beginner to master by traditional teaching mode due to the variety of diseases, pathogenesis and treatment methods・ Starting from skin pathology and collaborating with the "Learning Connect" to carry out clinical medicine undergraduate teaching is a good reformed method of teaching for cultivating studentsoverall thinking・ Typical pathological photos and descriptions of diseases are placed on "Learning Connect" platform prior to the class. Students can find the corresponding pathological descriptions of disease from the pathological photos during the pre・ view, thereby predicting the nature, arrangement and distribution characteristics, pathogen, pathogenesis and treatment methods of the disease・ Teachers and students interact in the classroom, using the dermatopathology as an introduction, integrating the pathogenesis, immunological mechanism, pathophysiology, clinical manifestations and treatment methods of the disease, comprehensively improving studentsf understanding and memory of the disease ・ At the end of course, teachers summarize and provide standard answers for definition, pathogenesis and treatment of disease, cultivating studentsf scientific logical thinking and independent knowledge acquisition ability・ This article elaborates on the significance and the methods of combining skin pathology with the "Learn・ ing Connect" to carry out teaching of dermatology and sexually transmitted diseases, hopefully providing some reference for clinical educators. [ABSTRACT FROM AUTHOR]

To enhance sustainable and walkable cities, we need to know which aspects of the urban environment affect children’s walkability and develop measures related to communication and education to ensure widespread awareness in society as a whole. The aim of this paper is to advance the implementation of participative and dynamic techniques at university level and target children from a sustainable mobility perspective. Through the Service-Learning project “Let’s Walk to School Safely!” three specific objectives related to learning, service and teaching are addressed. While learning, university students conducted a community service project and resolved several challenges related to complementary skills for pedestrian mobility and Geographic Information Sys- tems, while children learned mobility concepts. Its development combines the resolution of a chal- lenge, learning by doing–since the whole process was carried out in a real context–and cooperative learning. Using the results of a survey of 200 children studying in a school in Madrid, field work, and digital mapping, eight University students developed an interactive online map which classifies the streets around the school according to the children’s comfort level, safety/security and ease of travel. The participants broadened their academic competencies while exchanging skills, knowledge and expertise, and also acquired transversal competencies related to teamwork, organisation and planning, effective communication and ICT knowledge.

Point-of-care ultrasound (PoCUS) is increasingly being adopted by clinicians to augment their clinical examination and aid procedures. Evidence-based clinical practice guidelines now support many aspects of PoCUS practice. As a result, more and more medical schools are integrating PoCUS into their curricula, creating a significant demand for training resources. All training must ensure that trainees have the appropriate knowledge, skills and behaviour to enable the clinical integration of PoCUS. The transition from supervised to unsupervised practice is an important step in PoCUS, but should not be confused with expertise. At the start of clinical practice, confirming that something is not normal is probably enough, and trainees can subsequently improve their PoCUS diagnostic accuracy at the bedside during clinical rotations. Our hypothesis is that competency can be achieved without the need to scan patients suspected or suffering from the target pathology. This would enable most of the training to be carried out outside the clinical environment, using volunteers in planned sessions. These planned sessions will be able to accommodate a larger number of trainees and may facilitate collaboration between specialties. When patients are scanned in the clinical environment, trainees should have acquired a good level of competence beforehand. In summary, normology principles could help PoCUS trainees, at the start of their training, to acquire the knowledge, skills and behaviour necessary to achieve a level of competency allowing them to proceed to unsupervised practice. Initially confirming whether something is normal or not is enough. Nevertheless, further research should be conducted to support this concept, and its impact on PoCUS teaching in clinical practice. [ABSTRACT FROM AUTHOR]

