Students In Year Research Articles

Integrating MDT Tumor Board Shadowing into the Undergraduate Medical Curriculum: Perspective of Medical Students.

Site-specific multidisciplinary team (MDT) tumor boards are valuable resources for medical students, enabling them to familiarize themselves with the latest evidence-based cancer management strategies and observe effective teamwork in action. In this study, we looked at the awareness and perceptions of medical students about incorporating MDT tumor boards in the medical curriculum. A cross-sectional study was conducted among medical students from year 1 to year 5 at the Aga Khan University after exemption from ethical review committee. A 20-item self-administered questionnaire was used to evaluate the awareness and perceptions of medical students regarding MDT tumor boards. A total of 285 medical students participated in this study, with their mean age (± standard deviation) being 21.91 ± 1.67years. A majority of 183 (64.2%) had no prior knowledge of the existence of a site-specific MDT tumor board for cancer management. Of the 285 students, 252 (88.4%) demonstrated sufficient awareness of the effectiveness of MDT tumor boards; similarly, 232 (81.4%) responded positively to the idea of mandatory tumor board rotations being incorporated into the undergraduate curriculum. No significant association was found between the student's year of study (χ2 = 6.03, p = 0.20) or gender (χ2 = 35, p = 0.84) and their perceptions of the effectiveness of MDT tumor boards. However, it was found that students who had prior knowledge of their existence had a stronger association with sufficient awareness (χ2 = 4.2, p = 0.04). The results indicate that while the majority of the medical students have no prior attendance or knowledge regarding MDT tumor boards, there is an overwhelming willingness among students to incorporate them into the medical curriculum.

Does Aid Matter? A Systematic Review and Meta-Analysis of the Effects of Grant Aid on College Student Outcomes

The College Board reported that, in 2022–2023, about two thirds of $177 billion in U.S. financial assistance awarded to undergraduates through programs sponsored by the federal government, state governments, colleges and universities, philanthropic organizations, and other entities was in the form of grants. While researchers have examined the effects of individual grant aid programs on particular college student outcomes, results have indicated varied effects. Moreover, individual study findings have not been widely synthesized or examined to understand why some programs succeed where others do not. We conducted a comprehensive systematic review and meta-analysis to provide structure to this varied field and better understand programmatic effects. The results of the systematic searching and screening yielded 86 studies, across seven outcome domains, and the meta-analysis synthesized findings from 709 effect sizes from study samples representing 7,656,062 individuals. The meta-analytic results found small but meaningful positive average effects on college enrollment, credit accumulation, persistence, and completion. We cannot conclude from available studies that grant aid increased academic achievement or postcollege labor market outcomes. We also found that grants had larger positive effects on credit accumulation for studies with samples of students at 2-year institutions and studies that combined samples of 2- and 4-year students than for studies with samples of students at 4-year institutions only. Using a relatively new method called an evidence gap map, we illustrate where researchers should focus on producing new evidence.

An Expanded Daily Alcohol Expectancies Measure: Results on the Multilevel Factor Structure and Psychometric Properties.

Alcohol expectancies are beliefs people have about the likelihood of experiencing various positive or negative consequences related to alcohol use. Expectancies have most commonly been treated as traitlike characteristics of individuals, but some researchers have assessed expectancies as state-level characteristics that vary within persons across days. Previous work developed a 13-item daily alcohol expectancies measure. This study evaluated an expanded version of that measure that includes 10 additional expectancy items. Participants were 2- and 4-year college students (N = 201; 63.7% female; 55.2% White non-Hispanic; 75.1% 4-year students) randomized to the control group of a longitudinal study designed to test the efficacy of a just-in-time adaptive intervention delivered via mobile app to reduce high-risk alcohol use. Multilevel exploratory factor analysis was used to determine the factor structure at the daily and person levels. Multilevel models were used to evaluate the convergent validity of the resulting subscales. Two factors, broadly representing positive and negative alcohol expectancies, were retained at the daily and person levels. Composite reliability (omega) estimates ranged from .85 to .96 and suggested that the reliability of the resulting subscales was good to strong. Associations between the daily expectancy subscales and baseline scores on an established expectancies measure provided preliminary evidence of convergent validity. Findings indicate that this expanded 23-item daily alcohol expectancies measure is psychometrically sound. This measure is appropriate for use in daily or just-in-time expectancy challenge interventions. It is suitable for use among 2- and 4-year college students who drink alcohol regularly and occasionally in heavy quantities and who experience alcohol-related negative consequences.

