Class Size Research Articles

Teachers’ Implementation of Communicative Language Teaching Approach in Primary School English Language Classrooms in Tanzania

This study presents findings on how teachers implement the Communicative Language Teaching (CLT) approach which is recommended in the English subject syllabus for primary education in Tanzania. It employed a qualitative approach and phenomenology design to explore the teachers’ experiences in using the CLT approach. Five public schools were selected based on comparably good performance in Primary School Leaving Examinations (PSLE) reviewed for four consecutive years (NECTA, 2013-2016). Data were collected through interviews with subject teachers, head teachers, ward educational officers (WEOs), district education quality assurers (DEQAs), and classroom observations. The study reveals that although teachers could explain the CLT techniques stipulated in the subject syllabus, when observed in classrooms most of the teachers were unable to use the CLT techniques. Some teachers were willing to use the CLT techniques, but large class sizes, teachers’ insufficient language proficiency, and inadequate teaching and learning resources hindered them from effectively implementing the CLT approach. It concludes that the CLT approach was adopted for implementation before sufficient training was provided to teachers who have to implement it. The government should dedicate to annually allocate adequate financial resources for the needed improved teaching and learning environment of the English subject in primary schools in Tanzania.

Slogans as a policy distractor: a case of ‘washback’ discourse in English language testing reforms in Japan

ABSTRACT This paper examines recent reforms in English-language testing in Japan using a policy distraction framework. We identify the term ‘washback (effect)’ and other related discourses as major distractors and investigate how ‘washback’ discourses have functioned as political slogans or catchphrases in policy deliberation processes and how they have diverted attention and resources from more essential issues. By analyzing advisory panel minutes and other policy documents, we demonstrate how policy distraction operates. Some committee members initially introduced ‘washback’ discourse in a deliberation meeting, citing studies on language testing. However, this discourse quickly became a political slogan, transforming into a dubious rationale for advocating the use of commercial four-skills English tests in university entrance exams. This ‘washback’ discourse led to policy distraction and the overlooking of more significant issues, such as class size reduction and the improvement of teachers’ working conditions. Additionally, our analysis reveals underlying factors triggering this distraction, including Japanese ideological views on English education and budgetary austerity in education. We discuss the political and pedagogical implications of these findings, particularly regarding the identification of political distractions, their potential threat to teacher agency, and strategies for addressing and correcting these distractions to facilitate social change.

CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): RESEARCH INTO ITS EFFICACY AND APPLICATION IN EDUCATION ACROSS EUROPE AND BEYOND

Content and Language Integrated Learning (CLIL) is an educational approach that simultaneously teaches a non-language subject and a foreign language, enhancing both content knowledge and language skills. Originating in Europe, CLIL focuses on the 4Cs: content, communication, cognition, and culture, ensuring balanced subject matter and language proficiency. CLIL is distinct from bilingual or immersion education by its integrated approach. The Council of Europe supports CLIL to promote multilingualism and improve curricula quality. This study aims to analyze the foreign experience with CLIL, explore its didactic potential, and evaluate its implementation prospects in Ukraine. CLIL is characterized by integrating subject content with language learning, fostering language development through meaningful contexts, and enhancing cognitive skills like critical thinking and problem-solving. It also promotes cultural awareness and can be adapted to various educational contexts and proficiency levels. It has been defined that effective CLIL implementation requires trained teachers and appropriate materials. The methodology has spread across Europe, with various models tailored to different educational contexts. The Adjunct Model integrates language learning with subject teaching, the Embedded Model fully integrates language and content, and the Dual-Focus Model balances content and language objectives. Successful examples include bilingual schools in Hungary and long-standing practices in Bulgaria. The advantages of CLIL’s implementation have been defined. They include increased motivation, contextual language learning, preparation for a globalized world, and enhanced language proficiency. It also promotes content knowledge alongside language skills, offers international opportunities, and bridges language and content classes. However, challenges include the need for trained teachers, balancing content and language instruction, resource limitations, and large class sizes. Overcoming these challenges involves professional development, collaboration, material development, gradual integration, and using technology. The conclusion has been formulated that CLIL enhances language skills and subject knowledge, transforming educational approaches and improving learning outcomes.

