Academic Programs Research Articles

Water quality evaluation by WQI and ICOs for the rivers of Joya de los Sachas and Francisco de Orellana

A monitoring program enabled the evaluation of water quality and the simulation of the pollution dynamics of the rivers in the Joya de los Sachas and Francisco de Orellana cantons in Ecuador. For this assessment one used the WQI (water quality index) and the pollution indices ICOMO (organics contamination), ICOSUS (suspended solids), ICOMI (mineralization), ICOTRO (trophy system), and ICOpH (pH Index). The mathematical model operates with several input parameters, including dissolved oxygen, fecal coliforms, the biochemical oxygen demand (BOD5), turbidity, total solids, total phosphorus, pH, total nitrogen, suspended solids, alkalinity, conductivity, temperature, and the concentrations of nitrates, nitrites, and phosphates. WQI values were obtained from ICO pollution indices. The pollution of the Sacha area is significant, WQI = 0.292, which represents an advanced degree of pollution, since increased BOD values correspond to a high load of organic pollutants. They can originate from household, agricultural, industrial, and soil erosion waste. Likewise, the Sacha River has an ICOSUS = 0.16, which renders water treatment difficult, without impacting human health. Calculated WQI values reveal that the water quality of the Sacha, Basura and Coca rivers is low, being highly contaminated. In contrast, the Huamayacu, Jivino Rojo, Jivino Negro, and Jivino Blanco rivers are commonly polluted.

Academic Mobility as a Strategic Vector of Quality Training of Future Specialists in the Era of Globalisation and Development of Educational Innovations

The article reveals the essence and analyses the conceptual foundations of academic mobility through the prism of its impact on the quality of educational services in modern universities. The close connection between academic mobility, globalisation processes and the rapid development of educational innovations aimed at integrating national higher education systems into a unified European educational area and the global knowledge society is emphasised. It stresses that academic mobility is one of the most important features of the modern education system and an effective tool for improving the quality of human capital. Based on analysis of academic literature and legal documents, the essence of the terms «mobility» and «academic mobility» is presented and the types and forms of academic mobility are defined. It is noted that one of the indicators of successful development of the global market of educational services is international academic mobility, participation in which contributes not only to improving the quality and competitiveness of the national higher education system in the global market of educational services, but also to improving mutual understanding between peoples and cultures, optimising educational intercultural communication, creating conditions for professional and personal self-realisation, formation of highly qualified specialists capable of acting effectively in a dynamic world. The article describes international academic exchange programmes aimed at supporting research and innovation in the field of education and science.

Education for sustainable development: an assessment of Australian and Canadian business schools

Purpose This study aims to investigate whether and how business schools in Australia and Canada advocate for education for sustainable development. Design/methodology/approach This exploratory study used a sequential mixed methods design, using a combination of qualitative content analysis and thematic analysis. During phase 1, sustainability reports developed by Australian and Canadian business schools (SIP reports), which are signatories to the Principles for Responsible Management Education (PRME), were reviewed using qualitative content analysis methods. Following that, a thematic analysis of semi-structured interviews with nine representatives from selected business schools from Australia and Canada were conducted to triangulate and interpret the findings from phase 1. Findings Australian and Canadian business schools incorporate sustainability into their teaching practices through mandatory courses designed around sustainability and its relationship with business and linking sustainability with other business-related courses by including relevant aspects of sustainability with course contents. Sustainability education in Australia and Canada is being addressed through a variety of degree and non-degree programs showing an increasing relevance for sustainability across business schools. However, results also show differences between the two countries, dependence on leadership, at times lack of support and infrastructure and not always clear strategies to place sustainability at the core of business education. Originality/value Despite previous attempts at examining sustainability practices across business schools, there is a dearth of research looking into a cross-country comparison of integrating sustainability in learning and teaching for business education.

