Academic Content Research Articles

Innovation in surgical trauma care education: assessment of a Panamerican Trauma Society online surgical skills course hosted by the Spanish Surgical Association.

Incorporating surgical skills education in trauma care is essential for young surgeons and surgical trainees. This study describes an innovative e-learning course for teaching trauma care surgical skills in an international cooperative setting. Furthermore, it aims to offer valuable insights on enhancing e-learning practices. The Panamerican Trauma Society and the Spanish Surgical Association have joined forces to launch an online course focusing on advanced trauma care surgical skills. This report provides an in-depth examination of the project and scrutinizes participant feedback through a post-course survey. The survey thoroughly evaluates their satisfaction level, the usefulness of the course content, and their view on its clinical relevance. Three hundred eighty-two surgeons from 16 countries completed an online course. Three hundred seventy-nine of them responded to the post-course survey. The mean age was 36, with 64% females and 36% males. The course consisted of 9.9h of academic content, including 5h of video lectures and 4.9h of live discussions. Ninety-seven percent of the participants were practicing general and acute care surgeons, and only 2% were exclusively dedicated to trauma surgery. Sixty-one percent of participants highly valued real-time interaction with faculty, and 95% believed their trauma surgical skills would improve. Additionally, 93% of the participants were satisfied or very satisfied with the e-learning experience. The use of video-based instructional materials has revolutionized surgical education. With online courses in trauma surgery, surgeons can now improve their skills and better prepare themselves to handle severe trauma cases. This innovative approach to surgical education has proven to be very effective and can potentially enhance patients' quality of care.

To be like a "scholar": a study on the construction of authorial identity of Chinese EFL learners in academic writing: an intertextuality perspective.

Academic writing not only conveys academic content but also represents the authorial identity, serving as a means of presenting one's identity. Writers utilize various linguistic resources to present different possibilities of self, such as intertextuality, thereby constructing their authorial identity. This study examines the Chinese EFL learners' construction of authorial identity in academic writing from an intertextuality perspective. This study adopts a mixed method, utilizing interviews and written texts as data sources. Results were found that novice writers primarily construct their identities through the practices of direct intertextuality during the initial stages of identity construction. As novice writers gain more experience through extensive reading and writing practices, as well as academic writing courses, their intertextuality practices undergo a transformation. They begin to shift from direct intertextuality to indirect intertextuality, aiming to express their own conceptions, attempting to be like a "scholar" through indirect intertextuality. The study highlights the importance of intertextuality in the construction of academic writing identity for EFL learners. By understanding the interplay between intertextuality and authorial identity, educators can better assist EFL learners in achieving success in their academic writing endeavors.

Experience implementing curricular activities in physics to familiarize students with SDGs 5 and 7

This paper presents an experience of implementing curricular activities that aim to familiarise students with the Sustainable Development Goals (SDGs), thus promoting sustainability and the critical contextualisation of knowledge and highlighting the scientific contributions of women. The pedagogical experience was carried out in the Physics subject of the Chemical Engineering degree at the University of Santiago de Compostela (USC). First, a questionnaire was administered to assess students’ prior knowledge of these goals, especially SDG 5: «Achieve gender equality and empower all women and girls» and SDG 7: «Affordable and clean energy», in the first-year Physics subjects of the Chemical Engineering and Biotechnology degrees of the USC to determine the influence of the degree. The results showed that students in both degrees knew the SDGs but had difficulties identifying SDG 7. Similarly, male students of Chemical Engineering had more difficulty in identifying SDG 5. Subsequently, the classes, academic content and activities of the Physics subject of the Chemical Engineering degree were planned to raise awareness among students about the current climate, energy and social emergency in which we find ourselves, as well as the gender inequalities that persist in society. In this way, the aim was for students to acquire critical thinking skills to avoid gender blindness and to face a future with fewer and fewer mineral and energy resources. The experience was satisfactory for the students, demonstrating the importance of teaching this content in scientific subjects because they enabled reflection and critical capacity, which are essential for understanding and dealing with reality.