Copyright of Research in Education & Learning Innovation Archives (REALIA) is the property of Research in Education & Learning Innovation Archives (REALIA) 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 presented course, established 2016 as a compulsory elective for 22nd‐year bachelor medical students, aimed to enhance deep learning of upper and lower limb anatomy from a clinical perspective by a maximum of student‐centered activities combining hands‐on skills training with team‐learning. Three cohorts (in total 60 students) participated in this study. Students rotated through body painting, ultrasound, and clinical investigation supervised by faculty or an experienced clinician. Teams of 3‐4 students prepared presentations on clinical anatomy and pathological conditions, which by teacher‐ and peer assessments on average achieved >85% (mean 17.8/20 points ± 1.06). After each activity session, the students reported their learning experience through a reflective diary. Fifty students (83%) evaluated the course by a voluntary anonymous questionnaire combining Likert‐type scale and free‐text questions to assess, predominantly, perception of course activities and their perceived influence on learning anatomy. Journal reports and questionnaires revealed that the students highly valued the course, and 92% (29 females, 17 males) rated group work satisfying or well‐perceived. The highest appreciation achieved ultrasound followed by clinical examination and body painting, which one third proposed to integrate into the regular dissection course. All students recommended the course to their younger peers. This course was feasible to integrate in the pre‐existing curriculum. Limiting factors to offer this elective course to more students are availability of clinical teachers, technical equipment, and education rooms. Being student‐directed tasks, body painting and reflective diary‐writing would be feasible to implement without additional faculty, which we recommend to educators for student engagement activation. [ABSTRACT FROM AUTHOR]

Abstract Background Using silver diamine fluoride (SDF) for caries management has raised dentists’ interests in Southeast Asia (SEA). However, information about the teaching of SDF in dental schools in SEA is limited. Therefore, this survey aimed to describe the extent to which SDF had been introduced into the education of undergraduate students in the dental schools in SEA. Methods An online questionnaire survey was conducted on the duration, method, contents, and barriers regarding the teaching of SDF. Teachers in charge of undergraduate program in pediatric dentistry and those in community dentistry in all the 90 dental schools in SEA were approached and we required each department to reply once only. Descriptive statistics and Chi-square test were used to describe and assess the differences between the two departments in the teaching of SDF. Results A total of 81 responses from the departments of 49 schools were received, giving a school-level response rate of 54% (49/90). SDF was taught in the undergraduate program in 86% (42/49) of the respondent schools, and 50% (21/42) of these schools had included SDF in the teaching for five or more years. Almost all (98%) of the departments taught SDF through lectures. Furthermore, 55% of them adopted SDF in clinical practice. Regarding the teaching content, the use of SDF for arresting cavitated caries lesion was the most commonly covered (82–97%), followed by for arresting early noncavitated lesions (69–82%), for preventing new caries development (66–79%) and for treating dental hypersensitivity (77%). There were variations in the post-treatment instruction taught. For the departments not teaching SDF, the most common reason (10/19, 53%) was that SDF was not available. Conclusion SDF is covered in the undergraduate program in most of the dental schools in SEA. The use of SDF to arrest cavitated caries lesions in primary teeth is usually taught. However, other applications of SDF, such as for prevention of caries and treatment of dental hypersensitivity, are less commonly mentioned in the teaching.

As a theoretical thought with both scientific and practical nature, ideological and political education of the course adheres to the tenet of "Invisible Education, Establishing Virtue, and Enriching People", and delivers the knowledge of ideological and political education under the guidance of scientific theories, such as Marxism, and ultimately achieves the effect of ideological and political education. Facility Fruit Tree Cultivation is one of the major core courses in Facility Agricultural Science and Engineering in College of Horticulture, Xinjiang Agricultural University. This paper carries out the exploration of the course ideological and political education from the revision of the course syllabus, the improvement of teaching methods and the construction of the course ideological and political education system in three aspects, which provides a reference for the promotion of the ideological and political education of local universities in the field of facility agricultural science and engineering. [ABSTRACT FROM AUTHOR]

In the outcome-based teaching activities of investigational experiments and innovative capacity development, a three-stage teaching process is designed to enable students to experience the whole process of scientific research and develop research skills in the experimental learning process. The three stages are design, implementation, and conclusion of the program. This paper demonstrates the results of teaching activity based on an example of a student's lab report written in the form of a published paper. To investigate the Fischer esterification reaction under ultrasonic assisted conditions, the report compares the catalytic efficiency of different catalysts for the reaction using the esterification synthesis reaction of ethyl benzoate as an example. The results indicate that acid-loaded montmorillonite K-10 catalysis is significantly better than sulfuric acid catalysis. The report also compares the powder X-ray diffraction spectra of montmorillonite before and after modification, and provides a preliminary discussion of the mechanism. The reaction conditions are mild, and have implications for the synthesis of small molecule esters. [ABSTRACT FROM AUTHOR]

