Exploring medical students’ intention to use of ChatGPT from a programming course: a grounded theory study in China

Learning computer programming is one of the main requirements of many educational study plans in higher education. Research has shown that many students face difficulties acquiring reasonable programming skills during their first year of college. In Saudi Arabia, there are twenty-three state-owned universities scattered around the country that provide free college education for Saudi students. Through a quick glance at the website of these universities, we found out that almost all of them offer the same course description and requirements for the computer-programming course. The poor performance of students in these programming courses, however, is always a hot topic during educational gathering held on the country; it is always mentioned that students' performances differ from a university to another and between different regions of the country. The main objective of this research is to investigate the reasons behind the major discrepancies in the performance of students in computer programming course in three main regions of Saudi Arabia: East, West and North. For the purpose of this research, we designed a questionnaire to be filled by a random sample of students from each region considered in this study. The questions on this questioner are related to a set of indices such as socio-economic indices, learning environments indices, and the quality of teaching offered indexes. This paper presents our findings on the difficulties students face while learning computer programming in some regions of Saudi Arabia.

Programming languages are a vital domain for Computer and Information Technology engineering. The programming languages like C, C++, Java, Python, Mobile Application Development, and Web Technologies are important programming courses in CSE and IT curriculum. Understanding the programming courses includes a basic understanding of the syntax of programming language, logical & critical thinking to solve the problem, use of various editors to write and execute the program. Effective delivery of the programming course creates a great deal of influence on student’s interest in programming and software development. The students lose their interest in programming due to the inefficient delivery of these courses which leads to a gap in technical competency required by the IT sector. The current Covid 19 pandemic exposed the limitation of traditional teaching methods for programming courses. Teaching such programming courses on online mode becomes a big challenge for faculty by considering the skillset required to inculcate amongst the students for learning programming courses. The primary objective of this paper is to overcome these challenges by the effective use of a pedagogical approach for teaching programming courses. The various active learning methods and tools are discussed in this paper that was used to teach the programming language. The result shows that by implementation of such methods & tools you can retain the interest of students in programming courses and thus increase their performance and improve the skillset required in IT industry. Keywords— Computer Programming, Activity-based learning, Visualization tools, logic building, Critical thinking, Continuous Assessment.

Results in the Licensure Examination for Teachers are contributory to the institutional overall performance, hence, analyzing the results is essential. Results of the 67 takers who took the examination from 2015 to 2017 were analyzed. Employing Mean, t-test, and Pearson Moment Correlation, the results revealed that the performance of both BSED and PEC Graduate Takers in General Education Courses is higher compared to Professional Education Courses, there is a significant difference in the results of the Licensure Examination for Teachers in both the General Education and Professional Education Courses among BSEd and PEC Graduate Takers. Also, there is a significant relationship between the general education course result and professional education course result. It also revealed that the general education course results and professional education course result are directly proportional. It means as general education course result is high, the professional education course result will follow. On the other hand, if general education course result is low; the professional education course result is also low.

This study details the design and implementation of an online materials chemistry general education (GE) course during the COVID-19 pandemic. While many pedagogical techniques involving active learning have been established in STEM major courses, their use within STEM general education courses for non-majors are not as well-established. The recently developed GE course at UCLA (termed Chemistry 3: Material World) utilized high-impact practices to introduce students to the scientific process and impart skills of critical thinking and scientific communication through its flexible activities and assignments. Emphasis was placed on collaborative learning, problem-solving, and interpreting scientific information from published reports. Additionally, content focused on social justice and community engagement was introduced throughout several topics (e.g., underrepresentation in science, war on drugs, nuclear proliferation, pollution, and global climate change) to showcase that chemistry is intricately related to bigger societal challenges. This article details our efforts in achieving the course learning outcomes and shares tangible results regarding the assessment of our teaching strategies from student feedback and reflections. We envision that this work will assist faculty in designing inclusive chemistry GE courses that focus on process versus content and adopting our teaching strategies in both in-person and online classrooms.

Critical thinking is an important skill that students need to be developed along with learning. The purpose of this research was to analysis of critical thinking skills in General Education course. The samples consisted of 132 students were selected by the cluster sampling technique. who studied in undergraduate students registered in General Education course first semester academic year 2017. The instruments used in the research were questionnaire. The findings of the study indicated that the overall critical thinking skills of students in General Education course are in the fair degree with average scores ranging from 16-20 for 38.63%. There are 9.09-22.72% students who required to make improvements in their critical thinking skill. The results from the study of each elements revealed that the students in General Education course are able to make the highest scores 21.97% and lowest scores 3.79 in awareness of uncertainties based on logic. in identifying the unmentioned statements and assumptions. Thus, the results can be developed and inserted in the teaching and learning in the next course.