Digital location tracking in the parent/caregiver-college student dyad.

As college students navigate new developmental milestones, many families rely on digital technology to stay connected and aid in the transition to adulthood. Digital location tracking apps allow for parental monitoring in new ways that may have implications for youth development. Although recent research has begun to examine prevalence and motivations for digital location tracking in adolescence, we know little about how and why families continue to track into the transition to college, and how this may relate to perceptions of helicopter and autonomy supportive parenting. In a cross-sectional study of 706 community college and 4-year university students in the Southeastern United States, we describe prevalence and sociodemographic differences in parent/caregiver digital location tracking of their college student children, and how this may be associated with perceptions of helicopter parenting and parent/caregiver autonomy support. Findings suggest that digital location tracking is a fairly common practice among college students, with nearly half of the sample endorsing currently or previously being digitally location tracked by their parent/caregiver. Younger, White, and higher socioeconomic status students were more likely to be tracked. Those students who were currently being digitally location tracked tended to perceive their primary parent/caregiver as engaging in more helicopter parenting and as less supportive of their autonomy. This brief report provides preliminary insight into parent/caregiver digital location tracking of their college student children. It is our hope that future research will further examine how digital location tracking may be helping or hindering attainment of developmental milestones in the digital age.

Effectiveness of using 2D atlas and 3D PDF as a teaching tool in anatomy lectures in initial learners: a randomized controlled trial in a medical school

BackgroundAnatomy is a crucial part of medical education, and there have been attempts to improve this field by utilizing various methods. With the advancement of technology, three-dimensional (3D) materials have gained popularity and become a matter of debate about their effectiveness compared to two-dimensional (2D) sources. This research aims to analyze the effectiveness of 3D PDFs compared to 2D atlases.MethodsThis study is a randomized controlled trial involving 87 Year-1 and Year-2 medical students at Gazi University Faculty of Medicine, Turkey. The study was conducted in two steps. In Step-1, students were randomized to watch lecture videos on liver anatomy and male genitalia anatomy supplemented with either a 3D PDF (intervention group) or 2D atlas (control group) images. Following the video lectures, a test (immediate test) was administered. In Step-2, the same test (delayed test) was administered 10 days after the immediate test. The test scores were compared between the intervention and control groups. In addition to the descriptive analyses, Chi-square and Mann-Whitney U tests were performed.ResultsIn the immediate test, while there was no significant difference between the groups for the liver test (p > 0.05), 3D PDF group’s scores (Median = 24.50) was significantly higher than the 2D atlas group’s in the genitalia test (Median = 21.00), (p = 0.017). The effect size (Cohen’s d) was 0.57. In the delayed test, there was no significant difference between the groups in the liver and genitalia tests (p > 0.05). However, the effect size in the immediate genitalia test was 0.40. Year-1 students’ immediate test of genitalia performances were significantly higher in the 3D PDF group (Median = 24.00) than the 2D atlas group (Median = 19.00), (p = 0.016). The effect size was 0.76. Also, Year-1 students’ 3D PDF group (Median = 20.50) presented with significantly higher performance than the 2D atlas group (Median = 12.00), (p = 0.044) in the delayed test of genitalia, with the 0.63 effect size.Conclusion3D PDF is more effective than 2D atlases in teaching anatomy, especially to initial learners. It is particularly useful for teaching complex anatomical structures, such as male genitalia, compared to the liver. Hence, it may be a valuable tool for medical teachers to utilize during lectures.