Utilizing constructivist teaching approaches in higher education promotes students' engagement and learning. This article centers on an instructor's use and implementation of the fishbowl strategy in two separate undergraduate courses at two different institutions. Originally conceived of as a teaching strategy for face-to-face classes, this instructor modified and employed the fishbowl strategy in a fully online course during Spring 2020 and later implemented in a hybrid class (Fall 2020). In both courses, the fishbowl strategy facilitated students' learning and understanding of course content. It also supported peer-to-peer dialogue and undergraduates' co-construction of knowledge. Supplemental data for this article is available online at https://doi.org/10.1080/87567555.2021.2024127. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic times showed the need for blending e-learning in medical education. The current study aims to find the perceptions of undergraduate medical students on e-learning. A questionnaire-based cross-sectional study was conducted on 848 students on perceptions about elearning. Private college students and Phase IV students significantly faced more data exhaustion. The government college students and phase IV students significantly felt that classes were more monotonous. The longer duration of e-learning caused health effects. Thus, to bring about a better learning environment e-learning can be integrated into the MBBS curriculum as a supplement to bedside and small group learning. [ABSTRACT FROM AUTHOR]

The author of this article discusses a cooperative learning exercise designed for introductory macroeconomics that was completed by 44 groups of three or four students during the spring 2021, fall 2021, and spring 2022 semesters at a private U.S. liberal arts college. The exercise aims to foster an active learning community where students collaborate with people of diverse backgrounds and discuss economic issues with sensitivity and open-mindedness to promote mutual understanding. It provides students an opportunity to apply the concepts they learned in class to a real-world example and to integrate economic insights with those from other disciplines. The article details the exercise's design and implementation process so that its structure can be adapted to a different content or course. [ABSTRACT FROM AUTHOR]

Undergraduate learners are ideal candidates for participation in service-learning projects, which allow learners to apply course concepts in a community setting where both the university and community benefit. In pre-health fields, undergraduate students can serve as teachers for concepts such as food literacy. This study examined whether a rigorous virtual professional development model would improve self-efficacy of undergraduate participants to teach food literacy to adolescents. A purposive sampling of participants (n = 12) from two universities participated in a yearlong virtual service-learning project and a community of practice professional development model. Tasks included virtual lesson modeling and virtual development of short, learner-centered activities for an adolescent food literacy curriculum. Informal interviews were conducted at the end of the academic year. Participants reported that the virtual service-learning project connected to their coursework, improved their confidence and professional communication, and was a safe space for growing their teaching practice. Findings were not generalizable due to the small n and purposive sampling, and participants were unable to teach adolescents during the pandemic. The service-learning project may be transferable to local health departments as there is a demonstrated need of alternative implementation models for health education interventions.

ABSTRACTUndergraduate students in the biomedical sciences are mostly unaware of how clinical microbiology laboratories handle suspected agents of bioterrorism or emerging infectious diseases. The Public Health Security Bioterrorism Preparedness and Response Act of 2002 requires the US Department of Health and Human Services (HHS) to maintain a list of microbes that pose serious biological threats to human health and safety, including Tier 1 agents with the potential for use in bioterrorism. The Laboratory Response Network (LRN), founded by the Centers for Disease Control and Prevention, the Federal Bureau of Investigation, and the Association of Public Health Laboratories, coordinates the response of sentinel, reference, and national laboratories to these biothreats. The sentinel laboratories, which comprise most hospital-based and commercial laboratories, are the first to encounter a suspicious agent. For this reason, the LRN has published a series of testing guidelines to assist the sentinel laboratories in deciding whether a microbial isolate should be considered potentially hazardous and thus sent to a reference or national laboratory for further characterization. Here, we describe a simple laboratory exercise that teaches sentinel-level testing requirements in the context of an applied setting of a potential outbreak of anthrax that would require a sentinel laboratory to recognize a potential threat, attempt to rule it out, and refer to a national laboratory for identification.

