Five-Year Outcomes of an Undergraduate General-Education First Aid Course: A Ten-Semester Multi-Domain Evaluation of Knowledge, Skills, and Readiness.

Teaching Wound Care and Bandaging: An Historical Perspective

We describe the development and implementation of an innovative university undergraduate course entitled Entrepreneurship and Innovation (E&I). Our purpose is to explain and justify how the new E&I course adds a fresh dimension to undergraduate general education by emphasizing student integrative learning of opportunity recognition and creativity knowledge and skills within a classroom of students from many academic disciplines and majors. We describe the lengthy and ultimately successful university approval process that we traversed to create the first entrepreneurship course in the United States to be granted university general education (usually consisting of liberal azts and sciences courses) degree graduation requirement status. The E&I course was included as an approved general education social and behavioral science course in 2004. We view the designation of an introductory entrepreneurship course as a general education course as a significant milestone for college and university entrepreneurship education. The core general education curricula of most U.S. colleges and universities have been limited to conventional liberal arts courses and thus exclude professional school courses. We propose that the core concepts of entrepreneurial thinking are consistent with the purpose of university general education and therefore belong in the core undergraduate curriculum model. Our proposals in this azticle are supported by recent studies undertaken by the American Association of University Professors, the Association of American Colleges and Universities and The Carnegie Foundation for the Advancement of Teaching. These studies address significant gaps in U.S. undergraduate general education and liberal arts core curriculum. Traditional general education courses typically are designed as introductory courses for liberal arts and sciences majors and as such are understandably less likely to assimilate ideas across disciplines and integrate multidisciplinary learning. Our E&I course, by contrast, is inherently multidisciplinary and designed to present and integrate ideas and concepts from divergent academic disciplines and sources as its subject focus. The E&I course adds new capacity to university general education by emphasizing opportunity recognition, creativity knowledge and skills, and integrative learning and thus fills an educational gap defined by educational leaders who seek to reinvigorate general and liberal education and thereby prepare university students for leadership in the 215' Century. We conclude the article with recommendations suggesting faculty at other colleges and universities can utilize our concepts and experience to create their own variation of an E&I course to improve their undergraduate curriculum initiatives.

Entrepreneurship Is a General Education Course! The Why, How and Transferability of the Concept

This study aims to examine the views of students who take or do not take outdoor sports as undergraduate elective course at different departments of Tokat Gaziosmanpaşa University on environmental sensitivity. The study group consists of 288 undergraduate students with a mean age of 20.9 ± 2.19 studying at the Faculty of Education, Vocational School of Higher Education, Faculty of Dentistry, and Faculty of Engineering and Natural Sciences. Of the students, 140 (90 males and 50 females) take Outdoor Sports as an elective course. Scanning method was employed in the study. A questionnaire on environmental sensitivity to determine the students’ knowledge, sensitivity and attitudes was conducted randomly as data instrument. In the evaluation of data, aside from descriptive statistical methods (arithmetic average, standard deviation, frequency-percentage), normality test was made for all variables in the research. All the variables comply with the normal distribution at p < 0.05 significance level. T-test was conducted for the independent variable in between-group comparisons of the parameters, with a statistical significance at p < 0.05 level. Within this study, a statistically significant difference was found between the general score averages of student views on environmental sensitivity by gender (p = 0.047). However, as far as taking Outdoor Sports as elective is concerned, there was not a statistically significant difference between the general score averages of student views on environmental sensitivity (p = .693). There was also no statistically significant difference between the general score averages of the views on environmental sensitivity of students who take and do not take the elective outdoor sports course (p < 0.05).

In this Science, Ethics, and Society elective undergraduate course at the St. Louis College of Pharmacy, students consider topics that scientists face continuously, including human and animal subjects, science denial, treatment of scientists, who owns and funds science, personalized medicine and genetics, health disparities, and scientific integrity, all through lenses of inclusion and equity. Students read primary and secondary literature pertaining to each day’s topic, upload reflections to a course management system, and engage in structured dialogue in a facilitated classroom environment. Overarching themes address how women and men and their scientific work have been treated or received differently, as well as particular challenges faced by people of color, members of the LGBTQIA+ community, and those with disabilities. This course helps students see how the culture of science has been created and sustained, how it has not encouraged equal participation, and how it could be shaped differently. Student responses to the course recognize that this approach to the scientific material is valuable and that it does not appear elsewhere in their curriculum.