Contextual E-Comics in Geography: A Modern Pedagogical Tool for Volcanic Hazard Mitigation Awareness

Technological advancements have profoundly reshaped educational paradigms, leading to an expansive array of instructional media. Nevertheless, empirical observations reveal educators' hesitancy in assimilating these technologies, notably within geography instruction. Predominantly, geography pedagogy has gravitated towards memorization-based approaches, thereby constricting students' capacity to correlate academic content with their empirical experiences—a consequence of an entrenched reliance on conventional textbooks. Addressing this instructional void, our research endeavoured to devise an E-Comic media, underpinned by a contextual approach, to elucidate strategies for mitigating volcanic eruptions. The empirical setting for this study was situated at SMA PGRI 1 Lumajang. The research harnessed the Research and Development (R&D) methodology, employing the comprehensive ADDIE model. This model delineates five distinct phases: 1) Curricular, student demographic, and educator need analysis; 2) Storyboard conceptualisation for the impending product; 3) Product realisation in conformity with the established design; 4) Implementation, encompassing a rigorous vetting process by domain-specific expert validators and the intended research demographic. Evaluation metrics showcased robust approval ratings: 87% from media specialists, 97% from subject-matter experts, 95% from educator respondents, and 87% endorsement from student participants. In light of these affirmations, as conceptualised and developed in this study, the E-Comic medium is posited as an academically sound and pedagogically effective tool.

Essential Key Tips for Co-creating Academic Content

This article provides some key tips for universities to effectively manage the co-creation of academic content. In this report, we discuss the challenges of collaboratively creating academic content within the realm of digital education, highlighting the imperative for innovative teaching methods. Recommendations are presented to select a team of experts to participate in the co-creation process, highlighting the importance of having collaborative, innovative, and open-minded profiles, as well as promoting inclusion in the selection of participants. We also propose suggestions on the educational model and options to manage the co-creation process. Finally, the closure of the co-creation process is analyzed. Our article confirms the importance of collaboration, innovation, and effective management in the process of co-creating academic content.

Цифрова платформа як інструмент цифровізації освіти

Under the influence of digital transformation, which consists in the digitalization of various spheres of human life, a new technological phenomenon is emerging – a digital platform. In the context of economic development, rapid changes in information technology and a new quality of society, modern education is based on high-tech educational tools, i. e. mobile and universal digital platforms. The authors of the article analyze the concept of «digital platform» in the context of its use in the digital educational environment in the context of digitalization of education. The current approaches to the interpretation of digital platforms, proposed by various scientists, are considered. It is determined that the digital platform should be considered as one of the digital learning tools in the course of the educational process in the context of digitalization of education. Also, a digital platform is a virtual spot, an information and communication environment that provides academic content, productive activities, communication and interactive interaction of participants in the process, also a software and hardware tool that provides access to the digital educational environment of all participants at any time from anywhere in the world and ensures the educational process in distance learning. The problems, advantages and disadvantages associated with the functioning of digital platforms are identified. It is also noted that the digital educational environment, thanks to the capabilities of digital platforms, should be a center for various information flows due to the active information interaction of all participants in the educational process. Hence, digital platforms are one of the most important tools in the digitalization process and are considered perspective for the digitalization of education. They are made up of technological, productive and communicative elements. This allows for the effective development of such a form of education as distance learning, which has become especially relevant in the context of the COVID-19 pandemic and the full-scale invasion of Ukraine.

Analysis of reading comprehension in underachieving high school students: exploring neuropsychological, metacognitive and motivational factors

Introduction: the ability to comprehend written text is of utmost importance for educational progress in high school, given that most academic content is presented in this format, both in print and digital versions. Recent theoretical approaches and empirical studies in psychology and neuroscience have directed their interest towards explanatory models of reading comprehension that include motivational, neuropsychological and metacognitive elements. Objective: analyze, by means of structural equations, the multivariate effects of motivational, neuropsychological and metacognitive factors on reading comprehension in a group of adolescent high school students with reading difficulties. Methods: a quantitative, observational, cross-sectional study was conducted with a sample of 200 students between 11 and 18 years of age. Measures used: Academic Motivation and Attributional Styles Scale, Metacognitive Awareness of Reading Strategies Inventory, Regression Digit Retention Subtest, d2 Attention Test, and Inferential Reading Comprehension Test. Results: only working memory showed a statistically significant direct effect on reading comprehension. Although academic motivation, selective attention, and metacognition did not have statistically significant effects on reading comprehension, there were statistically significant effects on reading comprehension.Conclusions: although only working memory had an effect on reading comprehension, a circuit in which other motivational, cognitive and metacognitive variables are associated could be revealed

Incorporating Artificial Intelligence Into Athletic Training Education: Developing Case-Based Scenarios Using ChatGPT