Turnover intention and continuing professional development of rural doctors from targeted admission medical education program in China: a cross-sectional study in the post-COVID-19 era

BackgroundTurnover intention (TI) indicates an employee’s intention to depart from their current role within a defined timeframe. In China, the Targeted Admission Medical Education (TAME) program, initiated in 2010, offers tuition-free education to cultivate rural doctors. Despite continuous professional development (CPD) being considered a viable retention strategy, TI of alumni doctors from the TAME program remains high in recent years. This study aims to describe the prevalence of “turnover intention” among alumni doctors of the TAME program doctors in rural placements, and associated factors that predict high turnover intention.MethodsA snowball sampling method was adopted to collect survey responses from 1,369 alumni doctors of the TAME program in Jiangxi Province, China. Based on the survey data, a binary variable was constructed to measure the turnover intention, and multivariate binary logistic regression models were used to investigate the relationship between doctors’ turnover intention and demographic characteristics, work environment characteristics, and CPD activities. Results were presented using adjusted odds ratios with 95% confidence intervals.ResultsAmong the 1,369 alumni doctors of the TAME program surveyed in this study, 392 (28.6%) expressed intentions to leave their current positions. Of the respondents, 620 (45.3%) were female, and 930 (67.9%) were married. Additionally, 1,232 respondents (90%) indicated that their fathers were engaged in farm work. Strong associations with turnover intention were notably found among individuals who had undergone training at a higher-level healthcare institution for more than three months (aOR = 6.810, 95% CI: 3.333 to 13.909, p-value < 0.001), particularly those who had participated in CPD through a graduate degree program (aOR = 1.818, 95% CI: 1.272 to 2.597, p-value < 0.001).ConclusionRural doctors in China from the tuition-free medical education program exhibit high turnover intention, especially those in graduate degree programs as CPD. To retain these highly qualified rural doctors, it is vital to offer competitive efficiency wages aligned with their skills and provide ample long-term career growth opportunities within the rural healthcare system.

University-based academic programs in addiction studies in the regions of Australia and Aotearoa New Zealand: An overview.

Current trends in the addiction field reflect a significant emphasis on the workforce development and education. There are already some data about university-based addiction studies programs, but not much from Australasia. The aim is to provide an overview and describe the academic programs for addiction professionals in Australia and Aotearoa NZ. The research was conducted in 2017 and updated in 2023. Firstly, university websites were searched using pre-defined keywords, followed by a content analysis of the identified programs. The data were analysed and interpreted by using descriptive statistics. We found 21 universities in Australia (13) and Aotearoa NZ (8) where 46 single programs are provided. There are three bachelor programs, nine masters, and the majority of degrees include (post)graduate certificates and diplomas. No doctorate programs are identified. The taught courses provide comprehensive coverage of the addiction field topics. Twelve programs state clearly that there is clinical practice/internship included. Application to most programs requires completion of a relevant degree and in some cases possible clinical experience. In comparison to educational options in other regions, we observe a trend towards preparing university graduates for the workforce, thereby expanding the range of programs at lower levels. Most programs possibly represent clinically oriented education primarily specialising in addictions, and graduate programs in addictions for professionals with other disciplinary bases. Great emphasis is given to the quality standards of education, and also to relationship between education and labour market. Findings help opening opportunities to collaborate globally.

Effects of SI-PASS on a high-risk course – A randomized controlled trial

BackgroundSI-PASS is a structured academic support program employing successful later-year students to facilitate peer-learning sessions attached to high-risk courses, specifically here statistics for psychology at ULiège. The research translates as: How much does this method improve academic performance and impact socio-affective perceptions in first-year students? AimsThis study compares academic performance and socio-affective variables of first-year students in the experimental condition and the control condition. SampleParticipants were 245 freshmen for the experimental trial, and 985 for the quasi-experimental trial. MethodsParticipants were assigned to either participate to the SI-PASS scheme or not during the first semester following a randomized controlled trial with stratified random assignment method. Then, the whole cohort enlisted for the course was analyzed to validate supplementary hypotheses. ResultsThe first step of the study reveals no difference between both groups on academic performance, unless the level of attendance is considered; nor does it identify any significant impact on socio-affective variables. The second step consisted in the comparison of the experimental group and the group of students who chose not to volunteer for SI-PASS and resulted in significant improvement in academic performance in favor of SI-PASS. ConclusionsThis delivered significant results in favor of the program but only when attendance is considered, thus offering empirical evidence that a genuine experimental design is likely to mitigate the effects found in a tradition of quasi-experimental designs. These results are valuable for the SI-PASS community, where randomized trials are still scarce, and for higher education institutions seeking evidence-based assistance.