교수학습센터 프로그램의 학습효과에 대한 체계적 문헌 분석

Objectives The purpose of this study is to examine the current status of CTL programs for 4-year university stu-dents in terms of program purposes, target audiences, instructional approaches, and learning outcomes.
 Methods This study adopted a systematic literature review to analyze the research findings related the CTL pro-grams published between the year 2018 and June 2023. We searched KCI indexed journal articles using sing in-clusion criteria and narrowed down to 53 journal articles for analysis.
 Results ‘Achieving good grades and improving learning achievement’ was a predominant purpose of the CTL pro-grams followed by ‘Strengthening core competencies’ and ‘Enhancing self-directed learning’. The majority of the program target audiences were undergraduates without any restriction followed by low learning achievers includ-ing those who received academic probation. A learning community was the most popular instructional approach of CTL programs followed by a mixed approach, workshops, and tutoring. The primary learning outcomes of the CTL programs included ‘Improving learning achievement’, ‘Enhancing self-directed learning’, and ‘Strengthening core competencies’.
 Conclusions The research findings indicate that the CTL programs predominantly focus on improving learning achievement and enhancing GPA. It is necessary to diversify the CTL programs to satisfy the needs of diverse students other than academic accomplishment. Also, the Centers for Teaching and Learning need to pay more at-tention to underrepresented target audiences of the CT programs, including international students, transfer stu-dents, or freshmen. Finally, the CTL programs should provide students with specific guidelines on how to operate learning communities to maximize learning achievement.

대학생의 부모-자녀 결합형태와 학업성취도의 관계에서 학업적 그릿과 긍정심리자본의 중다매개효과

Objectives This study set up and verified a structural model to verify the multiple mediating effect of academic grit and positive psychological capital in the relationship between parental bonding patterns and academic ach-ievement of college students.
 Methods A survey was conducted on 350 4-year university students located in J-province. Parental bonding pat-terns, which are antecedent variables, were divided into parental care and parental overprotection. A research model was established with parental care and parental overprotection as the antecedent variables, academic grit and positive psychological capital as the mediating variables, and academic achievement as the dependent variable. Correlation analysis and structural equation model(SEM) verification were performed on the collected da-ta, and a phantom model was constructed and the bootstrapping method was used to verify the multiple media-ting effect.
 Results First, 6 out of 9 pathways in the research model (parental care→academic grit, parental care→positive psychological capital, parental overprotection→positive psychological capital, academic grit→positive psycho-logical capital, academic grit→academic achievement, positive Psychological capital → Academic achievement) was found to be significant. Second, as a result of structural equation model (SEM) verification of the modified model excluding three paths that were not statistically significant, it was found to show a very good fit. Third, as a result of constructing a phantom model and verifying the multiple mediating effect, the multiple mediating effect of academic grit and positive psychological capital was significant in the relationship between parental care and academic achievement. And positive psychological capital was found to act as a complete parameter in the rela-tionship between parental overprotection and academic achievement. 
 Conclusions The results of this study suggest that it is necessary to understand the psychological mechanism that the parental bonding patterns of college students affects academic achievement, and based on this, educational guidance and intervention are needed to enhance academic grit and positive psychological capital.

Comparing Online and Face-to-Face Performance in Scientific Courses: A Retrospective Comparative Gender Study of Year-1 Students.

As a result of COVID-19 pandemic, medical education at the Arabian Gulf University was instructed to apply online teaching instead of face-to-face for all phases of teaching at the University. Phase-1 is concerned with basic science courses delivered to year 1 students. We conducted this study to detect if there are any differences in the performance of medical students between online and face-to-face ways of learning. Also, a comparison between male and female performance in scientific courses was carried out in pre and during COVID-19 periods. The participant were first year students for pre COVID-19 period from 2018 to 2019 and during COVID-19 period from 2020 to 2021. The university used Moodle and Zoom as an online way of teaching. The students' performance in the year 1 (three-semester) -online period of teaching were compared with a three-semester-performance of conventional teaching prior to COVID-19. This is a retrospective study that attempts to shed some light on the efficiency of AGU experience in online learning for year 1 (Phase I) students. This study evaluates the outcome of both, online and face-to-face examinations for scientific courses. The results showed that the mean performance of year one medical students in all basic scientific courses (Phase I) during the coronavirus pandemic was greater than the mean performance before the pandemic with the exception of the Biostatistics course. The results by gender showed that the mean performance of females was better than males across all scientific courses before coronavirus. Also, during the COVID pandemic, the mean performance of females was better than males in all basic science courses. Year -1 students' performance in science courses during the coronavirus period seems better than pre COVID19 era. Females' performance was better than males' in both periods; pre and during COVID -19 periods.