Context ChatGPT is an AI-based large language model platform capable of mimicking human language patterns by responding to user queries. Although concerns over AI-generated content exist in health care and higher education, the ChatGPT platform can assist athletic training educators in creating academic content to alleviate aspects of their academic workload and responsibilities. Objective To provide a brief historical overview of ChatGPT, accepted positives and negatives, and examples of how athletic training educators can use ChatGPT for case-based scenario contention creation. Background The initial development of ChatGPT began in 2018, with its public launch in November 2022. ChatGPT uses machine and in-context learning to replicate human language expression. Since its public launch, students, researchers, educators, clinicians, governments, and companies have sought to determine how to incorporate ChatGPT into their workflow operations. Data Synthesis Athletic training educators can incorporate ChatGPT into their academic content creation methodology. With the capability of ChatGPT, athletic training educators have the potential to facilitate athletic training student learning more efficiently. Results ChatGPT can ease the academic workload of athletic training educators while being a beneficial clinical tool that athletic training students may use in their future workplace settings. Recommendation(s) Athletic training educators should consider using ChatGPT or a similar AI-based large language model platform when developing education content and simulation scenarios. Conclusions ChatGPT can lessen athletic training educator workload and potentially facilitate athletic training student learning.

Examining Trends and Effectiveness of Academic Institutions’ Website Content

This research aimed to examine the trends in and effectiveness of website content on the websites of selected Ethiopian academic institutions. The data was gathered through content analysis and questionnaire and analysed through descriptive statistics (mean), One-Way ANOVA, and narration. The results confirmed that academic and research content were the strongest content categories compared to the other issues covered on the selected websites; and that program and office related content were the weakest (μ = 0.125). According to the data, Addis Ababa, Hawassa, Bahir Dar and Harmaya universities respectively had better content management trends than the other universities. The data also demonstrated that there were significant statistical differences among the website content offered by different universities. Poor navigation systems, inadequate content, empty menus and sub-menus, inconsistent branding, spelling and grammatical errors, as well as untargeted content were some of the observed limitations of the selected website content. Moreover, the data confirmed that the majority of universities updated their websites infrequently. Thus, the study recommends that universities manage their websites well in order to enhance their visibility and reputation.

Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)

Language skills are an integral part of quality education as it induces communication, creates comprehensibility of content and expedites knowledge acquisition. This requires students to actively involve in language learning, to meet the growing competent requirements of engineering education. Enhancing Reading competence is one of the crucial factors for achieving academic success. This paper examines the effectiveness of Cognitive Academic Language Learning Approach in enhancing the reading comprehension skills of first year Engineering students. Cognitive Language Learning Approach is an instructional student – centred approach designed around cognitive and metacognitive strategies, to enable easy comprehension of academic language content. A study was conducted in one of the leading government aided institutions in southern Tamil Nadu, to enhance the reading comprehension skills through the academic subject of Technical English. Data were collected using post-test experimental design, with control group and experimental group (20 each). The quantitative data were analysed using descriptive statistics while the qualitative data recorded the responses of student’s perception on the efficacy of CALLA. The data analysis revealed in enhancement of reading comprehension skills, elevating the overall reading competency. Keywords— Cognitive Academic Language Learning Approach; Explicit language instruction; Metacognitive strategies; Reading Comprehension skills Enhancement.

Emotional sociology applied: predictive influence of affective neuroscience personality traits on Chinese preschool teachers' performance and wellbeing.

The interplay between teaching engagement and performance has garnered attention in both theoretical and empirical research, primarily due to its influence on student academic achievement, teacher well-being, and the realization of institutional goals. This is especially pertinent in the realm of preschool education, where the scope of learning extends beyond academic content to encompass the broader socialization of children. Drawing from Affective Neuroscience research, this study investigates the role of affective tendencies as mediators in the relationship between work engagement and job performance. The primary aim of this research is to examine a chain mediation model that hypothesizes the predictive role of teacher engagement. This model posits the intermediary influence of four basic emotions-CARING, SEEKING, ANGER, and FEAR-followed by the mediating effect of job satisfaction on teacher job performance. The study utilized a sample of 842 Chinese preschool teachers. Data were collected through an online questionnaire, employing a time-lagged design. The analysis was conducted using Model 80 of the PROCESS Macros. The findings reveal that both positive and negative emotions significantly predict teachers' job satisfaction. However, job satisfaction does not influence job performance. The analysis confirmed the direct and total effects of teacher engagement, as well as the indirect effects, particularly through the positive emotion of Caring. The results are instrumental in informing and refining interventions designed to enhance teacher engagement and performance, underscoring the importance of emotional factors in the educational environment.