Investigating Academic Burnout among Final-Year English Education Students: A Case Study Research at IAIN Parepare

This study aims to analyze the academic burnout among final-year students of the English education department in the 2023-2024 academic year at IAIN Parepare. Data collection applied survey methods using Maslach Burnout Inventory (MBI) with Likert Scale to 93 final year students who are working on their thesis. Statistical analysis methods used include Kolmogorov-Smirnov for normality testing and Spearman Correlation to measure the relationship between variables. The result shows that the final year students experienced medium level of academic burnout. 57% of them felt emotional exhaustion, 51% realized they were experiencing depersonalization, 52% were exposed to personal achievements. Overall, the data indicates the final year English education students experienced moderate burnout across all dimensions, which significantly impacted their emotional well-being, engagement in academic roles, and personal accomplishment perception. These results suggest that institution should consider implementing more intensive emotional and academic mentoring programs for final year students. This could include counseling, stress management sessions, and psychological support that can help reduce emotional exhaustion and depersonalization. In addition, the supervisors are expected to provide adaptive mentoring, understand individual needs, and help students develop realistic strategies to complete their thesis. These efforts are expected to improve academic well-being, so that students can complete their studies optimally and confidently.

Student nurses’ experiences of restraint − a qualitative study

Background/Aims Restraint is a complex issue that is associated with multiple legal and ethical challenges. National scandals have highlighted a lack of adequate training among healthcare staff in restraint. While education should start with nurses in training, evidence suggests that the experiences of student nurses in relation to restraint has not been addressed. This study aimed to explore the lived experiences of student nurses when encountering restraint. Methods A qualitative methodology was used to investigate student nurse experiences of restraint. Seven semi-structured interviews were undertaken with student nurses in their second (n=3) and third year (n=4) of an undergraduate nursing degree, with a specialism in mental health nursing. Data were analysed using a thematic analysis approach. Results Three overarching themes were identified from the data: a ‘clinical–theory gap’, referring to a gap in students’ theoretical learning and clinical placements; ‘learning from each other’, where students felt a need for increased shared learning surrounding restraint; ‘wellbeing’, highlighting a lack of sufficient supportive and timely interventions to appropriately aid student wellbeing after witnessing restraint. Conclusions These findings highlight the need for improved communication between higher education institutions and clinical practice in relation to restraint. Opportunities for debriefs within higher education learning environments should be considered in order to improve student nurses’ wellbeing and experiences of their nursing degree programme.

How cooperative mindsets and course climate relate to the perceived impact of digital cooperation on learning in higher education

AbstractThis article in the journal “Gruppe. Interaktion. Organisation. (GIO)” presents the results of a study examining one underlying mechanism of successful digital cooperation among students in higher education from a student perspective. We investigated whether and how students’ cooperative mindset and the climate in their university courses correlate with how they perceive the impact of digital cooperation on their learning outcomes. Data were collected using a questionnaire in different university courses at three universities, involving students from different study programmes and semesters. We conducted a mediation analysis that included students’ cooperative mindsets, the perception of the course climate, and the perception of the impact of digital cooperation on students’ learning outcomes. We found that students’ cooperative mindsets predicted their perception of the impact of digital cooperation on their learning. The cooperative mindset of students also predicted their perception of the course climate, which, in turn, predicted their perception of the impact of digital cooperation on their learning. Moreover, we found that the effect of students’ cooperative mindset on the perceived impact of digital cooperation on learning was mediated by the perception of the course climate. These findings suggest that highlighting the relevance of digital cooperation for learning outcomes can initiate a positive dynamic shaping students’ perceptions of their course climate and benefits of digital cooperation. Understanding these dynamics is crucial because cooperative group work in digital environments has become an integral part of teaching in higher education.

Understanding Knowledge Management Education within the North American Higher Education System

Abstract: The purpose of this article is to provide an overview of the higher educational systems in the United States and Canada in general and knowledge management (KM) education specifically. The terminal degree for KM is primarily considered to be a master’s degree, and programs vary across disciplines. There are very few master’s degrees in KM; these are found in academic departments or schools of information, business administration, professional studies, and policy and government. Details on these degree programs as well as certificates are presented. Previous degree programs that have been discontinued are discussed. KM courses are also listed that are offered in other library and information science programs throughout the United States and Canada but not part of a KM degree program otherwise. It appears that KM programs and courses are in decline, although this may suggest an evolution rather than a decay of the field.