Response to: Comparing Online and Face-to-Face Performance in Scientific Courses: A Retrospective Comparative Gender Study of Year-1 Students [Letter

Response to: Comparing Online and Face-to-Face Performance in Scientific Courses: A Retrospective Comparative Gender Study of Year-1 Students [Letter

COVID-19 SCHOOL CLOSURES IMPACTS ON PRIMARY SCHOOL STUDENTS� MATHEMATICS COMPETENCE

School closures and home learning policy to prevent the spread of COVID-19 in Indonesia raised concerns about learning loss. This research was focused on examining the potential for learning loss in terms of the mathematical competence of year-3 indigenous primary school students in Indonesia due to school closures during the pandemic. This qualitative research with a phenomenological approach involved 8 year-3 students who had been studying from home for the last 1.5 years or so. Data collection was carried out using mathematical diagnostic tests and interviews. Results from this study revealed the phenomenon of learning loss in terms of the mathematical competence among the students, where the mastery of prior mathematics knowledge and skills required for grade 3 were not mastered yet. Also, their mathematical competences were below the competency standard in the curriculum for grade 3 primary school in Indonesia. The significancy of this study emphasized that the phenomenon of learning loss that occurred in primary school students during and even after the COVID-19 pandemic should be a serious concern for all parties and stakeholders. Hence, some solutions and quick steps that need to be taken to mitigate the long-term impacts of learning loss are also included in this article.

Implementing a Near Peer Instructor Placement Model in Physiotherapy Education

Purpose: The aim of this case report is to describe the design, implementation, and outcomes of a near peer instructor (NPI) placement for a physiotherapy student. Client Description: Participants included a Year-2 placement student (the NPI), Year-1 students from the McMaster Master of Science (Physiotherapy) Program, the anatomy instructor (AI), and the director of clinical education (DCE). Intervention: The AI and DCE designed a two day/week placement whereby the NPI developed and facilitated clinical application stations during scheduled anatomy and physiology (A&P) sessions with Year-1 physiotherapy students. Measures and Outcomes: Students, the AI and NPI provided feedback through surveys for the purpose of placement evaluation. Implications: Three areas of impact of this placement model were identified: (1) greater perceived ability of learners to integrate A&P knowledge with clinical skills, (2) NPI growth in transferrable skills and the seven essential competencies required of physiotherapists in Canada, and (3) additional clinically relevant A&P curricular resources.

Digital competences in chilean Year-1 university students from technical-vocational secondary education (TVSE) and scientific-humanistic secondary education (SHSE).

Digital competences are widely regarded as the key competences as defined by various international organizations, such as the European Commission (2018) and the OECD (2022). Given their paramount importance across all facets of contemporary society, a thorough examination of their developmental aspects becomes imperative. The study was conducted at a Chilean state-run university, which stands as the second largest institution in terms of student enrollment. Utilizing a quantitative survey-based methodology, this research study seeks to characterize the level of digital competences among Year-1 students pursuing undergraduate programs. Furthermore, it aims to compare the competence levels of two prominent student groups, distinguished by their distinct secondary schooling pathways, namely, technical-vocational education (TVSE) and scientific-humanistic education (SHSE). For the purpose of data collection, the CompDig-Ped test, aligned with the European framework for digital competences (DigComp), has been employed as the research instrument. The key findings of this study underscore significant disparities in digital competence levels between students originating from SHSE and TVSE secondary school trajectories, with TVSE students demonstrating comparatively lower levels of digital competence. These outcomes are congruent with existing research, which highlights the challenges encountered by technical-vocational secondary education in Chile over an extended period of time.

The Dual-Coding Theory and Digital Media: The Effect of Nursery Rhymes on Teaching Vocabulary

Most of the vocabulary in English has differences in written and spoken form, then it also takes time for the learners to recognize and memorize the new vocabularies that they have learned before they implement it in their conversation. The dual-coding theory believes when verbal and non-verbal stimuli are connected, it brings a deeper understanding and better imaging of certain things. The objectives of this study are to find out whether the use of nursery rhymes is significantly effective or not, and how effective the use of nursery rhymes is for vocabulary teaching processes based on the perspective of the dual-coding theory and the aspect of vocabulary knowledge to the elementary students. The participants of this study are 64 of the Year-3 students at MI Ushuluddin Singkawang in 2022/2023 of academic year divided into two groups, control and experimental group. The data were taken from the students’ pretest and posttest results and tools to measure the data were thirty numbers of short answer questions. The findings show nursery rhymes are significantly effective for the vocabulary teaching processes to the elementary students. Nursery rhymes not only run mechanically but also activate the students’ experiences, emotions, and thoughts through the process of repeating, reciting, then practicing related to the aspect of form, meaning, and use in vocabulary knowledge. All of these processes in the classroom bring a better recall for them specifically related to vocabulary learning.

