Bringing the social into pedagogy: unsafe learning in an uncertain world

Background/Aim: Potentially malignant oral lesions (PMOL) are lesions that have an increased risk of malignant transformation concerning healthy oral mucosa. This research aimed to assess the knowledge of students of final years of study on the potentially malignant lesions of the oral cavity. Material and Methods: 120 students of the fourth and fifth years of study participated in this research,60 respondents were fourth-year students, 60 respondents were fifth-year students. All of the respondents signed informed consent.According to the type of research, this is a cross-sectional study which was conducted by completing a 15-item questionnaire. The results were statistically analyzed and processed in the SPSS Statistics 21.0 program. Results: The results indicate that during the clinical examination the fourth and fifth-year students examine the oral mucosa as well. 61% of the students find themselves poorly informed on the PMOL. In the fourth year of study, only 5,5% of students responded that they were well informed, while in the fifth year that number totaled 28,5%. When knowledge self-assessment is concerned the difference has shown itself to be statistically significant between the fourth and fifth-year students. When asked what knowledge on the prevention of oral cancer they expect to receive during their studies, 78% of the students expected more knowledge than at that moment - 36% of which were fifth-year students, and 42% were fourth-year students. Conclusions: Even though the oral cavity is easily accessible to examination, the discovery of oral cancer occurs quite late. Ours, as well as results of other studies, impose the need for better theoretical and practical education of the students.

BackgroundMedical schools are called to be socially accountable by medical education and healthcare system stakeholders. Social accountability is a feature of excellent medical education. Medical students are essential to the development of socially accountable medical schools. Therefore, understanding the perceptions and experiences of medical students regarding social accountability is critical for efforts to improve social accountability practices and outcomes.MethodsThis cross-sectional online questionnaire-based survey used Google Forms and involved medical students in their fourth and fifth years of study at the Makerere University School of Medicine. The survey was conducted between September 2022 and October 2023. We used a study questionnaire and a validated toolkit designed by students as part of The Training for Health Equity Collaborative to gauge a school’s progress towards social accountability in medical schools to collect data on demographics, perceptions and experiences and evaluate social accountability.ResultsOut of 555 eligible medical students, 426 responded to the online questionnaire. The response rate was 77%. The mean age of the students was 25.24 ± 4.4 years. Almost three fourths of the students were male (71.3%), and slightly less than two thirds were in their fourth year of study (65%). Almost half of the students (48.1%%) evaluated the school as doing well with regard to social accountability. The evaluation items referring to community-based research and positive impact on the community had the highest mean scores. Only 6 (3.6%) students who reported hearing of social accountability had a clear understanding of social accountability. Students receiving career guidance in secondary school was associated with evaluating social accountability in the medical school as strong (p-0.003).ConclusionsMedical students evaluated the medical school favorably forsocial accountability despite lacking a clear understanding of social accountability. Receiving career guidance in secondary school was significantly associated with a positive evaluation of social accountability.

The developments of information technology have affected architectural education methods significantly, especially in the usage of architectural design softwares throughout the design process. Proficiency to operate certain software has become one of important considerations in professional architectural practice, because such skill will affect the whole process and outputs. With excellent skill, one can visualize and communicate design more effectively, rather than other individuals that use more updated software features but still learning to operate them. On the other hand, the learning process in architectural design studios always has a theme that can be classified to certain building typologies. This research aims to study the relation between building typology and software preferences in each design stage, from students point of view. The targeted students are the ones in third and fourth year of study, where the digital media are utilized in the studio process. The data obtained from questionnaires will be analyzed further using descriptive and correlational analysis. The findings from this research will serve as an input for the development of architectural education curriculum, regarding the most relevant and beneficial architectural software in each design process, from students' preferences.

University students are especially vulnerable towards substance abuseTo describe and compare drug consumption in students of a Chilean university who attended first and fourth year of studies, according to gender and faculty.A representative, stratified and proportional sample of 305 students was randomly chosen by faculty, career, grade and gender during 2009. The consumption of alcohol, tobacco and illicit drugs was evaluated using an anonymous survey.Students from health care faculties had the lower prevalence of consumption of tobacco, alcohol, tobacco-alcohol and marijuana, during the first and fourth year. Education area and social sciences faculties had the highest prevalence of consumption. Fourth year students had higher rates of consumption than their first year counterparts. Females had significantly lower rates of alcohol and marijuana consumption.Alcohol, tobacco and marijuana consumption was higher among students from education and social sciences faculties and those attending the fourth year of studies.