THE INFLUENCE OF GRANDPARENTHOOD ON SATISFACTION WITH LIFE AND ATTITUDES TOWARDS OLD AGE IN NON-INSTITUTIONALIZED ELDERLY IN THE CONTEXT OF THE COVID-19 PANDEMIC

This study aimed to analyze the influence of grandparents on life satisfaction and attitudes toward old age in non-institutionalized elderly individuals in the context of the COVID-19 pandemic. This is a cross-sectional analytical study with a quantitative approach conducted with elderly individuals in Brazil. Three instruments were used: a sociodemographic questionnaire, a Life Satisfaction Scale, and a Scale for Assessing Attitudes toward Old Age. A total of 200 responses from elderly individuals were obtained to the questionnaires. Most were 60-69 years old, female, and had completed higher education. Most reported having 1 to 2 grandchildren and being satisfied with life. Regarding life satisfaction, elderly individuals who did not reduce contact with their grandchildren during the COVID-19 pandemic had a higher score (p = 0.0440). Regarding attitudes towards old age, a higher score was observed in elderly individuals with a higher education degree (p = 0.0321), in those who exercise &gt; 150 min/week (p = 0.0402), in those who spend enough time with their grandchildren (p = 0.0060) and who did not reduce contact with them during the COVID-19 pandemic (p = 0.0070). Several factors associated with grandparenthood, life satisfaction and attitudes towards old age were evidenced. There is a clear influence that helps to encourage active aging and the establishment of protective emotional and affective bonds in elderly individuals.

Realization of the humanitarian potential of a higher mathematics course in the professional training of technical university students

Introduction. The next stage of globalization of relations is being formed – the creation of a digital economy, including smart manufacturing, smart finance, telemedicine, etc. The UNESCO Science Report: the Race Against Time for Smarter Development – Executive Summary, published in 2021, calls this phase the “fourth industrial revolution.” The development and basis of this revolution in the fields of science and engineering is directly related to digital technologies such as artificial intelligence, robotics, blockchain technology, which intersect with nano- and biotechnologies, and cognitive sciences. Scientific institutions and higher education systems are actively involved in this process as direct participants and as training institutions. Mathematical training is rightfully considered the methodological basis of most educational and special disciplines. The purpose of the study is to reveal the humanitarian potential of a higher mathematics course in the professional training of a technical university student. Materials and methods. In accordance with the provisions of the system-activity and information approaches, the authors have developed a questionnaire to identify preferences in realizing the humanitarian potential of the higher mathematics course at a technical university. Respondents are asked to rank the proposed six statements that characterize the mathematical preparation of students. 368 people took part in the survey, among them students of bachelor's degree (136 people), specialty (124 people), master's degree (78 people) and postgraduate studies (30 people) of St. Petersburg Mining University. The method of summarizing and grouping statistical observation materials was used. Results. The highest rating of 3.74 was occupied by the contradiction between the awareness of the leading role of mathematics in the development of logical thinking and at the same time the predominance of theoretical facts over their practical application in the university course of higher mathematics. This statement was noted as the most significant by 20% of students, 27% of undergraduates and 24% of graduate students. The other two, in terms of the severity of the contradiction, have a rating of 3.55 (mastering the content of a higher mathematics course is accompanied by objective difficulty due to the high abstractness of the subject) and 3.56 (insignificant inclusion of heuristic methods in the content of the course). In the context of constantly increasing requirements for the quality of engineering education, the problem of increasing the role of mathematical knowledge can be solved through didactic support of the educational and cognitive process in the classroom and as part of students’ independent work. In a multi-component educational activity, the basic dominants (spatial, logical, numerical and symbolic) are highlighted and the methodological features of their implementation in the student’s mathematical preparation are revealed. Conclusion. The humanitarian potential of the higher mathematics course presupposes a system of measures aimed at the priority development of intellectual and general cultural qualities of students. The realization of humanitarian potential involves the formation of a student's value attitude towards himself, the world around him and his activities in it. The realization of the humanitarian potential of the discipline in the training of a future engineer is possible through the organization of symbolic activities by means of practice-oriented tasks and educational cases of an applied nature.