Electronic periodontal tool integration to enrich clinical diagnosis.

The objective of this study was to evaluate the effectiveness of an Electronic-Periodontal-Diagnosis-Tool (EPDT) to facilitate the formulation of a correct periodontal diagnosis and analyze students' perceptions of the use of the EPDT. Fifty Year-3 students who recently started their clinical training, were randomly assigned to two groups. Two clinical scenarios involving challenging periodontal diagnoses, each one with unique components, variables, and categories were distributed with specific instructions. The cases were analyzed to determine the correct periodontal diagnosis-half without the use of the EPDT and half with the use of the EPDT. A post-exercise discussion conducted by the faculty explained the answer rationales. The students completed an anonymous/voluntary survey to evaluate their perceptions. Statistical analysis using likelihood ratio chi-square tests and a generalized linear model evaluated whether the use of the EPDT resulted in higher percentages of correct diagnoses. EPDT use resulted in a three times higher percentage of correct classifications than no tool use (48% versus 16%), which the investigators considered an important effect of the EPDT. The generalized-linear-model assessment confirmed that EPDT resulted in better classifications (p<0.0001). The feedback about the perceptions of the EPDT was favorable. Students using the EPDT resulted in higher percentages of correct diagnoses. The EPDT provided students with a useful framework to determine the correct periodontal diagnoses, which is essential in providing appropriate treatments.

Psychological intervention for career self-esteem among students of agricultural education programme.

This study determined the efficacy of rational career intervention on career self-esteem of students of Agricultural education programmed in Universities in Southeast Nigeria. Data were collected from a sample of 54 students. The sampled students were allocated to 2 (treatment and control) groups using the sequence allocation software package. Students in the treatment group were counseled through a rational career intervention programmed that lasted for 12 sessions while similar students in the control group were not treated. The 2 groups of students were then assessed 3 times based on a career self-esteem scale. Data collected were analyzed using Analysis of variance and partial eta square statistical tools. The study's findings indicated a strong impact of rational career intervention on career self-esteem levels. The findings also showed that group and gender interaction effects had a substantial impact on the professional self-esteem scores of students in agricultural education. The findings also indicated a statistically significant relationship between time and students career self-esteem in agricultural education. The findings also showed that the group and time interaction effect had a substantial impact on the professional self-esteem scores of students in agricultural education. The follow-up findings showed that the rational career intervention has a long-term impact on career self-esteem among students in Agricultural Education. It was concluded that rational career intervention is useful in improving self-esteem among students of agricultural education in universities in Southeast Nigeria. It was then recommended that year-1 students should be counseled immediately after registration.

Examining Mental Health, Academic, and Economic Stressors During the COVID-19 Pandemic Among Community College and 4-Year University Students.

Objective: The COVID-19 global pandemic has created severe, long-lasting challenges to college students in the United States (US). In the present study, we assessed mental health symptomatology (depression, anxiety, life stress), academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Method: A total sample of 361 college students (Mage = 22.26, SD = 5.56) was gathered from a community college (N = 134) and mid-size public university (N = 227) in Southwest US, both designated as Hispanic Serving Institutions. Results: Pearson and point biserial correlations indicated associations between mental health symptomatology, academic challenges, and economic stress, including expected delays in graduation. Multivariate analysis revealed that community college students had statistically significantly higher scores on anxiety F(1, 312) = 5.27, p = .02, = .01 than 4-year university students, as well as key differences with respect to academic challenges. Chi Square analyses revealed that Latinx families experienced greater economic hardships, including job loss or reduced work hours (χ2 (1, N = 361) = 28.56, p = .00) than other ethnic/racial groups. Conclusions/Contributions: Findings revealed that community college students faced disparately negative mental health symptomatology, academic challenges, and economic stress during the first wave of the Coronavirus pandemic. Further, Latinx students' families experienced significant economic hardship that may have impacted students' academic progress and future planning.