Higher education accreditation within the Washington Accord has played a crucial role in advancing the global recognition of engineering training, greatly benefiting the professional sustainability of graduates. However, the existence of substantial disparities in higher engineering education systems among countries poses challenges for international engineering education accreditation, primarily due to information asymmetry. To address this issue, this study focuses on a comparative analysis of representative undergraduate programs in the field of ship engineering from the Ocean University of China in China and the University of Southampton in the UK. By examining the curriculum systems in the field of ship engineering in both countries, this study aims to shed light on the variations and similarities between the two. Moreover, the study delves into the specific example of the "Marine Engineering English" module to illustrate how an independent module can effectively fulfill the requirements for international recognition in higher engineering education accreditation while also serving the curriculum system. Serving as a significant practical case within the framework of the Washington Accord, this research provides valuable insights for the establishment of engineering education curriculum systems that are aligned with international standards. Ultimately, its findings hold considerable significance for promoting the international recognition of engineering education and fostering sustainable professional development for graduates. [ABSTRACT FROM AUTHOR]

Background: Minimally invasive dentistry (MID) includes caries detection using caries risk assessment (CRA), early localization of nascent carious sores including necessary and voluntary avoidance, and remineralization of demineralized veneer and dentin when diagnosed early for these reasons. Although the dentistry curriculum prioritizes the benefits of MID in tooth protection, this research is seldom included in classroom instruction. Aim: The purpose of this research was to gauge the level of understanding that dental professionals have about MID ideas. Methods: An online questionnaire measuring MID knowledge and application was used to compile the data. The Chi-square tests were run for statistical analysis in the Statistical Package for the Social Sciences (SPSS). Results: Just 42.2% of the dentists who replied had MID training during their undergraduate or internship years, and the majority of that training came via lectures (45.2%). The majority (almost 81%) of respondents believed that CRA should be performed on all patients. Differences in knowledge and experience with atraumatic restorative therapy and the sandwich approach for treating caries in permanent teeth and high caries risk children were shown to be statistically significant (P 0.05). Conclusion: Dentists know about the benefits of MID, but their patients are not reaping those benefits since so many dentists still use the old methods of treating complete caries. [ABSTRACT FROM AUTHOR]

The authors of this article propose a classroom simulation designed for advanced economics or finance courses whereby student teams role-play Moody's sovereign credit risk analysts. Despite the importance of sovereign credit risk ratings in affecting the funding liquidity of countries, the process generating ratings is a black box. The authors use active and experiential learning techniques to guide student teams in mimicking the process used by Moody's analysts to assign a sovereign credit risk rating to one of 12 diverse countries. An accompanying YouTube video guides students in navigating three Web sites to retrieve macroeconomic data informing sovereign credit risk ratings. The simulation may be utilized in face-to-face and synchronous online environments. [ABSTRACT FROM AUTHOR]

Background: Minimally invasive dentistry (MID) includes caries detection using caries risk assessment (CRA), early localization of nascent carious sores including necessary and voluntary avoidance, and remineralization of demineralized veneer and dentin when diagnosed early for these reasons. Although the dentistry curriculum prioritizes the benefits of MID in tooth protection, this research is seldom included in classroom instruction. Aim: The purpose of this research was to gauge the level of understanding that dental professionals have about MID ideas. Methods: An online questionnaire measuring MID knowledge and application was used to compile the data. The Chi-square tests were run for statistical analysis in the Statistical Package for the Social Sciences (SPSS). Results: Just 42.2% of the dentists who replied had MID training during their undergraduate or internship years, and the majority of that training came via lectures (45.2%). The majority (almost 81%) of respondents believed that CRA should be performed on all patients. Differences in knowledge and experience with atraumatic restorative therapy and the sandwich approach for treating caries in permanent teeth and high caries risk children were shown to be statistically significant (P 0.05). Conclusion: Dentists know about the benefits of MID, but their patients are not reaping those benefits since so many dentists still use the old methods of treating complete caries.

Undergraduate learners are ideal candidates for participation in service-learning projects, which allow learners to apply course concepts in a community setting where both the university and community benefit. In pre-health fields, undergraduate students can serve as teachers for concepts such as food literacy. This study examined whether a rigorous virtual professional development model would improve self-efficacy of undergraduate participants to teach food literacy to adolescents. A purposive sampling of participants (n = 12) from two universities participated in a yearlong virtual service-learning project and a community of practice professional development model. Tasks included virtual lesson modeling and virtual development of short, learner-centered activities for an adolescent food literacy curriculum. Informal interviews were conducted at the end of the academic year. Participants reported that the virtual service-learning project connected to their coursework, improved their confidence and professional communication, and was a safe space for growing their teaching practice. Findings were not generalizable due to the small n and purposive sampling, and participants were unable to teach adolescents during the pandemic. The service-learning project may be transferable to local health departments as there is a demonstrated need of alternative implementation models for health education interventions. [ABSTRACT FROM AUTHOR]