Through a collaboration between a professor in academia and an industry professional, entry‐level food science students were given the opportunity to critically evaluate the safety of energy drinks. This evaluation occurred through a General Education (Category A3) course designated “Critical Thinking” at California State University – Long Beach (CSULB), where students were introduced to a variety of controversial issues in food science. The goal of the course was for students to apply critical thinking skills to formulate conclusions that are factual, rather than judgmental and biased. Using Kolb's experiential learning framework, students completed exercises in an active‐learning classroom (ALC) environment, which encouraged exploration, reflection, and application. For the exploration phase, students were presented with six commercially available caffeinated beverages and were asked to categorize them as “energy drink” or “not energy drink.” For the reflection phase, students were presented with news articles, as well as peer‐reviewed scientific research articles. Students were tasked with reflecting on how the information in the research articles confirmed or disproved the information in the news articles. Finally, for the application phase, students were asked whether they believed energy drinks should be banned and why or why not. In conclusion, through Kolb's exploration‐reflection‐application framework and through the ALC environment, students learned how to use critical thinking to identify fallacies in news coverage of controversial products, such as energy drinks.

The author employs grounded theory to investigate the teaching process of an interdisciplinary general education course at A University as a case. The author finds that under the condition of rather concrete relations between the subject of a major-based course and that of an elected general education course, if the major course is taught with a certain breadth and depth, students would adopt the strategy of using knowledge from their major course in their general education course and using knowledge from their general education course to reflect on the major course. This kind of “two-way insertion” learning model reflects the mechanism of mutual facilitation between major education and general education on the course level. This conclusion has important insights into university general education reforms and general education course building and management.

Programming is of great importance to the cultivation of computational thinking and logical thinking ability. However, the programming course in the middle school stage has been unpopular for years among most students. There are two reasons that contribute to this phenomenon: First, teachers paid more attention to grammar teaching than computational and logical thinking; second, students perceived that the content of programming course was not important, and unrelated to actual situation, and not enthusiastic for programming course. Out of fear about debugging, students tend to have lower intention for getting good grades or attain programming skills. Under these circumstances, this research introduced robot design and application into programming courses for students in high school, using robot teaching as a carrier, and integrating the cultivation of logical thinking into teaching. Carrying out teaching practice and related research with robot education as the carrier, this study succeeds in stimulating students’ sense of self-efficacy in the field of programming, cultivating students’ logical thinking ability, scientific research ability, and developing their scientific inquiry spirit.

Objective To find out the logical thought ability of medical students and its influencing factors,and provide evidence for medical students to develop logical thought ability.Methods 608 medical students from Liaoning Medical University were surveyed with logical thought ability questionnaire,and common condition questionnaire.Results Medical students are general lack of knowledge of logic,their logical thought ability need to be improved.There were significant difference in verbal expression,analogical reasoning,logic relationships and total score for different grades medical students,the student' s grade,gender,achievements,preferences have different dimensions of influential for logical thought ability.Conclusions Medical colleges should reform in teaching methods,curriculum and student assessment to strengthen medical students' logical thought ability. Key words: Logical thought ability; Medical students; Survey

This study analyzed the academic performance of education graduates in general education, professional education, and specialization courses. 306 education graduate samples participated in the study. The Office of Admission, CLSU - Testing and Evaluation Center and the served as major data sources. The samples were predominated by females with very good high school grades, graduates of public schools, and with CLSU College Admission Test (CAT) scores of 50 – 74 Passing Rate (PR). Only a few received awards but more than half were recipients of various scholarships. The majority finished the course within four years and took the LET immediately after graduation. The overall GPA of 2.09 described a good academic performance. The Bachelor in Elementary Education (BEED) received a higher mean grade average in the general education courses while Bachelor in Secondary Education (BSED) graduate samples were found higher in professional education courses. The respondents obtained a rating of good in the general education, professional education, and specialization courses.