Effectiveness of developing cross-cultural competence of pre-service teachers: a mixed-meta method research

ABSTRACT In today's interconnected world, cross-cultural competence is essential for students' success. This article investigates how educational interventions foster this crucial skill. Using a mixed-meta research method, the study combines a meta-analysis of 16 quantitative studies (12,800 participants) with a meta-thematic analysis of 7 qualitative studies. The meta-analysis examines the impact of cross-cultural competence on academic achievement, considering variables like class size, intervention duration, and student levels. The qualitative analysis identifies themes of competence effectiveness, sensitivity, and awareness. Together, these findings highlight the positive impact of targeted interventions on enhancing students’ cross-cultural competence, offering valuable insights for educators aiming to prepare students for a globalized society.

The Influence of Fieldtrip as a Practical Skill Acquisition Technique in Biology Education

Field trips are integral to biology education, providing students with hands-on experiences that bridge theoretical knowledge with real-world applications. This study explores the impact of field trips on practical skill acquisition among biology students in Colleges of Education in Anambra State, Nigeria. Grounded in Piaget's developmental theory, the research examines how field trips enhance observational skills, critical thinking abilities, and environmental stewardship. Surveys conducted with 330 second-year biology education students reveal that field trips positively influence students' ability to recall facts, understand concepts, and excel in practicals. However, challenges such as financial constraints, large class sizes, and teacher commitment hinder the effectiveness of field trips. Strategies like subsidizing trip costs and encouraging small group activities are recommended to optimize field trip experiences. The study revealed several key findings regarding the role and challenges of field trips in biology education. Respondents highlighted that engaging in field activities aids students in recalling facts, learning through observation, and developing a deep understanding of concepts. These activities also help students improve their ability to evaluate scientific inquiries and excel in practical aspects of their education, indicating a positive influence of field trips on practical skill acquisition. The findings underscore the significance of field trips in biology education and advocate for greater institutional support to make these excursions more accessible and impactful for students.

Older Adults’ Perceptions of Returning to Exercise Classes During COVID-19

ABSTRACT Following the end of Virginia’s COVID-19 Stay-at-Home order, fitness and wellness centers reopened during Virginia’s Phase 2 Reopening plan, adhering to state-mandated safety guidelines. Older adults who had previously participated in the fitness centers’ supervised exercise classes had to make health-conscious decisions on whether to return to the fitness centers or not. The purpose of this study was to explore older adults’ perceptions regarding the return to in-person water-based group exercise classes at fitness centers. Eleven older adults (10 female and 1 male; 69.0 ± 6.6 years) were recruited 4–5 months after the initiation of the Phase 2 Reopening plan. Participants completed semi-structured interviews, which were transcribed and analyzed to identify emergent themes. Four themes emerged: increased excitement and motivation, benefits of return, benefits outweigh risks of COVID-19, and barriers to return. Despite COVID-19 risks and barriers including class size and availability, participants expressed increased motivation with return and cited social, physical, and mental health benefits specific to in-person exercise classes. Results highlight factors that influenced older adults’ decision to return to supervised group exercise classes and support the need for strategies to promote physical activity participation during future waves of COVID-19 or other health crises.

College peer effects on learning behaviors in synchronous online courses

This study contributes to the growing body of research on peer effects in educational contexts by examining the peer effects on learning behaviors, which are pivotal in understanding how peers impact academic achievements, especially in online education. Drawing upon an administrative dataset and a learning behavior dataset from an online education platform at a Chinese research university in 2020, we employ fixed effects and dynamic models to investigate the peer effects on undergraduates' class absence. Notably, we further consider partially overlapping networks of peers and utilize the class absence of “classmates of classmates” (who are not one's own classmates) as instrumental variables for peers' absence to address potential estimation biases. Our findings reveal significantly positive effects of classmates' class absence on individuals' both full-class and part-class absence in synchronous online courses. Additionally, heterogeneity analyses show that males, freshmen and sophomore students are more susceptible to peer influence and exhibit greater influence on their peers, and peer effects are stronger in subject required courses, courses with larger class sizes, courses with mandatory attendance policies, and among students in the same department or grade level.