Problems and Challenges Faced by Non-Muslim Students in achieving Higher Education at universities of Pakistan: An Evaluative Study

Introduction: This study examines Pakistani non-Muslim university students' challenges and how they affect their self-esteem. Understanding non-Muslim students' challenges is essential for inclusiveness and a supportive learning environment in increasingly diverse schools. Methodology: This quantitative study surveyed Pakistani non-Muslim university students about their opinions. Curriculum and Literature, Peer and Teacher Views, Rights of Religious Minorities, Inclusive Teaching Skills Techniques, and Student Self-Esteem (CARIS) was a self-created survey tool to assess students' experiences and views 91 male and 61 female non-Muslim students from 46 public and 106 private Pakistani universities were purposefully selected. SPSS 22 was used for descriptive analysis and Smart-PLS 3.9 for SEM analysis. Results/Findings: All four hypotheses greatly increased non-Muslim pupils' self-esteem. Results showed that students had strong opinions on curriculum, literature, attitudes, and rights issues. Non-Muslim students' experiences were not significantly different by gender, institute type (public vs. private), or province. Age and program of study differed significantly among non-Muslim students. Future Direction: This study emphasizes the need for specific interventions for Pakistani non-Muslim university students. Future studies should address academic content and literature concerns, improve peer-teacher interactions, and promote diversity in Pakistani universities. More in-depth mixed-method research is needed to understand non-Muslim students' educational experiences and requirements.

Empowering Language Learners: Unveiling the Transformative Potential of Value-Based Pedagogy in ESL Education

This desk research examines how, in an ESL classroom, when combined with standard academic content, value-based pedagogy becomes a comprehensive and transformative approach to education that strongly emphasises instilling essential values and principles in students. Value-based pedagogy strongly emphasises developing students' critical thinking and moral reasoning skills. Moreover, one could not place a division between language and values as one could not explore either in isolation. In value-based pedagogy, students get the ability to make ethically sound decisions and traverse the intricacies of the real world by participating in classroom discussions and ethical issues. This study's methodology is based on a textual analysis of the existing lesson materials designed for undergraduate students and an in-depth reading of published materials in the above-mentioned research area. The study is based on the theoretical works of scholars such as Arjuna Parakrama, Bill Johnston and Paulo Freire. Finally, the findings and the conclusion of this study emphasise the need for value-based pedagogy in an ESL classroom which empowers students to navigate challenges in life. Similarly, this approach urges educators to act as role models and questions established paradigms. The importance of value-based pedagogy in education is highlighted by its capacity to bring about profound transformation in learners, teachers, and society at large.

Navigating Legal Boundaries: Academic Freedom and Content Restrictions in Turkish Publication

Navigating Legal Boundaries: Academic Freedom and Content Restrictions in Turkish Publication

Maximizing Student Outcomes in Schools: Data-Driven Individualized Education Program Goals and Objectives Aligned to the Standards.

Federal and state laws require schools to be accountable for student performance on measures of academic achievement in literacy, mathematics, and science skills; monitor high school graduation rates; and track student growth and academic progression throughout the grade levels. Success on these measures gives students pathways to postsecondary options in the workforce, technical education, or college/university education. Speech-language pathologists (SLPs) can utilize existing data sources in the school in conjunction with their knowledge of diagnostics and treatment of cognition, language, and culture to maximize student outcomes beyond the therapy room and in the curriculum standards. This clinical focus article will review methods of data collection from existing sources in the students' grade level and academic content curriculum. Utilization of information and input from parents, teachers, paraprofessionals, and others who support the student's academic endeavors will be discussed for Individualized Education Program Present Levels of Academic Achievement and Functional Performance and goal development. Procedures for the SLP to collect independent data aligned to standards-based curriculum will be explored. Consideration will be given for utilizing data to develop future goals and objectives. The benefits of data collection for monitoring student progress and success in the grade-level or alternate standards will be highlighted through case examples. Techniques for classroom-based services, model lessons, coaching, and co-teaching will be presented. SLPs are recognized as specialized instructional support personnel who have unique knowledge and expertise for diagnosing and treating speech/language impairments (S/LI) disabilities. By understanding how they can use existing data and apply it to developing intervention plans, SLPs can ensure students with S/LI disabilities experience the maximum potential for outcomes in academic and functional success. Data-driven tools and methods aligned to the grade-level standards and curriculum are one of the most powerful tools in an SLP's toolbox. https://doi.org/10.23641/asha.24869592.