Trends in media usage by students can affect the way they learn. Students demand the use of technology, thus institutions and instructors should meet students requests. This paper describes the results of a survey where drivers in the use of media show continuously increasing or decreasing values from the first to the fourth year of study experience at the Western University, Canada, highlighting trends in the usage of new and traditional media in higher education by students. The survey was used to gather data on students media usage habits and user satisfaction from first to fourth year of study and found that media usage increases over the years from first to fourth. The presentation of data using bar charts reveals a slight increase over the years in students owning notebooks or laptops off-campus and a significant increase from first to fourth year of students accessing online academic periodicals and journals. Another noteworthy finding relates to fourth year students being more conscious of the quality of information that they read on the Internet in comparison to students in first year, even though this is a slight year on year increase.

Special education teacher education in Israel lasts four years. The program structure is unique to Israel and has two stages: First stage - three years of teacher education. The student-teachers considered as pre-service teachers and engage in both academic studies and teaching practice. Second stage - the fourth year of studies. The student-teachers are at the same time students and teachers. They called interns in their induction year. They differ from interns around the world that are teachers who have completed their academic studies. Special education student-teachers perceive studies, field experience and teaching in special education as stressful as a result of the combination of external pressures and personal expectations. An inner resource that can help them cope with their stressful situations in teaching is Sense of Coherence in Teaching Situations (SOCITS), a resource that was found in earlier research (Bracha & Hoffenbartal, 2015). SOCITS includes three components: Comprehensibility, Manageability and Meaningfulness in teaching situations. This research examined the changes in SOCITS and its components among 107 special education student –teachers, from a college in Israel, in the first and fourth years of their studies. A mix-methods research approach and tools were chosen using SOCITS questionnaire, reflective diaries and semi-structure interviews. The research revealed changes in SOCITS as a global orientation and its components in the comparison between special education first year pre-service teachers and fourth year interns

University students are especially vulnerable towards substance abuse To describe and compare drug consumption in students of a Chilean university who attended first and fourth year of studies, according to gender and faculty. A representative, stratified and proportional sample of 305 students was randomly chosen by faculty, career, grade and gender during 2009. The consumption of alcohol, tobacco and illicit drugs was evaluated using an anonymous survey. Students from health care faculties had the lower prevalence of consumption of tobacco, alcohol, tobacco-alcohol and marijuana, during the first and fourth year. Education area and social sciences faculties had the highest prevalence of consumption. Fourth year students had higher rates of consumption than their first year counterparts. Females had significantly lower rates of alcohol and marijuana consumption. Alcohol, tobacco and marijuana consumption was higher among students from education and social sciences faculties and those attending the fourth year of studies.

Topicality. The end of the XX and beginning of the XXI century has been marked by the introduction of information technology to didactic biomechanics. Software and hardware systems that allow real-time processing of data uploaded to the computer have become widespread. The task of the study is to analyse the technique of "elbow lever outward" drill, performed by cadets of the fourth year of study using the optoelectronic system "Qualisys". Research methods. To achieve the set tasks, we have applied such research methods as analysis of scientific and methodological literature as well as documentary materials, methods of registration and analysis of athlete's movements (system of video recording and analysis of athlete's movements, 3D recording of human movements "Qualisys Motion Capture"). The results obtained during the study have been processed with the help of mathematical statistics methods. Results of the research. The duration of actions when performing "elbow lever outward" drill by cadets with the first blow of the hand is an average of 3,150 s (S = 0,101). The first movement involves performing swing or propulsion with the right hand. This action, according to experimental data, involves the pelvis and torso (a counter-clockwise movement). In 0.406 s (S = 0.050) after the start of the action, the cadet strikes with the right hand on the imaginary offender’s torso (usually in the chest area). Capture of imaginary offender’s right hand by the cadet with their left hand occurs in 0,298 s (S = 0,048) after blow. In another 0.237 s (S = 0.034) the cadet of the fourth year of study additionally fixes the imaginary offender’s hand, performing its capture with their right hand. Thus, for complete fixation of the detainee's right hand (for the purpose of further performance of the drill) cadets spend more than 0,500 s. Further actions are related to the removal of the detainee's body from equilibrium, which is achieved by lateral twisting of their right hand and forearm, causing pain for imaginary offender and making them manageable, thus, allowing the cadet by further withdrawal of the imaginary offender's hand back (relative to the latter) lower the offender to the floor and make further rotational movement of their body already on the support area.
 Conclusions. At present, one of the most important aspects of didactic biomechanics is the arrangement of learning process for studying laws and patterns of motor actions. A key element of the learning process regarding the patterns of motor actions, in our opinion, is the use of video recording systems and application packages for biomechanical analysis. Currently, in the sports practice, the analysis of sports technique is inconceivable without the use of high-precision measuring equipment, which allows the specialist to assess both the inner and outer sides of the movement. In experimental studies conducted in the laboratory, we have simulated the situation of the employee's capture of an imaginary offender during their walk with the help of performing "elbow lever outward" drill technique on detainee’s both right and left sides. The analysis of the obtained data shows the absence of statistically significant differences between the indicators of "elbow lever outward" drill, which was carried out both on the right and on the left sides of the detainee in the laboratory conditions (p> 0.05). The data of the pedagogical experiment allowed determining the quantitative indicators of "elbow lever outward" drill performed by cadets during 4 years of their study.