Critical thinking, which can be defined as the evidence‐based ways in which people decide what to trust and what to do, is an important competency included in many undergraduate science, technology, engineering, and mathematics (STEM) courses. To help instructors effectively measure critical thinking, we developed the Biology Lab Inventory of Critical Thinking in Ecology (Eco‐BLIC), a freely available, closed‐response assessment of undergraduate students' critical thinking in ecology. The Eco‐BLIC includes ecology‐based experimental scenarios followed by questions that measure how students decide on what to trust and what to do next. Here, we present the development of the Eco‐BLIC using tests of validity and reliability. Using student responses to questions and think‐aloud interviews, we demonstrate the effectiveness of the Eco‐BLIC at measuring students' critical thinking skills. We find that while students generally think like experts while evaluating what to trust, students' responses are less expert‐like when deciding on what to do next. [ABSTRACT FROM AUTHOR]

COVID-19 presented major challenges to undergraduate GP placement capacity and there was an increased reliance on clinical training using facilitated simulation. The authors present a novel comparison of the effectiveness and cost-effectiveness of delivering a one-week primary care course using entirely GP-facilitated clinical teaching outside the GP setting against traditional practice-based GP clinical education. A one-week GP placement was redeveloped from a traditional teaching model (TT-M) to an exclusively facilitated teaching model (FT-M) delivered outside the GP practice setting, using principles of blended learning, flipped classroom methods, e-learning and simulation. Both teaching models, delivered in different locations during 2022 to pre-clinical students, were evaluated using student feedback surveys for attainment of learning outcomes and course satisfaction. The students reported their consultation skills and clinical knowledge (amalgamated mean score 4.36 for FT-M versus 4.63 for TT-M; P = 0.05), as well as preparation for the clinical phases (mean scores 4.35 for FT-M versus 4.41 for TT-M; P = 0.68), were well developed and similar for both courses. Students reported similar enjoyment across both teaching models (FT-M mean score 4.31 versus 4.41 for TT-M; P = 0.49). The costs for delivering teaching per 4-h session for 100 students were £1,379 and £5,551 for FT-M and TT-M, respectively. Delivery of a one-week primary care attachment to third year medical students using an FT-M was similarly effective and more cost effective than delivering it by a TT-M. FT-M potentially offers an important adjunct to clinical learning and resilience to capacity challenges for GP placements. [ABSTRACT FROM AUTHOR]

Clinical placements for medical students in the United Kingdom (UK) came to an abrupt halt in March 2020. The rapidly evolving Covid19 pandemic created specific challenges for educators, balancing safety concerns for patients, students and healthcare staff alongside the imperative to continue to train future clinicians. Organisations such as the Medical Schools Council (MSC) published guidance to help plan return of students to clinical placements. This study aimed to examine how GP education leads made decisions around students returning to clinical placements for the 20/21 academic year. Data collection and analysis was informed by an Institutional Ethnographic approach. Five GP education leads from medical schools throughout the UK were interviewed (over MS TEAMS™). Interviews focused on the work the participants did to plan students' return to clinical placements and how they used texts to inform this work. Analysis focused on the interplay between the interview and textual data. GP education leads actively used MSC guidance which confirmed students to be 'essential workers', an unquestioned and unquestionable phrase at the time. This permitted students to return to clinical placements by affording the GP education leads authority to ask or persuade GP tutors to accept them. Furthermore, by describing teaching as 'essential work' in its own right in the guidance, this extended what the GP tutors came to expect to do as 'essential workers' themselves. GP education leads activated authoritarian phrases such as 'essential workers' and 'essential work' contained within MSC guidance to direct students' return to clinical placements in GP settings. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of the literature on the use of subtitling in the teaching of foreign languages in university contexts in the last five years. First, the conceptual framework of audiovisual translation for didactic purposes, its classification and influence on the development of linguistic skills are presented, then the methodology used for the search and compilation of studies. Considering the inclusion and exclusion criteria, fourteen empirical studies were selected and then distributed into four sections according to the type of subtitling they address: intralinguistic, standard interlinguistic, inverse interlinguistic and mixed modalities. The results show that subtitling enhances the acquisition of vocabulary, oral comprehension, oral production and grammatical understanding in foreign languages. In addition, participants report a good reception of the subtitling task.