Cardiopulmonary resuscitation (CPR) is a vital skill that can improve the outcome of patients with sudden cardiac arrest. To raise awareness about CPR some countries have introduced an obligatory First Aid Course (FAC), usually done parallelly to a driver's license (DL). While expected of doctors to know CPR, the curriculum of some medical schools does not seem to have enforced measures to improve that knowledge. The aim was to have students self-evaluate their current knowledge of CPR, comparing it before university and whether it improved during their studies. A cross-sectional study was conducted in October 2020 using an anonymous questionnaire among students at the Faculty of Medicine in Belgrade (studies in English). A total of 172 (66.7%) students possessed a DL, of which 39.8% felt they were ready, 45.8% felt neutral, and 14.4% felt unable to perform CPR. The total number of students that completed a FAC during their studies was 165. Analysis was performed on the ability assessment data after the first FAC during studies, comparing it to FAC for DL and assessments at the end of studies. No statistically significant difference was observed in the level of self-reported ability to perform CPR, while a statistically significant difference was found in ability assessments when comparing only the FAC for the DL, and the one after the first FAC during medical studies, with students feeling more prepared after the FAC for DL. Across the sample, 90.2% of the students wished they had more CPR training during their medical studies. From this study, it may conclude that students wish and need more CPR training in their curriculum.

IntroductionEmpathy towards patients in pain involves an internal process in which both affective and cognitive processes in the observer are responsible for a final behavioral reaction. This study investigated the impact of an undergraduate elective course on pain on students' empathy in a mixed-method design. MethodsUndergraduate students of the elective course on pain (intervention group) as well as undergraduate students of a compulsory course on neuropharmacology (control group) completed the Dutch version of the Interpersonal Reactivity Index (IRI) questionnaire at the beginning and the end of the course. In addition, students' empathy in the intervention group was explored by content analysis of students' reflective writing assignments related to documentary films that were part of the course activities. ResultsTwenty students (intervention group) and seven students (control group) completed both IRI questionnaires. IRI scores for subscales perspective taking, fantasy, and personal distress significantly increased over time more in the intervention group than in the control group (intervention x time interaction). Effect sizes (generalized eta squared) for these effects were 0.084, 0.041, and 0.139 for perspective taking, fantasy, and personal distress, respectively. The qualitative data revealed information on cognitive and affective responses, and to some extent behavioral responses. ConclusionsBoth IRI outcomes and analysis of the reflective assignments demonstrate that students' empathy increased during the course on pain. Further research should explore in-depth the effects of different documentaries in the course on students' empathy development and the long-term effect of the course on students' empathy.

This chapter explores how an undergraduate elective course employs a community of practice to change students’ perceptions on sustainable entrepreneurship. For this purpose, we conducted a case study of an undergraduate elective course in a Swedish Business School re-designed to adopt sustainability and sustainable entrepreneurship education. We found evidence that when students engage in a community of practice for sustainable entrepreneurship, they become aware of the importance of individual agency. We proposed two key activities: project work and embracing an active citizenship to nurture the full-participation of students in a community of practice. Through project work – developing ideas and prototypes for sustainable ventures, lean mentoring and participation in a sustainability festival -- students were provided with a learning context for changing their perceptions on sustainable entrepreneurship. By embracing an active citizenship, students coined potential solutions to societal problems. Individual and collective reflections on class activities were important for them to become aware of their roles and capacity to act as change agents.

Background: Medical emergencies are a global issue, with individuals of all ages and genders at risk of encountering accidents, burns, heart attacks, strokes, and more.Essential life skills such as wound management and cardiovascular resuscitation play a crucial role in lowering the incidence of casualties.The ability to provide first aid is vital, as it not only saves lives but also allows individuals to effectively manage patients until medical assistance arrives.However, the current medical curriculum in RGUHS does not include first aid as a stand-alone topic, raising the need for its inclusion in medical education.Methodology: This study aimed to evaluate the knowledge and attitudes towards first aid among medical students, as well as the necessity for introducing a first aid course for first-year students.A cross-sectional survey was conducted involving medical students, faculty, and the general public at Gulbarga Institute of Medical Sciences.Results: Results indicated that while knowledge of first aid principles and basic life support techniques among students was poor, there was a willingness to learn and incorporate first aid training as a mandatory subject.Teachers recognized the importance of early first aid training for students, although time constraints were a limiting factor in curriculum inclusion.The general public also expressed support for first aid training among medical students and believed in their ability to handle emergencies effectively.