The relevance of the study is conditioned by the fact that each student of a higher education institution, in particular in the medical field, is a person, who has their own worldview, temperament, and personality, perceives the educational material differently, and therefore, requires an individual approach to learning. The purpose of the study is to determine the role of student typology in the perception of educational material. The research methods were individual typological questionnaires by L. Sobchyk and “Goal-Means-Result” by O. Karmanov. Students of the second and fourth years of study took part in the survey. It was found that among the fourth-year students, introversion and sensitivity reached the lowest indicators, against the background of increased anxiety, lability, extraversion, spontaneity, aggressiveness, and rigidity. In the second-year students, introversion reached higher scores than anxiety and lability. In the training system, both in the second and fourth years, there is a high motivation to study the material, but the achievement of the desired result is found to be higher among the second-year students. Students of the second and fourth years of study have harmonious and accentuated features that would help them choose their future profession. However, the fourth-year students who are inclined to leadership and have a well-formed mindset always focus their attention on the specific chosen medical field. Confidence in own knowledge sometimes leads to the establishment of an incorrect conclusion, since in medicine there is always a comorbidity of conditions. Knowledge of the students’ typology would help the teacher determine the characteristics of each student and find the right approach to the presentation of educational material, which would contribute to a better perception of medical topics.

The article is devoted to the actual psychological and pedagogical problem seen as the change of students’educational motivation in the learning process. Speaking about the types of orientation the authors assume the external and internal motivation in relation to the learning process. The authors use the questionnaire «Profile of students’ academic motivation», which distinguishes three intrinsic motivations (cognitive, achievements, self-development) and 3 extrinsic motivations (self-esteem, introjected and external), and a separate amotivation scale. Under the amotivation, the authors understand the lack of academic motivation. The study was conducted among undergraduate students from the first to the fourth year of study. Participants completed the questionnaire 2 times: at the beginning and end of the academic year. The article presents the results of a comparison of these two sections. As a result of the analysis of the results of the study, significant differences in the internal and external motivational orientation of the first and third year students were revealed. The first-year students increased their motivation for achievement, and the level of motivation for self-esteem and introjection motivation decreased. Thus, it can be concluded that the students of first-year students increase their internal motivation and reduce the external one. They find it more interesting to set themselves challenging tasks and solve them, rather than just going to university because of the prestige of getting higher education in an institution with a great name. For the third year students, we detected a reverse trend. During the third year internal motivation is reduced and the level of amotivation is increased. This confirms the assumption that the third course is a crisis period in the formation of a specialist.

The article contains results of the factors analysis that form a social behavior of master students in the learning process and during training period at a higher educational institution. In the research was distinguished: the degree of information of students about the purpose of magistracy, their motivation for studying in the magistracy, the tendency to implement research activities, and the financial situation of students. The object of research is the bachelor’s degrees’ students of a third and fourth years of study and master students of a first and second year of study from eight regional state universities of Russia. The article also provides comparative data with the results of studies implemented earlier, in 2011, 2014, and 2016 years, by the authors from eight Russian universities. The results of the study enable us to identify problems concerning certain aspects of the functioning of the institute of magistracy in the system of Russian higher education institutions.

The aim of the study was to explore the personal and social factors contributing to heavy episodic alcohol drinking (HEAD) in a sample of students from a rural South African university. A sample of 837 undergraduate students (females = 56.6%; age range of 17 to 43 years) participated in the study. Data on their use of alcohol were gathered using the AUDIT questionnaire. The students also self-reported on their personal-social variables. The descriptive analysis indicated 14% of the students engage in heavy episodic alcohol drinking, with more males being heavy drinkers (28% of the sample) when compared to their female peers (10% of the sample). Being female, attending church at least once a week and being in a non-abusive relationship were associated with lower likelihoods of HEAD. The percentage of women with HEAD increased three-fold from 6% in their first year to 18.4% in the fourth year of study, while that for men increased from 17.2% in the first year to 40% in the second year, then declined to 26.4% in third year before an increase to 34.7% in the fourth year of study. HEAD occurrences were similar across sociodemographic variables. The reasons for females engaging in HEAD more over the period of their university attendance need to be investigated to inform student counselling services.