Estimating Missing Panel Data with Regression and Multivariate Imputation by Chained Equations (MICE)

Missing data may occur in various types of research. Regression and multiple imputation by chained equations (MICE) are two methods that can be used to estimate missing data in panel data types. This study aims to compare the accuracy of the missing panel data estimation using the regression and the MICE methods. The data used in this study are 161 random samples of senior high schools and vocational schools in DKI province for the year 2016-2020. Based on the results of the Chow test, Hausman test, and Lagrange Multiplier test on panel data regression, it shows that the appropriate model for the student-teacher ratio (X5) is random, the percentage of teachers who have an educator certificate (X6) is a fixed model with the specific effect of individual school and time, while the percentage of teachers who hold a bachelor degree (X7) is a fixed model with the specific effect of individual. Based on this model, the estimation of missing data is then carried out. The accuracy of the missing data estimation was carried out by comparing the MAPE, MAE, and RMSE values. The results show that the MICE method is quite good for estimating missing data at X5, quite feasible for estimating X6, and very good for estimating missing data at X7. In general, MICE is more accurate than panel data regression

Somatic structural variants drive distinct modes of oncogenesis in melanoma.

The diversity of structural variants (SVs) in melanoma and how they impact oncogenesis are incompletely known. We performed harmonized analysis of SVs across melanoma histological and genomic subtypes, and we identified distinct global properties between subtypes. These included the frequency and size of SVs and SV classes, their relation to chromothripsis events, and the role of topologically associated domain (TAD) boundary altering SVs on cancer-related genes. Following our prior identification of double-stranded break repair deficiency in a subset of triple wild-type cutaneous melanoma, we identified MRE11 and NBN loss-of-function SVs in melanomas with this mutational signature. Experimental knockouts of MRE11 and NBN, followed by olaparib cell viability assays in melanoma cells, indicated that dysregulation of each of these genes may cause sensitivity to PARPi in cutaneous melanomas. Broadly, harmonized analysis of melanoma SVs revealed distinct global genomic properties and molecular drivers, which may have biological and therapeutic impact.

Experiences of Sexuality Education Educators in Secondary Schools of Mbarara Municipality, Uganda

While schools in Uganda have sexuality education implementation programs in place, adolescents enrolled in school continue to have considerable concerns about sexuality. This indicates that there is still a gap in the teaching of sexuality education. Understanding, that the pursuit of excellent educational outcomes cannot understate the significance of educators. The objectives of the study were to understand how teachers have influenced the implementation of sexuality education in schools and to understand their influence. We explored their sexuality education teaching experiences. For this study, we purposively sampled 12 teachers from six secondary schools in Mbarara Municipality. These were classroom teachers teaching Biology, Christian Religious education, and Literature, subjects in which topics about sexuality are included. Others were male and female senior teachers in charge of guidance and counselling; and teacher patrons to sexuality learning-related activities outside the classroom. Data was transcribed and analyzed through thematic coding of opinions, feelings, and practices of teachers. Results indicated that the majority of teachers experience discomfort when teaching this subject. To most teachers, this discomfort was attributed to 1. Lack of proper training. 2. Others had strong cultural values and beliefs that made them uncomfortable teaching about sexuality in open places like the classroom. 3. Another minority, were not consulted before being appointed into counselling positions, therefore did not feel obliged to take on the assignment. 5. Lack of instruction materials. 6. Findings also revealed that students are not comfortable learning from their teachers, whom they consider as “second parents” and hence they join and learn more from peers and other adults. 7. While all students, learn about sexuality, only a few teachers are assigned this duty, this has created a teaching burden due to the low teacher-student ratio especially for duties like guidance and counselling and patronising of sexuality education programs. Thus, we deduced that SE was being jeopardised by teachers' inefficacy, attitude, and low teacher-student ratio, and interaction of informal peer educators. We concluded that sexuality education educators, are most effective when they are equipped with skills, their consent to participate is sought, the education does not interfere with their values and when they do not carry an overload of assignments. From the findings, it was also evident that teachers are not the best choice schools should use to guide and counsel students about sexuality. Peers and medical personnel are preferred to teachers. Hence, when the identified gaps are attended to sexuality education will be more efficient to protect and keep skills with adolescents undergoing this education. To improve teacher performance, we recommend that schools assist their teachers in pursuing SE training, seek teachers consent before appointing them into SE educating or counselling positions, support them and offer teaching materials. The low teacher-to-student ratio be resolved by assigning more teacher educators SE roles. Our findings indicate that students feel more at ease studying with their peers than with teachers; hence, we recommended increasing the amount of supervised peer-to-peer SE learning in schools. We also discovered that students value media education, thus we recommend that schools offer more adult-guided media literacy instruction.