Objective: to evaluate the effectiveness of the Active Teaching Model for Critical Thinking in a first aid course for undergraduate nursing students. Method: a clinical, randomized, single blind and parallel trial, conducted at the Federal University of Viçosa (Brazil) in November 2016 with 102 undergraduate nursing students divided into experimental group and control group. In the experimental group, the Problem Based Learning methodology associated with the Active Teaching Model for Critical Thinking was used and, in the control group, only the Problem Based Learning methodology was employed to assess the difference in the average knowledge level of the groups, a test with 25 questions was applied before and after the educational intervention. To identify the effect of the measurement factors on the tests, the analysis of variance was used. Result: a significant interaction effect was observed (F1.100=11.138; p=0.001), indicating that the experimental group showed an improvement in the mean value of the grades between the pre- and post-test, with a high magnitude (d=1.10) Conclusion: the teaching model was effective, being demonstrated by the performance of the experimental group, which presented significantly higher results in terms of knowledge. Brazilian Registry of Clinical Trials, number U1111-1176-5343.

As a distributed function, emergency management in higher education must involve students from outside the field. An introductory emergency management course was redesigned to be attractive and visible to nonmajors via approval for inclusion in the university's core general education curriculum. Pre-/post comparisons were made of enrollment data for two interventions intended to broaden the course's audience. Later, a survey assessed why students took the course. A land grant research university serving over 14,000 undergraduate and graduate students. Participants were students taking the Department's introductory course. Two interventions involved the Department's entry level course originally titled, "Introduction to Emergency Management" and numbered at the sophomore level. First, the Department retitled the course, "Emergencies, Disasters, and Catastrophes," and renumbered the course at the freshman level. Second, the Department later requested and received approval to have the course accepted in the University's general education curriculum. Interventions were assessed by examining the average, annual number of nonmajors in the course, as well as, the academic diversity present among nonmajors. Both interventions, and especially the general education intervention, increased both enrollment measures. A rapid approval for the course's inclusion in general education validated faculty's acceptance of emergency management as an academic discipline while each intervention increased both the number and academic diversity of nonmajors. Long-term, the result should prepare nonemergency management leaders for emergency management as a distributed function.

Objective To investigate the team-based learning(TBL) combined with microteaching method in the teaching of undergraduate first aid courses. Methods Totally72 undergraduate nursing students randomly divided into the observation group and control group each including 36 cases by lottery.Nursing students in the observation group received TBL combined with microteaching, while nursing students in the control group received conventional teaching. Results The average score of objective structured clinical examination (OSCE) in observation group was (86.66±5.09) points and the control group was (84.47±5.78) points, the difference was statistically significant (t=3.38, P< 0.05). After training, the total score of Critical Thinking Disposition Inventory Chinese Version (CTDI-CV) and 5 dimensions′ were (329.39±25.56), (49.33±4.42), (45.11±6.08), (48.17±6.14), (51.08±6.55), (45.06±5.19) points in observation group, and (325.17±27.26), (48.19±4.97),(44.42±6.30), (47.47±6.27), (50.36±7.12), (44.56±5.13) points before training, the differences were statistically significant (t=2.11-4.95, P<0.05). Conclusions TBL combined with microteaching method in first aid training course can improve the undergraduate nursing students′ first aid ability, critical thinking ability. Key words: Team-based learning; Microteaching; First aid; Nursing undergraduate

This paper provides a reflection on the designing and enacting of an inclusive curriculum for a diverse group of students using a maker-centred learning approach, where students are empowered to have greater autonomy in the decision-making process and given accessibility to prototyping tools in their learning process for an undergraduate general elective course. Based on the student feedback, the finding suggests that students’ interest in learning was fostered when they were given greater autonomy in their learning. We recommend giving students more autonomy in choosing their project focus and exercising greater flexibility during the enactment of the curriculum, where students’ voices and decisions are considered.

The use of online platforms in higher education as an alternative to traditional residential classrooms has grown dramatically in recent years. The integration of online technology into pedagogy technology is acknowledged as a useful means for addressing the characteristics of Generation Z, an age cohort for which technology is second nature. This chapter examines the efficacy of the use of audio recordings as an additional pedagogical tool for engaging students in both active learning and information dissemination on career opportunities and methods for career advancement. Specifically, the chapter reports on a case study in which active learning was employed in an online course – Retail Management – an undergraduate elective course taught in the marketing major at a large public institution. Audio recordings, labeled “Professionals on Demand (PODcasts)” were used to provide insights into career explorations, job searching, and networking. To conclude, directions for future teaching practice and research are provided.

An Indigenous health elective – Perspectives of pharmacy undergraduate students and alumni