Subordinate conjunctions in illocutionary usage (abstract review)

The subject of the research in this article is subordinate conjunctions in the Russian language, such as "if", "once", "for now", "to" and others that are used in the illocutionary function. The peculiarity of these conjunctions is that they establish a relationship between the proposition of one predicative unit and the illocutionary component of the semantics of another predicative unit, transmitting additional meanings related to the target attitude of the utterance and the conditions of its success. In such constructions, one of the valences of the union can be implicitly expressed. This aspect of the use of subordinate unions was noted by T.A. Kolosova in the late 1970s and has since become an object of interest to a number of linguists, including E.V. Paducheva, L.N. Jordanskaya, V.Z. Sannikov and O.E. Pekelis. The present study is aimed at identifying the features of the illocutionary function of subordinate unions, as well as systematization and generalization of existing scientific data on this topic. The research uses methods of analysis and synthesis, descriptive and interpretative methods, as well as system analysis, which allows us to identify the communicative and functional features of the studied unions. The novelty of this article lies in the fact that the author contributes to the systematization of knowledge about subordinate unions in their illocutionary function. In contrast to the traditional approach, in which conjunctions are considered primarily as means of communication between propositions, this study emphasizes their ability to influence the perception and interpretation of a statement. The work reveals three main functions of conjunctions in complex constructions: the expression of the illocutionary purpose of the utterance, compliance with the conditions of its success and justification of the speech act performed in the main sentence. The theoretical significance of the research lies in the contribution to the theory of complex sentences, communicative and functional linguistics, the syntax of the Russian language as a whole, as well as in the possibility of using its results in subsequent scientific research on the stated problems and in university courses on the syntax and stylistics of the modern Russian language.

On the issue of the formation of the national identity of students (on the case of universities in Kazakhstan)

Introduction. The article examines the theoretical aspects and practical possibilities of formation of national identity in universities of Kazakhstan. This problem is becoming relevant in the context of the globalization of knowledge and international integration of education, the growth of academic mobility and the expansion of intercultural communications. Aim. The aim is to explore the mechanisms of constructing national identity and strengthening the national features of educational programs of higher education based on the study and generalization of the experience of Kazakhstani universities. Methodology and research methods. Based on the content analysis of normative documents on education, the content of bachelor's degree curricula and critical understanding of foreign scientific literature, the authors attempt to fill in the gaps in understanding the mechanisms of formation of national identity in higher education in the country and show its features. Results. The authors present the results of an analysis of the structure and content of bachelor educational programs at universities in Kazakhstan for the presence of the national component in them. Тhe authors summarize that the formation of national identity among the younger generation and filling it with semantic content is considered by the Kazakh academic community as an important state task, as a foundation for the cohesion and spiritual unity of citizens of a multinational country. The mechanisms of constructing national identity in the higher education system have been developed at the state level and are implemented in university training and educational practices. The national component of bachelor's degree programs, focused on formation of national identity, is provided by the content of general education humanities and language disciplines. University programs are developed in accordance with the requirements of the State Bachelor's Degree Standard, which contains a list of compulsory subjects for studying national history and culture, Kazakh, Russian and foreign languages. The principles of academic freedom allow universities to enhance the national flavor of educational programs by filling elective courses with national content. Scientific novelty. In modern conditions, the problem of ensuring the national identity of educational programs universities does not at all seem to be an axiom that contradicts the processes of internationalization of education. Universities around the world use various mechanisms to ensure the national identity of their programs, making them more attractive to students in the context of the development of intercultural communication. Kazakh universities are still gaining experience, but it may already be of interest from the point of view of accumulating practical experience. The practical significance of the study lies in the formulation of the problem as one of the important discourses in higher education. The results of the study will make a certain contribution to the understanding of the mechanisms and factors influencing the provision of national identity of educational programs using the example of a specific country. The article contributes to the scientific conversation about the meaning of national identity and can be a contribution to the study of the problems of forming the national identity of the younger generation.

The Emergence of New Disciplines and the Transformation of the Library and Information Science Profession

Abstract: Advances in information and communication technologies, digitalization, and the internet have changed the way people process, use, and share information. The transformation of the library profession and the emergence of new disciplines such as information science, knowledge management, and data science have continued to raise questions about professional identity, workplace, interdisciplinarity, and the types of skills and competencies needed for information professionals to compete in a highly technical and knowledge intensive environment. In this paper, we reflect on the historical development in the field and examine emerging trends and their impact on the transformation of the information and knowledge professions. Data analysis of course offerings from top-ranked information science schools (iSchools) has shown strong emphasis on the use of terms such as “information” and “information science.” The use of the term “data” has significantly increased in the past few years due to the addition of new specialization and degree programs in data curation and data science. The decrease in the use of the term “library,” even though the library is still the largest employer of information science students at all levels, could be attributed to the continued trend and desire by academics and practitioners to separate the profession from the place of work.

