University-level Education Research Articles

Exploring the Interplay Between Self-Confidence and Emotional Intelligence in College-Level Educators: Implications for Teaching Effectiveness and Student Engagement

This study explores the relationship between self-confidence and emotional intelligence in college-level educators and examines their combined impact on teaching effectiveness and student engagement. As modern educational demands evolve, educators are increasingly recognized for their role in not only delivering content but also in fostering an inclusive, emotionally supportive learning environment. Self-confidence enables educators to present material with clarity, maintain authority, and adapt to diverse classroom challenges, while emotional intelligence equips them with empathy, self-awareness, and social skills essential for connecting with students on a personal level. The interplay of these traits contributes to a balanced teaching approach that supports both academic and emotional needs in students, thereby promoting active engagement, participation, and a positive classroom climate. This study utilizes a mixed-methods approach, combining quantitative self assessments and qualitative interviews to capture the nuanced ways in which self-confidence and emotional intelligence interact and influence teaching dynamics. Findings indicate that educators who possess both high self-confidence and emotional intelligence create classrooms that encourage open communication, foster psychological safety, and inspire student motivation. However, several limitations are noted, including the subjective nature of self-reported data and the influence of cultural and contextual factors on perceptions of confidence and emotional intelligence. Additionally, the study's cross-sectional design limits insights into the long-term development of these traits in educators. Despite these limitations, the study underscores the critical role of emotional and interpersonal skills in effective teaching, suggesting that professional development programs should integrate training in self-confidence and emotional intelligence to enhance educators’ overall impact. These findings contribute to a growing body of literature advocating for a holistic approach to educator preparation, one that values emotional acumen and self-assuredness alongside academic expertise. By emphasizing the importance of these traits, institutions can better support educators in creating enriching, engaging, and resilient learning environments that prepare students for both academic success and personal growth.

A Study on How to Cultivate Musical Transitions Using A. Copland’s Theory of Students of Liberal Arts Music Education at University

This study adopted literature analysis and hermeneutic research methods, utilizing Aaron Copland's theory of film music to explore strategies for promoting musical transfer among students in college-level general music education. Music courses in liberal arts education at the university level typically focus on enhancing students' appreciation and understanding of music. however, given the nature of such courses, there may be limitations in applying musical concepts to real-life situations unless a specific instructional design is considered. To address this issue, this study developed a preliminary educational model through a literature review, and subsequently refined and finalized the model by incorporating revisions identified during the actual process of designing lessons using film music. The findings indicate that the educational model employing film music has the potential to enhance students' musical comprehension and appreciation skills and serves as an effective tool for facilitating the transfer of musical concepts across various contexts. These results suggest that the integration of film music into liberal arts music education is an effective approach for expanding students' musical thinking and experiences, thus presenting a new direction for music education.

Assessment of use and Awareness of Diclofenac in Syria

Diclofenac, known as diclone in Syria, is the most widely used drug in multiple medical conditions. This research was conducted to assess the use and awareness of diclofenac in Syria through a survey. 601 responses were included in this research.Most participants were female (67.7%), between the ages of 18 and 30 years (82.9%), and did not have a chronic disease (86.3%). More than half of the participants were university students (53.4%). A high proportion of the participants had a university education level (87.7%). The most commonly used dosage form for diclofenac was tablets among participants(70.9%). 43.8% chose 50mg as the dose of diclofenac. Most participants improved after using diclofenac (73.7%). Participants were satisfied after diclofenac treatment (66.56%). Most had no side effects after treatment with diclofenac (79.5%). 81.3% of the participants who experienced side effects suffered from stomach pain. Fortunately, 84.4% of the participants did not use the injection combining diclofenac with cortisone and an antibiotic. 56.38% used this combination to treat respiratory infections. A minority of the participants experienced allergic reactions after taking this medication (4%). More than two-thirds of the participants will continue to use diclofenac for pain management in the future (65.9%).77.9% of the participants used diclofenac without a prescription. Most participants used this medicine after a meal (82%). 36.6% of the participants recorded half an hour as the onset of diclofenac. The participants reported an action duration of 6 hours (24.5%) and 8 hours (31%). This study confirmed the high use of diclofenac among the Syrians. A good level of awareness was observed among the surveyed participants.

Self-care practices and associated factors among hypertensive patients at public hospitals in North Shewa zone, Ethiopia