To focus on attitudes, this prospective study was conducted as a part of social psychiatric teaching. A group of students of the basic medical degree were examined twice during their studies and once after graduation. Respondents' own explicit attitudes and their perception of others' (i.e. own more unconscious) attitudes towards psychiatric patients, disorders and health care were evaluated by a questionnaire. These ratings differed remarkably, but within each attitude type the group was very homogeneous. Throughout the follow-up period the medical students and new doctors had very positive own attitudes towards psychiatric issues. There were, however, significant negative and positive attitude changes in many individual statements, mainly after the fourth year of study. Most of the changes could be explained with the increase of knowledge and the experience of real patients, but some negative changes indicated increasing cynicism. The ratings of other people's supposed attitudes changed significantly in a positive direction, mostly between the first and fourth year of study. Interpreting respondents' perception of others' attitudes as a projection of respondents' own attitudes, this study suggests that the education had changed unconscious attitudes of medical students in a positive direction. Good medical education should increase realism instead of idealism or cynicism. The model of all teachers and open discussion about emotions and attitudes is important.

Abstract. Introduction. The use of lean technologies in the activities of nursing staff has indicated the need for the formation of core competence among nurses already at the level of basic education. Building the trajectory of training innovative nursing personnel contributed to the development of a model for the formation of innovative competence of nursing specialists in the application of the concept of core making in their professional activities, its integration into the educational process and the transformation of the content of the basic level of education of nurses. Aim.The purpose of the study is to determine the effectiveness of the implementation of an educational model for the formation of lean competencies among medical college students studying in the speciality 34.02.01 «Nursing». Material and methods. The study was conducted in two stages: the first (October 2019) - before the introduction of the educational model; the second (May 2021) - evaluation of the results of model integration). The respondents were students of SBPEI NO «Arzamas Medical College», studying in the speciality 34.02.01 «Nursing»: in 2019 - the second and third year of study (312 persons), in 2021 - the fourth year of study (141 persons). To achieve the purpose of the study, a special questionnaire was developed. Future nurses' personal and professional development was also assessed, and their professional portrait was formed. The results were analyzed using Microsoft Office Excel and Statistica 5.0. Relative values and their errors were calculated, and Student's coefficient (t) was used to assess the significance of differences. When statistical testing hypotheses, the critical significance level was taken equal to 0.05. Results and discussion. Revealed significant positive dynamics of several indicators: the proportion of persons who are aware of the use of lean technologies in the professional activities of a nurse; the proportion of persons who are regularly interested in innovations in the healthcare sector; the proportion of those wishing to master the skills of using digital technologies in their professional activities; the share of those wishing to participate in innovative projects, as well as the attitude of respondents to maintaining order in personal belongings, is considered as a result of integration into the main professional educational program in the speciality 34.02.01 Nursing Models for the formation of lean-competence among students. Conclusion. The high efficiency of introducing the Model of the creation of innovative competence of nurses into the educational process in applying the concept of lean manufacturing in their professional activities has been proven. The professional portrait of future nurses lies in their professional orientation (desire to get a medical education and find a job in their speciality), possession of professionally important qualities, and active participation in volunteer activities.

Using cadaveric material to teach veterinary students poses many challenges. However, little research exists on the contribution of this traditional approach to student learning. This longitudinal study aimed to investigate student perceptions of cadaver-based anatomy classes in a vertically integrated veterinary curriculum at the University of Nottingham's School of Veterinary Medicine and Science. Likert-scale statements and free-text boxes were used in a questionnaire distributed to second-year veterinary students (response rate 59%, 61/103). The same questionnaire was subsequently distributed to the same cohort 2 years later, in the students' fourth year of study (response rate 68%, 67/98). Students agreed that cadaver-based activities aid their learning, and they particularly value opportunities to develop practical skills while learning anatomy. There are few changes in perception as undergraduates progress to clinical years of teaching. Students perceive anatomy to be important, and feel that their learning has prepared them for clinical placements. This study emphasizes the importance of using cadaveric materials effectively in anatomy teaching and, in particular, using clinical skills training to enhance the anatomy curriculum.