The Provision of Psychosocial Support to Students in Jordan: Teachers' Knowledge, Attitudes, Skills, Practices, and Perceived Barriers.

Psychosocial support provision in schools is a promising strategy for overcoming barriers to accessing mental health care. This study aimed to assess teachers' knowledge, attitudes, practices, skills, and perceived barriers in providing psychosocial support to students in Jordan. The sample included teachers working in public schools, private schools, the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools, and Zaatari camp schools, as well as non-formal education centers. The study utilized a multi-stage stratified cluster sampling technique to select a nationally representative sample. A total of 549 teachers were included, and only 25.2% have ever received mental health training. Most teachers reported a high level of good and acceptable knowledge of psychosocial support and had a positive attitude toward the provision of psychosocial support, however, about a quarter (25.5%) agreed on feeling nervous in discussing students' psychosocial problems with their parents or school administrators. The least enacted practice was the systematic engagement with parents, school administration, and other community resources in students' well-being (sometimes, 31.6%; rarely, 20.4%). Gaps in skills were mainly in communicating with external resources and parents. The main barriers included parents' misunderstanding of teachers' role in providing psychosocial support to students (56.8%), lack of integration of psychosocial support in the curriculum (55.6%), and challenges in identifying students with psychosocial problems due to large class sizes (54.3%). The results show that gaps extend beyond the individual level of teachers to the community level. School-based psychosocial support interventions must consider the multiple factors that influence their implementation at multiple levels, including the individual, relational, community, and societal levels.

Exploring the Landscape of Challenges and Opportunities in Teaching Speaking Skills

Speaking skills are defined as the skills which involve guiding learners to articulate thoughts coherently, express ideas fluently, and communicate effectively in spoken language through various interactive and engaging activities. As communication has become increasingly pivotal in the globalized landscape, the demand for effective speaking proficiency is more prominent than ever. The prime objective of writing this review article is to explore major challenges, and opportunities in teaching speaking skills in the context of English as a Foreign Language (EFL). In pursuit of this objective, extensive reviews and analyses of related materials from books, journal articles, and online resources have been undertaken. This article concludes that pronunciation, vocabulary building, fluency, grammar and syntax, listening skills and interactive activities are the aspects of teaching speaking skills, and learners’ anxiety and shyness, large class sizes, lack of teacher expertise, limited exposure and sources, lack of practice opportunities, diverse student needs, inadequate pronunciation correction, etc. are major challenges. Concurrently, authentic communication tasks, technology integration, peer interaction and collaborative activities, self-assessment and reflection, enhanced communication skills, real-life application, increased language proficiency, critical thinking and problem-solving, building confidence, career advancement, global communication, student engagement, etc. are prominent opportunities within the teaching of speaking skills. The findings of this study have implications for EFL teachers, teachers and curriculum designers who aim to enhance the quality of speaking skills in EFL contexts.

Affordances of Using Educational Technology in Teaching Critical Reading: Insights from an Action Research Study in a Ugandan University

The rapid increase in student enrolment and/or massification, also implicated in large class sizes, has been problematised for compromising quality education. Institutions of higher learning in Africa have embraced the use of ICT as one of the approaches to cope with the challenges of massification. The purpose of this study was to provide an examplar on how teachers can use ICTs to optimise learning from higher-order to lower-order thinking skills. The study uses action research methodology, undertaken with undergraduate students in a Ugandan university, to illuminate the researchers’ experiences in using educational technologies to support the teaching of critical reading. Firstly, we demonstrate how learning progressed from lower-order to higher-order thinking skills as informed by Bloom’s taxonomy. We also show how we optimised the use of technology from the dominant simple substitution, which was also teacher-centred, to a more complex redefinition, which is also learner-centred, as informed by the SAMR model. Finally, we highlight the affordances of using emerging technologies to support transformative learning. These include ongoing learning, monitoring/feedback, research, deeper interaction, peer-review, creativity, and reflection. The study has implications for in-service as well as pre-service teacher education programs which should integrate relevant theoretical frameworks in equipping teachers to optimise the use of technology in supporting teaching and learning.