Knowledge Management Status in Russian Higher Education

Abstract: Though the issue of knowledge management (KM) education is not new in the KM literature, there is not much research on KM education in Russia. There is only one thorough study, published in 2018, that represented what KM education was in this country by that year. There is a lack of case studies on KM courses taught in Russian universities. This paper reviews the current situation with KM education in Russia and focuses primarily on KM as a bachelor’s and master’s course in Russian universities. It demonstrates the way KM has developed since the late 1990s when Russian research began to increase in a variety of fields. The Russian database eLIBRARY. ru and the internet were searched for KM courses and courses that included KM as a topic. This paper presents a range of KM courses that were taught from 2011 to 2022 and the fields of studies that included these courses.

Effectiveness of immune checkpoint inhibitors and other treatment modalities in patients with advanced mucosal melanomas: a systematic review and individual patient data meta-analysis

Mucosal melanomas (MM) are an aggressive subtype of melanoma. Given the rarity of this disease, the conduct of clinical trials is challenging and has been limited. Current treatment options have been extrapolated from the more common cutaneous melanoma even though MM is distinct in pathogenesis, etiology and prognosis. This is the first meta-analysis to comprehensively assess the efficacy of immune checkpoint inhibitors (anti-PD1 and anti-CTLA4) and other treatment modalities (targeted therapy such as KIT inhibitors and VEGF inhibitors, as well as radiotherapy) on survival outcomes in MM to develop clinical guidelines for evidence-based management. The protocol was prospectively registered on PROSPERO (PROSPERO ID: CRD42023411195). PubMed, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), Web of Science and Google Scholar were searched from inception until 25 July 2024, for all cohort and observational studies. Eligible studies included those with five or more participants with locally advanced or metastatic MM treated with anti-PD1, anti-CTLA4, VEGF inhibitors and/or KIT inhibitors. Titles and abstracts of potential articles were screened and full texts of all potentially eligible studies were retrieved and reviewed by two independent reviewers. Individual patient data (IPD) from published Kaplan-Meier curves were reconstructed using a graphical reconstruction method and pooled as a one-stage meta-analysis. A sensitivity analysis using a two-stage meta-analysis approach was conducted. Extracted outcomes included overall survival (OS) and progression-free survival (PFS). For each treatment arm, median survival time and 12-month survival proportion were estimated. Data from double-arm trials was pooled to estimate hazard ratios (HRs), ratios of restricted mean time lost (RMTL) and restricted mean survival time (RMST). From a total of 7402 studies, 35 eligible studies comprising a total of 2833 participants were included. Combined anti-PD1 and anti-CTLA4 therapy had the highest 12-month OS and 12-month PFS at 71.8% (95% CI: 67.6%, 76.2%, n=476) and 35.1% (95% CI: 30.5%, 40.4%, n=401) respectively, followed by anti-PD1 therapy alone (OS: 64.0% (95% CI: 61.4%, 66.7%, n=1399); PFS: was 28.3% (95% CI: 25.8%, 31.2%, n=1142), anti-PD1 and VEGF inhibitor combination therapy (OS: 57.1% (95% CI: 51.0%, 63.9%)), KIT inhibitors (OS: 48.2% (95% CI: 37.6%, 61.8%); PFS: 8.3% (95% CI: 3.7%, 18.7%)) and anti-CTLA4 therapy alone (OS: 33.3% (95% CI: 28.4%, 39.1%); PFS: 9.8% (95% CI: 5.9%, 16.5%)). In the double-arm studies, combination therapy with anti-PD1 and anti-CTLA4 had similar OS and PFS with anti-PD1 alone (OS: HR 0.856 (95% CI: 0.704, 1.04); RMTL ratio 0.932 (95% CI: 0.832, 1.044, P=0.225); RMST ratio 1.102 (95% CI: 0.948, 1.281, P=0.204); PFS: HR 0.919 (95% CI: 0.788, 1.07); RMTL ratio 0.936 (95% CI: 0.866, 1.013, P=0.100); RMST ratio 1.21 (95% CI: 0.979, 1.496, P=0.078)), however, anti-PD1 therapy alone had significantly better PFS than anti-CTLA4 alone (HR 0.548 (95% CI: 0.376, 0.799); RMTL ratio 0.715 (95% CI: 0.606, 0.844, P<0.001); RMST ratio 1.659 (95% CI: 1.316, 2.092, P<0.001)). Anti-PD1 therapy with radiotherapy versus anti-PD1 alone showed no significant difference (OS: HR 0.854 (95% CI: 0.567, 1.29); RMTL ratio 0.855 (95% CI: 0.675, 1.083, P=0.193); RMST ratio 1.194 (95% CI: 0.928, 1.536, P=0.168; PFS: HR 0.994 (95% CI: 0.710, 1.39); RMTL ratio 1.006 (95% CI: 0.87, 1.162, P=0.939); RMST ratio 0.984 (95% CI: 0.658, 1.472, P=0.939)). For the systemic treatment of MM, anti-PD1 is the best monotherapy. While combining anti-PD1 with other treatment options such as anti-CTLA4, VEGF inhibitors or radiotherapy might achieve better outcomes, these improvements did not reach statistical significance when evaluated by HR, RMTL and RMST ratios. This work was supported by theNational Medical Research CouncilTransition Award (TA20nov-0020),SingHealthDuke-NUSOncology Academic Clinical Programme (08/FY2020/EX/67-A143 and 08/FY2021/EX/17-A47), the Khoo Pilot Collaborative Award (Duke-NUS-KP(Coll)/2022/0020A), theNational Medical Research CouncilClinician Scientist-Individual Research Grant-New Investigator Grant (CNIGnov-0025), the Terry Fox Grant (I1056) and the Khoo Bridge Funding Award (Duke-NUS-KBrFA/2024/0083I).