With Computer Science (CS) class sizes that are often large, it is challenging to provide effective personalized feedback to students. Intelligent Tutoring Companions can provide such feedback and improve CS students' experience. This work describes the construction of a Tutoring Companion, Annete, designed to support students in a university Java programming course by providing them with intelligent feedback generated by a neural network. Annete is embedded into the Eclipse Integrated Development Environment (IDE), which is an environment that is already familiar to students in programming courses. Embedding Annete into Eclipse improves her effectiveness, as the students do not need to learn how to use an additional tool. While the student works in Eclipse, Annete collects 21 pieces of data from the student's code, including whether certain key words are used, error messages from the compiler, and cyclomatic complexity. When a run attempt, debug attempt, or a request for help occurs in Eclipse, Annete uses the data available to infer a feedback message to show to the student. Our approach is evaluated among 28 CS students completing a programming assignment while Annete assists them. Results suggest that students feel supported while working with Annete and show potential for using neural network modeling with embedded tutoring companions in the future. Challenges are discussed, as well as opportunities for future work.

This article aims to reflect on the state of general education in Korean universities in the 1980s, focusing on the assessment of general education conducted by the Korean Council for University Education in 1984 and 1986 and the results of a study to improve the organization and operation of general education curricula in 1988. In the early 1980s, Korean universities began to pay attention to issues surrounding general education as a starting point for solving long-standing problems in higher education and as a prelude to exploring a new future. Studies by Seoul National University, Yonsei University, and Hanyang University on how to improve general education are representative examples. Meanwhile, in 1984, the Korean Council for University Education conducted an assessment of the general education and the education of national ethics and ideological criticism as part of the assessment of each academic area, and in 1986, it conducted an assessment of the national courses and college courses along with the assessment of the general education as a whole. The two assessments summarized the state of general education in 1980s as follows. First, general education had two goals: the perfection of personality and basic education for majors, with more weight given to the latter than the former. Second, with the introduction of the pilot system, institutions dedicated to general education were abolished, and general education became the responsibility of the office of academic affairs or individual departments. Third, the general education curriculum consisted of two-thirds of compulsory courses such as national courses and college courses, and the remaining one-third was dominated by basic courses for majors. Fourth, as full-time professors and senior professors avoided teaching general education courses, part-time lecturers with short teaching experience were responsible for nearly half of general education. Fifth, general education courses had an average class size of more than 100 students, and were dominated by one-sided lectures by professors who focused on delivering fragmented knowledge. Sixth, while individual courses had their own problems, they were either organized by the departments involved or by the office of academic affairs, so there was no single entity dedicated to curriculum or course development. A policy study was conducted to improve this situation, and 14 proposals were made in six areas, including the essential status of general education, the goals of general education, the selection of contents of general education, the type and organization of general education courses, the number of general education courses, and the management system of general education courses, but it took time to be implemented. The abolition of national courses in 1989 paved the way for new changes, but as basic courses for majors took their place, general education went through another period of struggle.