Examining the Quality of Learning Environment of Sandwich Programmes in Ghana: A Case of Institute of Education

This paper reports on a study that examined the quality of the learning environment of sandwich programmes in Ghana. The study used a sequential explanatory mixed method design and focused on tutors and 400 students of the programme. The Total Quality Management Theory, Expectation Confirmation/Disconfirmation Theory, Context, Input, Process, and Product Evaluation Model underpined the study. A disproportional stratified selection method was used to select 1,000 students and 50 tutors from each of the four teaching centres. While a purposive sampling method was employed to select 12 students and eight tutors involved in sandwich programmes for follow-up interviews. The data were collected using a questionnaire and an interview guide. The quantitative data was analysed using means and standard deviation, while the qualitative data were subjected to thematic analysis. These findings revealed that the tutors show concern for the welfare of the students and offer chances for student-teacher contact. However, big class sizes limit how much faculty can customise the learning environment. Also, students were friendly, helpful, cooperative, and supported one another during activities. The study recommended that the management of the Institute of Education and centre coordinators make every effort to secure spacious classrooms to help reduce large class sizes and increase opportunities for student-teacher interactions, cohesiveness, and students' participation in the classroom. In addition, tutors should foster an atmosphere that invites student interaction and identify students' strengths and weaknesses.

Distributed Active Learning (DAL): An Approach to Reduce Class Size in Large Enrollment Courses

Distributed Active Learning (DAL): An Approach to Reduce Class Size in Large Enrollment Courses

Digital Transformation in Science Education: Teachers' Self-Efficacy of Distance Learning and Blended Learning Experiences

Blended learning emerges as an indispensable tool for pioneering science education practices in the 21st century. Studies underscore the efficacy of blended learning applications in science education, particularly in enhancing learners' computer proficiency, fostering positive attitudes and motivation towards science courses, and surmounting learning hurdles. This study aims to assess the levels of self-efficacy among science teachers for blended education within the context of the digital transformation process. It also seeks to investigate the predictive capacity of various factors and analyze teachers' experiences with blended learning. The research adopts a mixed-method approach, integrating both qualitative and quantitative research methodologies. Quantitatively, the study utilizes the "Self‐Efficacy Perception of Distance Education Scale" to gauge science teachers' self-efficacy perceptions about distance education. The quantitative segment encompasses a sample of 175 science teachers. On the other hand, for the qualitative aspect, 26 teachers' experiences were examined through an “Open-Ended Question Form” to gain nuanced insights. The results of the quantitative analysis demonstrated that science educators displayed a heightened level of perceived self-efficacy in the domain of distance education. The influencing factors identified included gender, seniority, school type, class size, and usage of laboratory facilities. The qualitative findings indicated that science teachers' engagement with blended learning was characterized by both positive and negative sentiments. These experiences were further categorized into subgroups of positive and negative encounters.