Students Exploring Health Disparities in Undergraduate Kinesiology Course

ABSTRACT Kinesiology courses that implement health disparities (HD) topics into the undergraduate curriculum engage students in critical and conscious thinking about health outcomes and strategies as they prepare for careers as future health and medical professionals. Health disparities are disproportionate differences in health based on race, gender, socioeconomic status, sexuality, and environmental factors that are preventable for providing opportunities to achieve optimal health. Implementing HD topics into undergraduate courses increases knowledge and awareness and inspires long-term interest in health equity work. This ethnographic case study assessed how 142 undergraduate Kinesiology majors navigated HD topics with critical consciousness as a guiding framework. Three themes emerged from student exploration: eye-opening experiences, lived experiences, and learning experiences. Upper-level students reported an increase in HD (75%–95%) awareness of the meaning of the term and the communities impacted. The lack of prior engagement (29%) with HD ignited tensions around learning experiences. Students who engage in HD topics earlier in their academic programs increase their knowledge and strategies for integrating HD into future learning and practices.

Sport students’ experiences of teaching and learning in the United Kingdom: A comparison between further and higher education settings

Few studies have investigated teaching and learning experiences of university sports students which is surprising considering the high annual numbers recruited to sport degree programmes and consequent non-completion rates. This study compared teaching and learning experiences of 350 first-year sport students at a post-92 English University with how they were taught at their further education institutions. Key findings showed the teaching and learning methods at university were less structured and tutor-led but with more teaching staff involved. Practical implications for developing rich modes of university provision that best support the needs and expectations of newly arrived sports students are provided.

Addressing the Decline of Traditional Students

It is common knowledge that the population growth of many countries is nearing a stagnation point. For nations such as Japan and South Korea which have already passed this threshold there seems to be almost a non reversible decline in births. This does not bode well for many sectors of society, especially that of education. As the younger ages decline there is a continuing rise in those of advanced age. Some institutions of higher learning have discerned this and for many years have begun offering more community classes to retirees on a variety of subjects. Additionally, a few universities have begun actively recruiting seniors in hopes that their return to the university campus could spark an uptick in overall enrollment. Many senior citizens have expressed interest in becoming students once more; allowing retired individuals to pursue a delayed university degree or to add to their life experience by acquiring a new credential. It is not as simple as it sounds though with actually a minority of senior citizen students, or SCS, who are willing or interested in pursuing more education on a formal level such as university attendance. With the decline in the number of 18 year olds are there enough seniors willing to continue their education to supplement the short fall in undergraduates? Are universities able to develop a business strategy that finds the human resources necessary to include those individuals who are in their early 20’s along side of those who are in their 60’s, 70’s, or older? Globally, the overall trend with higher education institutions are in a continuing drop in traditionally aged (18-24) student enrollment. Those universities that wish to stay viable must develop a widening enrollment strategy that is welcoming to anyone of university age be they in their late teens or twilight years. This paper discusses the feasibility of seniors actively attending universities in significant numbers and what may be necessary to accomplish this.