Student-centered teaching and learning strategies enhance active engagement, foster critical thinking, and promote the practical application of knowledge gained from undergraduate animal science courses. The scholarship of teaching and learning (SOTL) has evolved within the animal science community, with a recent focus on adopting evidence-based teaching activities in college classrooms. We discuss documented SOTL approaches utilized in our program for the development of student-centered teaching and learning. In addition to traditional internships and student research projects, capstone projects utilizing a design thinking approach to solving animal industry problems have proven significantly effective. This problem-based learning program enables students to develop industry networks, understand problems within the industry, and develop creative ways to address the problems. Nonconventional and innovative designs of course assignments can foster student interest and enhance learning experiences. For example, by incorporating engaging and novel resources such as animal industry webinars and podcasts as classroom materials, instructors can reinforce course content and captivate students’ attention to the topic. Specifically, students have appreciated the opportunity to learn from experts not available locally at the university. Developing and utilizing real-world case studies exposes students to farm practices and related decision-making. Involving students in competitive team activities like the Dairy Challenge and Academic Quadrathlon contests develops marketable skills for students while training them to implement the knowledge acquired in the classrooms on a commercial farm. Field trips, short courses, and summer schools provide hands-on training opportunities, enhancing students’ exposure to the industry and opportunities after graduation. Students have identified that animal science topics are relevant beyond the classroom walls in everyday life including grocery store and kitchen, as demonstrated by a significant increase in enrollment of non-animal science major students in the animal science courses. The student-centered programs like Cross-training students in data-driven decision support tools help to develop strong day-one competency of graduates through training and networking within and outside the discipline. With the advent of new technologies and tools, training programs surrounding data management and interpretation should integrate systems knowledge across plant science, animal science, and computer science disciplines. These interdisciplinary and cross-disciplinary training activities promote the exchange of ideas while developing systemslevel understanding. Furthermore, initiatives like Collaborative Online International Learning (COIL) provide students with exposure to diverse thoughts and situations, broadening their horizons and perspectives. For students not able to participate in study abroad and international programs due to time and financial constraints, COIL delivers cost-effective virtual opportunities to develop global understanding and cultural competency. By incorporating these student-centered teaching and learning strategies, undergraduate animal science programs can effectively prepare students for real-world challenges for the next generation of agriculture leaders. [ABSTRACT FROM AUTHOR]

Case-based learning immerses students in real-world scenarios, prompting observation, action, and reflection to enhance cognitive skills. The openended nature of such learning can challenge students to reach greater levels of critical thinking; however, we have noticed that without guidance, students often do not know how to approach these types of questions. Therefore, the objective of this study was to investigate how two low-input interventions strategies may help train cognitive skills and improve student performance. Three semesters of an undergraduate physiology course employed a case-based assessment strategy, which included three-unit case studies and one cumulative final case study. Semester 1 (S1; n = 48) represented no intervention, Semester 2 (S2; n = 59) included two dedicated class periods of instructor led guidance on approaching case studies, and Semester 3 (S3; n = 95) utilized an online peer evaluation platform, where students evaluated and provided feedback to each other. For S2 and S3 the interventions first took place between case study 1and case study 2. In all semesters, students also received individualized feedback from the instructor or teaching assistants after each case study. In S2 and S3 pre-semester and post-semester surveys were administered to understand changes in perceptions of their own cognitive skills. In S2 and S3, case study grades decreased and increased (P < 0.05), respectively, between the first and second case study. The average grade on case studies after intervention was greatest (P < 0.05) in S3 where peer intervention was employed, compared with S1 or S2, which did not differ. When comparing changes in perceptions between the beginning and end of the semester, student confidence in their cognitive skills, determined by agreeance with Likert scale statements, tended to increase more (P < 0.10) in S3 compared with S2 (7.9% vs. 3.4%, respectively). The most notable change was agreeance with the statement “I can take multiple ideas from different concepts and combine them to create new understanding” which increased 7.0% and 16.5% in S2 and S3, respectively. Interestingly, free response questions indicated that students did not enjoy peer evaluation and felt that it was not beneficial to their learning. However, these data indicate that students benefited most from peer led intervention, when evaluated by student performance and perceptions of their cognitive skills. Peer evaluation provides a unique opportunity for students to actively engage in the learning process and to practice cognitive skills. This process holds dual benefit as reviewing peers requires students to reflect, analyze, and evaluate, which are cognitive skills also needed to solve the case studies. [ABSTRACT FROM AUTHOR]