Self-preserving behavior in the student environment as a way to cope with bad habits

The paper examines the genesis and causes of bad habits spread among students (external and internal), provides a review of the scientific literature on the research topic. Medicine has proved that bad habits as a risk factor for various infectious diseases and deterioration of all body systems functionality result in reducing the quality and duration of human life. Scientists agree that in order to solve the problem of adopting bad habits by young people there should be an integrated approach combining the regularity of preventive measures and the united intention of all participants in the educational process. The aim of the study is to develop a prevention model based on the study of the structure and genesis of bad habits in the student environment. To determine the state of the problem, the authors conducted a study among 3 and 4-year students of the technical university (55 people aged 18-25 years), identifying the most common harmful addictions during training and their prerequisites according to the students opinion. The most common habit is smoking, followed by poor nutrition, lack of sleep and alcohol. Moreover, many habits were acquired in adolescence and college period. Most students are neutral about other peoples having such habits. Based on the results obtained, possible solutions of the problem are presented in the context of self-preserving behavior of students, actualizing the possible potential ofa positive influence of the university environment on increasing personal awareness through the education of its qualities and a positive example of the environment.

통합기술수용이론(UTAUT)을 적용한 패스트푸드점 키오스크 서비스가 감정적 가치 및 지속이용의도에 관한 연구

As the need for non-face-to-face services has increased due to the recent COVID-19 epidemic, food service companies are increasingly adopting kiosks to reduce costs. In this study, 203 questionnaire samples of 4-year university students in Busan were analyzed for demographic characteristics, reliability and validity of respondents using SPSS (V23.0) and AMOS 21.0 programs. As a result of testing the hypotheses, the sub-factors of the integrated technology acceptance theory were performance expectations (β=0.454, p＜0.001), effort expectations (β=0.258, p＜0.01), and social influence (β=0.408, p＜0.001). The effect relationship on the value was confirmed. In order to test the moderating effect of frequency of use, it was confirmed that there was a difference only in emotional value → intention to continue using (Δχ²=5.627) as a result of conducting a χ² difference test by dividing into the main high group and low group. As for the implications of the study, it was analyzed that performance expectations (β=0.454), social influence (β=0.408), and effort expectations (β=0.258) had an effect on emotional value in the order. This can be said to be the result of a well-reflected consumer demand for convenient kiosk use.

Self-Medication Practice for Dental Pain: Expectations and Rationality

Self-medication (SM) is the use of medicines by people who take drugs without the advice of doctors. Purpose: To determine the prevalence of SM for dental pain, to compare the contributing factors, perception, and awareness regarding the practice among medical, dental and, pharmacy students. Methods: This observational study was conducted among 573 year1 and year5 students undergoing the teaching of pharmacology. The validated questionnaires were distributed during the beginning of the years. Data were analyzed using SPSS version 23. Results: The experience of dental pain by the students was 69-87%. The prevalence of SM among year1 and year5 were 30% and 49% (medical), 37% and 61% (dental), 46% and 57% (pharmacy) respectively with pharmacy year1 scoring highest at 46% and dental year5 at 61%. Both years medicated with analgesic at 17-33% while 35-70% opted for saltwater, ice packs, and others. The medical and pharmacy students perceived that they do not have a good ability to diagnose symptoms of dental pain. The majority was aware of drug interactions and expiratory dates. Conclusion: As expected, the year5 self-medicated more than the year1, made easy by the gain in knowledge and accessibility to medicines. Their perception and awareness rationalize them as future prescribers for medication.

Motives for nonmedical use of prescription stimulants in community college students

Objective: The present study identified common motives for nonmedical use of prescription stimulants (NMUS) among community college (CC) students and examined behavioral and demographic correlates of certain motives. Participants: The survey was completed by 3,113 CC students (72.4% female; 81.7% White). Methods: Survey results from 10 CCs were evaluated. Results: NMUS was reported by 9% (n = 269) participants. The most common motive for NMUS was to “focus on studies or to improve academic performance” (67.5%) followed by to “have more energy” (52.4%). Females were more likely to report NMUS for weight loss, and males were more likely to report NMUS to experiment. The motive “to feel good or get high” was linked to polysubstance use. Conclusions: CC students report similar motives for NMUS to those commonly endorsed by 4-year university students. These findings may help identify CC students susceptible to risky substance use.