Enhancing Academic Resource Evaluation in Computer Science and Engineering through Automated Assessment

Navigating the vast amounts of digital academic content on the Internet poses a formidable challenge. Addressing this, we have formulated an academic content evaluator that leverages machine learning algorithms - Decision Tree, SVM, Random Forest and RNN. This machine-learning approach is fueled by citation rates, authorship details, and content analysis. This paper explores the model’s transformative potential, delving into its features, algorithms, and the evolving landscape of academic content assessment.

Integrasi Pendidikan Akhlak dalam Pelajaran Sejarah Kebudayaan Islam di Kelas IV Madrasah Ibtidaiyah Negeri 3 Kota Metro Lampung

This research aims to explore the integration of moral education in the teaching of Islamic Cultural History at Madrasah Ibtidaiyah Negeri 3 Kota Metro Lampung. The method employed is a field study with a descriptive qualitative approach. Data was gathered through interviews, observations, and documentation. Data analysis was conducted using Miles and Huberman's technique. The findings indicate that the teaching of Islamic Cultural History at the madrasah has successfully integrated both knowledge and moral education. The teachers involved in this study have also provided adequate information and demonstrated effective integration. The academic content, especially regarding historical events and the exemplary behavior of Prophet Muhammad, is well-linked with moral education. The implementation of moral values encompasses courtesy, responsibility, and honesty. These results affirm that integration in teaching relies not only on written materials but also on the active role and exemplary conduct of teachers. Therefore, it is crucial to integrate the concepts of Islamic Cultural History and Moral Education as a means of cultivating noble character in the nation's younger generation.

Advising at Scale: Automated Guidance of the Role Players Influencing Student Success

Although student advising is known to improve student success, its application is often inadequate in institutions that are resource constrained. Given recent advances in large language models (LLMs) such as Chat Generative Pre-trained Transformer (ChatGPT), automated approaches such as the AutoScholar Advisor system affords viable alternatives to conventional modes of advising at scale. This article focuses on the AutoScholar Advisor system, a system that continuously analyzes data using modern methods from the fields of artificial intelligence (AI), data science, and statistics. The system connects to institutional records, evaluates a student’s progression, and generates advice accordingly. In addition to serving large numbers of students, the term “advising at scale” refers to the various role players: the executives (whole-institution level), academic program managers (faculty and discipline levels), student advisors (faculty level), lecturers (class level), and, of course, the students (student level). The form of advising may also evolve to include gamification elements such as points, badges, and leaderboards to promote student activity levels. Case studies for the integration with academic study content in the form of learning pathways are presented. We therefore conclude with the proposition that the optimal approach to advising is a hybrid between human intervention and automation, where the automation augments human judgment.

Knowledge, Attitudes, and Beliefs of Medical Students Toward Transgender Healthcare: A Community-Driven Initiative.

Introduction Transgender patients face substantial systemic healthcare barriers and inadequate care from providers who often demonstrate clinical gaps in the medical needs of the transgender community. Providing interventions in which affirming transgender healthcare is explored, is crucial to delivering competent transgender-patient care and building compassionate physician-patient relationships. The Northeast Pennsylvania (NEPA) Trans Health Conference was established to address the growing need for an educational forum where transgender people could voice their narratives. In this educational intervention study, changes in the knowledge, attitudes, and beliefs about the psychosocial and medical needs of the transgender community in first-year undergraduate medical students were examined pre- and post-trans health conference attendance. Materials and methods In the late spring of both 2018 and 2019, first-year medical students attended the NEPA Trans Health Conference, hosted by the Geisinger Commonwealth School of Medicine (GCSOM). Student knowledge, attitudes, and beliefs, regarding the healthcare needs of the transgender community were evaluated prior to and directly after the conference (intervention). Though the surveys shared thematic similarities, the 2018 and 2019 surveys were different and thus were not used comparatively. Results In 2018, 35.24% of first-year medical students (37/105 participants) completed both the pre- and post-survey. Overall, 62.5% (5/8) of survey items yielded significant differences. In 2019, 25.5%, of first-year medical students (28/110 participants) completed both the pre- and post-surveyand 47.6% (9/21) of survey items yielded significant results. Overall, although the majority of first-year medical students displayed positive attitudes towardtrans people pre-intervention, the students also demonstrated increased knowledge, empathy, and understanding of the transgender healthcare narrative post-intervention. Conclusion Providing medical students with a humanistic intervention within the medical curriculum that is focused on the transgender person, in addition to their past and present healthcare experiences, offers a bridge between academic content and providing inclusive gender-affirming healthcare to all patients.

S124 The Quality Divide: How Academic and Private Medical YouTube Content Affects Patient Education

S124 The Quality Divide: How Academic and Private Medical YouTube Content Affects Patient Education