A series of teaching exploration is carried out in organic chemistry laboratory to improve scientific literacy of undergraduate students. This article details our efforts in designing teaching activities on research-type experiment to introduce students to the scientific process and impart basic research ability through program design, implementation and summarization. [ABSTRACT FROM AUTHOR]

Individual background and demographics affect student perceptions of animal production. Understanding how science-based education alters these opinions is a critical aspect of improving university instruction as well as increasing consumer engagement in the poultry industry. The study objectives were to quantify the effects of student background, career interests, and science-based instruction on opinions regarding current issues in the poultry industry. Undergraduate students enrolled in a one semester poultry science course at Iowa State University between 2018 and 2021 were anonymously surveyed at the start and end of the semester as part of a 4-yr study. Students who opted to take the survey answered three demographic questions indicating their 1) livestock experience, 2) sex, and 3) career goals. The body of the survey consisted of 16 "poultry issue statements" where students were directed to mark a vertical dash on a 130 mm horizontal line indicating their level of agreement with each statement. Post-survey collection, the line was separated into 5 sections for discussion: responses within 0%–20% indicated strongly disagree, 21%–40% disagree, 41%–60% neutral, 61%–80% agree, and 81%–100% indicated strongly agree. Responses were analyzed using Proc Mixed in SAS Version 9.4 with a Tukey–Kramer adjustment for all pairwise comparisons using main effects including demographic categories, education (pre- or post-instruction), and year the survey was taken. Responses to various issue statements were affected by students' livestock experience (P < 0.05; 6 out of 16 statements affected), sex (P < 0.05; 5 out of 16 statements), and ultimate career goals (P < 0.05; 4 out of 16 statements). Pre- vs. post-education responses differed significantly in 6 out of 16 statements (P < 0.05), and in 2 out of 16 poultry issue statements, the year of instruction affected student response (P < 0.05). These data indicate that individual student background, sex, and differing career interests impact opinions of current topics in the broiler and layer industries. Further, science-based education as well as the year the course was taken over consecutive semesters significantly altered student opinions. [ABSTRACT FROM AUTHOR]

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Abstract Purpose To evaluate undergraduate medical students’ perspective on lateral thinking pedagogy in teaching clinical ocular anatomy in correlation to developing differential diagnoses and recognising red flags in managing common eye conditions. Methods The prospective study compared the lateral thinking method (LTM) versus the traditional didactic method in teaching clinical ocular anatomy. Two hundred seventy-two medical students who underwent ophthalmology clerkships were recruited over 3 years. They were randomised into two groups, the LTM and regular didactic groups. Students participated in pre and post-tests to assess their theoretical clinical ophthalmic knowledge, and their responses to respective teaching methods were measured via the self-assessment questionnaire (SAQ), which incorporated a five-point Likert-type scale. Results Overall, the LTM group scored significantly higher than the control group, and they found the innovative teaching method improved their confidence and awareness in theoretical knowledge in generating differential diagnoses, managing common eye conditions and recognising potential signs that could be sight and/or life-threatening compared to the regular teaching group (P

Background: The COVID-19 pandemic has forced the world to change its approach to medical education with most of the undergraduate (UG) teaching shifting to online mode. As in other colleges in India, we also switched to online classes for both UG and postgraduate (PG) students in April 2020. We intend to share our preliminary experience about the acceptance and performance of these online classes in Pediatrics. Methodology: For UGs, we studied the attendance and marks of term ending summative assessment of batch of 2020 who attended online classes and compared them to the attendance and marks of the term ending summative assessment of the previous three batches (2017, 2018, and 2019). We also obtained a feedback on a prevalidated questionnaire from the UG as well as PG students. Results: The mean ± standard deviation (SD) attendance of the batch of 2020 was 81.6 ± 16.2%, while that of the 2017, 2018, and 2019 batch during the same period was 84.9 ± 10.9%, 92.6 ± 4.8%, and 83.0 ± 7.6% respectively. Similarly, the mean ± SD marks for the batch of 2020 was 74.8 ± 6.5% while it was 66.9 ± 9.4%, 58.6 ± 10.1%, and 60.9 ± 9.7% for 2017, 2018, and 2019 batches, respectively. The feedback obtained from both UGs and PGs was satisfactory in relation to the acceptance of the online mode. Conclusion: The online classes in Pediatrics are a reasonable alternative to the onsite classes in the prevailing situation.