High Impact Teaching Practices in Introduction to Exercise Science Courses

High impact practices (HIP) are evidence-based teaching and learning tools which improve learning and student engagement. The objective of this study was to investigate the use of HIP in undergraduate introduction to exercise science classes. The student experience in introductory major courses can impact their persistence and success in the discipline, thus the use of HIP in these courses can be formative. It was hypothesized that the number of HIP used would differ based on institution type, instructor type, and class size. It was also hypothesized that collaboration would be the most frequently used HIP due to ease of implementation in the classroom. Faculty were electronically surveyed about the type and number of HIP used in their introductory course and information relative to instructor status and class size. The sample included 182 courses. Institution types were classified as either four-year public institutions ( n = 68), four-year private institutions ( n = 97), or community colleges ( n = 17). The most common instructor type was tenured/tenure-track ( n = 100), followed by full time term ( n = 39), adjunct ( n = 2), and different instructor types teaching the class ( n = 41). Class sizes were grouped in the following categories: 0-25 students ( n = 84), 26-50 ( n = 71), 51-75 ( n = 11), 76-100 ( n = 3), 101+ ( n = 13). Instructors reported an average of 1.3 + 1.2 HIP were used in the courses. There was a significant difference between the number of HIP used and institution type (F (2, 41.73) = 3.98, p = 0.026). Instructors at four-year public (1.03 + 0.98; p = <0.001) and four-year private (1.26 + 1.14; p = 0.005) institutions reported incorporating significantly fewer HIP than instructors at community colleges (2.12 + 1.58). There was no significant difference between number of HIP used and instructor type (F (3, 5.106) = 2.56, p = 0.166). There was a significant difference between number of HIP used and students per section (F (4, 13.37) = 4.54, p = 0.016) with 0-25 student sections (1.4 + 1.18; p = 0.024) and 26-50 student sections (1.32 + 1.20; p = 0.043) having significantly more HIP used in the courses than courses with 101+ student per section (0.62 + 1.17). At the 123 institutions where it was reported that HIP were used, 79.7% used collaboration ( n = 98). These data identify the use of HIP more frequently in introduction to exercise science classes with fewer than 50 students and those taught at community colleges. As many students may begin their degrees at community colleges, this use of HIP can be supportive of students remaining in the degree track. Further, the use of HIP, such as collaboration, in smaller classes may encourage relationships that may also help students feel more positively about the degree. No funding or support mechanism was used for this project. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Online Assessment in the Spotlight: A Case Study in a Spanish University

Objective. This exploratory case study aims to analyze the attitudes, practices and preferences of higher education faculty and students in relation to online assessment. Methodology. A quantitative methodology based on a questionnaire was used, and a descriptive and correlational analysis was conducted. Participants included students and faculty members from a Spanish on-site university. Results. Certain similarities and differences in attitudes, practices and preferences between students and teachers are presented. Some relationships, albeit weak, were also identified between the online assessment practices used and some characteristics of the teachers’ profile or teaching (teaching experience, teaching load and class size). Conclusions. The findings show that a large part of the teaching staff shows some reluctance in the design and implementation of online assessment strategies beyond traditional exams, as well as a great concern about student control and the danger of fraud. On the other hand, students show generally more positive attitudes towards online assessment than the teaching staff. The recommendations point to the consideration of the role of institutional support and teacher training units for the improvement of teachers’ digital competence in relation to online assessment, the importance of updating security systems in technical infrastructures, and adjusting the effects of teaching load and class size when online assessment is applied.

Integration of Cardiac Point of Care Ultrasound (POCUS) in a Medical Physiology Course During the Preclinical Curriculum