PHOTO ID 121339257© Designer491| Dreamstime.com ABSTRACT When physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be apparent conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters future physicians’ commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. We use an ethical dilemma that was presented to a group of third-year medical students to examine how ethics education might be causing them to give undue deference to autonomy, thereby undermining their commitment to beneficence. INTRODUCTION The right of patients to choose which treatments they prefer is rooted in today’s social mores and taught as a principle of medical ethics as respect for autonomy. Yet, when physicians use their clinical knowledge and skills to advance the well-being of their patients, there may be a conflict between patient autonomy and physician beneficence. We are skeptical that today’s medical ethics education adequately fosters a commitment to beneficence, which is both rationally defensible and fundamentally consistent with patient autonomy. I. An Ethical Dilemma The impetus for this paper arose when students who were completing their third clinical year discussed a real-life ethical dilemma. A middle-aged man developed a pulmonary hemorrhage while on blood thinners for a recently placed coronary stent. The bleeding was felt to be reversible, but the patient needed immediate intubation or he would die. The cardiologist was told that the patient previously expressed to other physicians that he never wanted to be intubated. However, the cardiologist made the decision to intubate the patient anyway, and the patient eventually recovered.[1] Students were asked if they believed that the cardiologist had acted ethically. Their overwhelming response was, “No, the patient should have been allowed to die.” We looked into how students applied ethical reasoning to conclude that this outcome was ethically preferred. To explore how the third-year clinical experience might have formed the students’ judgment, we presented the same case to students who were just beginning their third year. Their responses were essentially uniform in recommending intubation. While there is likely more than one reasonable view in this case, we agree with the physician and the younger medical students that intubation was the ethically appropriate decision and will present an argument for it. But first, we explain the reasoning behind the more advanced medical students’ decision to choose patient autonomy at the expense of beneficence. II. Medical Ethics Education and the Priority of Autonomy Beauchamp and Childress’s Principles of Biomedical Ethics, first published in 1979 and now in its 8th edition, is a significant part of the formal ethics education in medical school.[2] Students learn an ethical decision-making approach based on respect for four ethical principles: autonomy, beneficence, nonmaleficence, and justice. While Beauchamp and Childress officially afford no prima facie superiority to any principle, the importance of respect for patient autonomy has increased through the editions of their book. For example, early editions of their book opposed the legalization of physician-assisted death compared to recent editions that defended it.[3] As another example, Beauchamp and Childress make paternalism harder to justify by adding an autonomy-protecting condition to the list of conditions for acceptable paternalism.[4] Authority, they contend, need not conflict with autonomy—provided the authority is autonomously chosen.[5] “The main requirement,” they write, “is to respect a particular patient’s or subject’s autonomous choices, whatever they may be.[6] In the principlism of Beauchamp and Childress, autonomy now seems to have a kind of default priority.[7] However, the bioethics discourse has strong counternarratives, noting some movement to elevate the role of beneficence and to respect the input of stakeholders, including the family and the healthcare team. Ethics education achieves particular relevance in the third clinical year when students become embedded in the care of patients and learn from what has been called the informal curriculum. They observe how attending physicians approach day-to-day ethical problems at the patient’s bedside. In this context, students observe the importance of informed consent for serious treatments or invasive procedures, a practice that highlights the principle of patient autonomy. In both the formal and informal curriculum, medical students observe how, in the words of Paul Wolpe, “patient autonomy has become the central and most powerful principle in ethical decision-making in American medicine.”[8] In short, students appear to learn a deference for patient autonomy. This curricular shift in favor of autonomy coincides with legal developments that protect patients’ rights and decision-making with respect to their healthcare choices. The priority of autonomy in medicine benefits patients by reflecting their choices and, in some cases, their fundamental liberty. III. The Practice of Medicine and the Commitment to Beneficence There are many critiques of the dominant place that autonomy has in biomedical ethics,[9] especially considering that autonomy seems to be biased toward individualistic, Western, and somewhat American culture-driven values.[10] In addition, many bioethical dilemmas are cast as a conflict between autonomy and beneficence. Our point is that medical students bring to their study of medicine a commitment to beneficence that seems to be suppressed by practical ethics education. We think this commitment is rationally defensible and should be nurtured. It is striking that young medical students have a pre-reflective commitment to beneficence at all. For, as we mentioned, it is not just medicine but Western culture generally that prioritizes autonomy in settling ethical dilemmas. In wanting to act for the good of others (rather than simply agreeing to what others want), physicians are already swimming somewhat against the cultural tide.[11] However, doing so makes sense, given the nature of medicine and the profession of healing. When prospective medical students are asked why they wish to become physicians, the usual answer is some variation on caring for the sick and preventing disease. It is unlikely that a reason to become a physician is to respect a patient’s autonomy. It would be easy to dismiss medical students’ commitment to beneficence as a mere intuition and contrary to a more reasoned and deliberative approach. Beauchamp and Childress seem to minimize the value of physician intuition, stating that justifications for certain procedures are “…supported by good reasons. They need not rest merely in intuition or feeling.”[12] Henry Richardson writes that “situational or perceptive intuition…leaves the reasons for decision unarticulated.”[13] We think this is a crude and rather thin way of understanding intuition. Some bioethicists have defended intuition as essential to the practice of medicine and not something opposed to reason.[14] In the case we describe, we believe the ethical justifications s for the patient’s intubation are fundamentally sound: the patient did not have a “do not intubate” order written in the chart, the emergency intubation had not been foreseen, so the patient did not have the opportunity to consent to or reject intubation; the patient had consented to the treatment for his cardiac disease so his consent for intubation could have been assumed;[15] and the consequences of respecting his autonomy did not justify allowing him to die.[16] While it is possible to have more than one reasonable view on this case, we think the case for beneficence is strong and certainly should not be dismissed out of hand. We do not deny that if a patient makes a clearly documented, well-informed decision to forgo intubation that this decision ought to be respected by the physician (even if the physician disagrees with the patient’s decision). But, in this situation, as in many others in the practice of medicine, the patient’s real wishes and preferences are not well-articulated in advance. There are many cases where a physician acts based on what she believes the patient, or the surrogate, would want, sometimes in situations that do not allow much time for reflection. An example might be resuscitation of a newborn at the borderline of viability. In their ethics education, beneficence would mean acting first to save a life. If the patient or surrogate makes an informed decision to the contrary, a beneficent physician respects that autonomous decision. In the case presented, the patient expressed gratitude to the cardiologist when extubated. But what if he had expressed anger at the physician for violating his autonomy? There are those who could argue that not only was intubation ethically wrong but that the cardiologist put himself in legal jeopardy by his actions (especially if there had been a written refusal applicable to the specific situation). In the example we use, we point out that the cardiologist may not have escaped a lawsuit if the patient had died without intubation. His family, when hearing the circumstances, may have sued for failure to act and dereliction of the cardiologist’s duty to save him. Beyond a potential legal challenge for either action or inaction, there is an overriding ethical question the cardiologist had to address: what course would be most satisfying to his conscience? Would he rather allow a patient to die for fear of recrimination, or act to save his life, regardless of the personal consequences? In the absence of real knowledge about the patient’s considered wishes, it is most reasonable to err on the side of promoting patient well-being. A physician’s co

Background: To be a lifelong learner, critical thinking is an essential skill for medical students. Measuring disposition towards critical thinking is needed to evaluate the effectiveness of the ongoing changes in curriculum and syllabus of medical colleges. Objective: To determine the disposition towards critical thinking among medical students at a public sector College in Pakistan. Methodology: This cross-sectional study was carried out at Gujranwala Medical College Gujranwala from 1st April 2023 to 30th September 2023 and 197 medical undergraduate students were enrolled. The disposition towards critical thinking was measured in two dimensions i.e. critical openness and reflective skepticism using a prevalidated, open source, self-administered critical thinking disposition scale (CTDS) short form. This tool contains eleven statements to be answered on a scale of one to five ranging from strongly disagreement to strongly agree with neutral in between. A score greater than 44 was labelled as high, between 35 to 44 as moderate and less than 35 as low score measuring disposition towards critical thinking. Results: 26.7% percent had high disposition towards critical thinking while 62% had moderate and 11.2 percent had very low score on critical thinking disposition inventory. Among the sampled population three fourth students were living in hostel, while one fourth were daily commuting to college. Academic performance was measured using marks in last high-stake exam. Ember lost high stake exams 30% students have more than 70% marks There was no significant association between academic performance in lost high stake exam and score in this position towards critical thinking (p=0.225). Conclusion: The disposition towards critical thinking among medical students is acceptable and current academic performance measures are not found associated with degree of disposition towards critical thinking. Keywords: Critical openness, Reflective skepticism, Disposition towards critical thinking

As a core foundational course in higher education, college mathematics general education courses play a crucial role in fostering students' logical thinking and supporting their subsequent professional learning. However, current teaching practices face challenges such as insufficient student engagement and significant disparities in learning outcomes. Traditional evaluation methods struggle to reveal implicit correlations among multiple variables, making it difficult to provide targeted optimization strategies. This study adopted a mixed method approach combining Structural Equation Modeling (SEM) and fuzzy set Qualitative Comparative Analysis (fsQCA) to evaluate and optimize the teaching effectiveness of college mathematics general education courses at University A. A total of 572 valid samples were collected from freshmen of Grade 2025 using a structured questionnaire. SEM results indicated that teaching methods had the strongest direct effect on learning outcomes (standardized coefficient = 0.362, p < 0.001). Meanwhile, teachers’ literacy and teaching resources exerted indirect effects on learning outcomes through teaching methods, with mediating effect ratios of 81.8% and 55.7%, respectively. For three groups of majors with different mathematical needs (high, moderate, and low), fsQCA identified three distinct configurational paths leading to high learning outcomes: (1) For majors with high mathematical needs, the optimal path was “teaching resources + high school mathematics foundation + teaching methods”; (2) For majors with moderate mathematical needs, the effective path was “teaching content + teaching methods + teachers’ literacy”; (3) For majors with low mathematical needs, the key path was “teachers’ literacy + teaching methods”. This study addresses the limitations of single quantitative or qualitative research by integrating SEM and fsQCA. The proposed optimization strategies, including hierarchical teacher training, diversified collaborative teaching teams, and targeted student support, provide practical references for improving the teaching quality of college mathematics general education courses and realizing personalized teaching in similar universities.