Background: The early integration of hands-on point-of-care ultrasound (POCUS) during medical students' preclinical curriculum has expanded the utilization of this tool which can provide rapid and effective bedside diagnosis in clinical practice. Many medical schools that have incorporated POCUS into their curriculum allude to the limitations of a large class size, learning retention, and applying these skills to aid in diagnosing pathologic conditions. Indeed, it is interesting that there is currently no consensus as to what and how much hands-on ultrasound training should be included in the medical school curriculum. At Midwestern University (MWU), we introduced a 4-year inclusion of ultrasound training throughout the medical curriculum. The core Physiology courses taken in winter and spring quarter of first year medical school, incorporate several mandatory ultrasound workshops taken by osteopathic medical students and podiatry students together. This study hypothesizes that the incorporation of cardiac POCUS in small group physiology workshops increases student confidence in their ability to measure the parameters to effectively assess cardiac output. Moreover, we hypothesize that this hands-on teaching tool reinforces the concepts taught in the didactic lectures, applying the material in a clinically relevant manner. Data obtained during the 2023-2024 winter quarter will be presented at the APS meeting. Methods: This study aims to utilize a brief survey administered via REDCap, in a questionnaire format to first year osteopathic medical students and podiatric medical students after the cardiac physiology workshop administered during the first year of medical school. Survey questions will be generated using Likert 5-point scales, ratings of (strongly agree to strongly disagree, very comfortable to very uncomfortable, high level of competence to no level of competence, and very confident to very unconfident). Survey questions will seek to assess confidence level using POCUS, ease of quantifying assessments, and differences in perceptions between podiatry and osteopathic medical students. Associations between two question responses will be assessed using the Chi-square test for independent responses and McNemar test to compare responses that were paired. A p-value <0.05 for both tests will indicate statistical significance. Furthermore, we aim to determine whether retention and application of the information taught during the cardiac POCUS workshop can be evaluated by student performance on POCUS-specific exam questions. IRB approval is currently pending. Results: We plan to share: (1) the survey questions, (2) data obtained using POCUS from the last academic years class cohort and the current class (specifically relating to their use of POCUS to calculate cardiac output) to highlight the variability in these assessments, (3) exam question analyses for the last 2-years (as assessment outcomes), (4) survey responses from the current class, (5) correlations of student perceived confidence and determined understanding. Conclusion: The introduction of POCUS utilization during the physiology courses in the first year of Osteopathic and Podiatry pre-clinical years reinforces key concepts covered in didactic lectures. We hypothesize that student perceptions of these workshops will be largely positive and improve student confidence in POCUS use. No funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Integration of Bladder Point of Care Ultrasound (POCUS) in a Medical Physiology Course During the Preclinical Curriculum

Background: The early integration of hands-on point-of-care ultrasound (POCUS) during medical students' preclinical curriculum has expanded the utilization of this tool which can provide rapid and effective bedside diagnosis in clinical practice. Many medical schools that have incorporated POCUS into their curriculum allude to the limitations of a large class size, learning retention, and applying these skills to aid in diagnosing pathologic conditions. Indeed, it is interesting that there is currently no consensus as to what and how much hands-on ultrasound training should be included in the medical school curriculum. At Midwestern University (MWU), we introduced a 4-year inclusion of ultrasound training throughout the medical curriculum. The core Physiology courses taken in winter and spring quarter of first year medical school, incorporate several mandatory ultrasound workshops taken by osteopathic medical students and podiatry students together. This study hypothesizes that the incorporation of bladder POCUS in small group physiology workshops increases student confidence in their ability to measure the parameters to effectively assess bladder volume. Moreover, we hypothesize that this hands-on teaching tool reinforces the concepts taught in the didactic lectures, applying the material in a clinically relevant manner Data obtained during the 2023-2024 spring quarter will be presented at the APS meeting. Methods: This study aims to utilize a brief survey administered via REDCap, in a questionnaire format to first year osteopathic medical students and podiatric medical students after the bladder physiology workshop administered during the first year of medical school. Survey questions will be generated using a Likert 5-point scale, a rating of (strongly agree to strongly disagree, very comfortable to very uncomfortable, high level of competence to no level of competence, and very confident to very unconfident). Survey questions will seek to assess confidence level using POCUS, ease of quantifying assessments, and differences in perceptions between podiatry and osteopathic medical students. Associations between two question responses will be assessed using the Chi-square test for independent responses and McNemar test to compare responses that were paired. A p-value <0.05 for both tests will indicate statistical significance. Furthermore, we aim to determine whether retention and application of the information taught during the bladder POCUS workshops can be evaluated by student performance on POCUS-specific exam questions. IRB approval is currently pending. Results: We plan to share: (1) the survey questions, (2) data obtained using POCUS from the last academic years class cohort and the current class (specifically relating to their use of POCUS to calculate and interpret bladder volume) to highlight the variability in these assessments, (3) exam question analyses for the last 2-years (as assessment outcomes), (4) survey responses from the current class, (5) correlations of student perceived confidence and determined understanding. Conclusion: The introduction of POCUS utilization during the physiology courses in the first year of Osteopathic and Podiatry pre-clinical years reinforces key concepts covered in didactic lectures. We hypothesize student perceptions of these workshops will be largely positive and will improve student confidence in POCUS use. No Funding. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.