BackgroundHypertension significantly contributes to premature mortality worldwide, highlighting the need for effective self-care to manage its complications. However, there is limited research on self-care practices among hypertensive patients in Ethiopia. This study assessed self-care practices and associated factors in hypertensive patients at public hospitals in North Shewa zone, Amhara Region, Ethiopia.MethodsA hospital-based cross-sectional study was conducted with 450 participants using multi-stage sampling and interviewer-administered questionnaires. Data were processed with Epi-Data 4.6.0.6 and analyzed using SPSS 23. Descriptive statistics summarized the results, while bivariable and multivariable logistic regression identified factors associated with self-care practices. Crude and adjusted odds ratios with 95% confidence intervals were calculated, with significance at p < 0.05.ResultsOut of 450 participants, 231 (51.3, 95% CI: 46.4–55.6%) exhibited poor hypertension self-care practices. Factors associated with poor self-care included having a college-level education (AOR = 0.27, 95% CI: 0.07–0.95), university-level education (AOR = 0.36, 95% CI: 0.13–0.98), being widowed/widower (AOR = 5.30, 95% CI: 1.05–27.2), poor knowledge of hypertension (AOR = 4.51, 95% CI: 2.44–8.59), inadequate stress management (AOR = 3.10, 95% CI: 1.64–5.74), and first diagnosis during a check-up (AOR = 7.72, 95% CI: 4.22–13.8).ConclusionThis study highlights inadequate self-care among hypertensive individuals, affected by factors such as education, marital status, knowledge, stress management, and diagnostic practices. Personalized interventions focusing on health education, stress management, and proactive screening are essential for improving health outcomes. Additionally, psychological support enhances emotional well-being and self-care engagement in hypertension patients, leading to better health outcomes and quality of life.

Confidence on COVID-19 vaccine and its associated factors among people living with HIV: a cross-sectional survey in selected regions of Tanzania

BackgroundSeveral vaccines were introduced in Tanzania to combat the COVID-19 pandemic. While studies have explored the acceptability and hesitancy of COVID-19 vaccines within the general population, there is limited research focusing on the confidence and associated factors among People Living with HIV (PLHIV). This study aims to fill that gap by investigating vaccine confidence and its determinants in this demographic group.MethodsA cross-sectional study was conducted in centres for care and treatment in four regions of mainland Tanzania using structured questionnaires. A generalized linear mixed model was fitted to determine the factors associated with confidence in the COVID-19 vaccine.ResultsA total of 1,100 participants were interviewed; 761 (69.2%) were female. The mean age and standard deviation were 41.6 ±12.1 years. The overall level of confidence in COVID-19 vaccines was 55.3%. Females were less likely to express confidence compared to males (aOR = 0.77; 95% CI: 0.72–0.84). Participants with primary (aOR = 1.79; 95% CI: 1.65–1.94), secondary (aOR = 1.81; 95% CI: 1.57–2.09), and university-level education (aOR = 2.14; 95% CI: 0.17–26.54) were more likely to report confidence in COVID-19 vaccines. Attending a dispensary-level health facility (aOR = 1.32; 95% CI: 1.27–1.38) and living in rural areas (aOR = 1.43; 95% CI: 1.23–1.66) were significantly associated with confidence in COVID-19 vaccines.ConclusionAlthough COVID-19 is no longer a global public threat, these findings highlight the significance of being prepared in public health and the necessity of continuous efforts to comprehend and enhance vaccine acceptance and confidence among people living with HIV. By tackling the factors that impact vaccine attitudes in this group, we can improve our preparedness for future public health challenges where vaccine uptake may once again become crucial.

Nutrition Education and Practice in University Dental and Oral Health Programmes and Curricula: A Scoping Review.

Dentists and oral health practitioners have a potential role in supporting the prevention and management of noncommunicable diseases. However, the extent to which university education prepares practitioners to provide nutrition care is unclear. This scoping review identifies and synthesises the evidence related to university-level nutrition education provided to dental and oral health students globally. A scoping review identified relevant literature through search terms "dentistry," "oral health," or "oral hygiene"; "dental students" or "dental education"; "nutrition education" or "nutrition science." Articles were included that examined nutrition education in undergraduate oral health training; or nutrition knowledge, attitudes, confidence, or skills or dietary habits; experts' opinion papers; and position statements. No limitations on the publication years or languages of the articles were applied. A total of 136 articles were included. Half were surveys of students (n = 49) or academic staff (n = 21). The remainder comprised reports of curriculum initiatives (n = 26), opinion papers or narrative reviews (n = 24), position statements (n = 6), curriculum development (n = 6) and curriculum guidelines (n = 9). While dental and oral health students and curriculum experts overwhelmingly recognised the importance of nutrition, most studies that assessed nutrition knowledge of students revealed limited knowledge. Students were not confident in their skills to provide nutrition care. Lack of nutrition experts on teaching teams and unclear expectations about developing nutrition competencies were identified as barriers to greater nutrition education. Nutrition education in university dental and oral health degrees is highly variable. The potential for oral health professionals of the future to promote oral health through nutrition is unrealised.

Understanding influences of cervical screening attendance among women of low socio-economic position

Abstract Women of lower socio-economic position (SEP) have a higher incidence of cervical cancer and lower uptake of cervical screening. The Integrated Screening Action Model (I-SAM) is a behaviour model aimed to guide intervention development that considers how individuals engage with screening through their environment, capability, opportunity, and motivation. The I-SAM can be used to understand behaviour of cervical screening. We aimed to understand perceptions and awareness of HPV screening among women aged 25-65 of low SEP living in an urban area in Ireland. Semi-structured interviews were conducted with women who self-reported regular or irregular screening attendance, no university-level education, low-income employment or not working, aged 25-65 and living in Dublin. Participants were recruited via community organisations. Data were analysed using I-SAM in a framework analysis to map barriers and enablers of attendance of regular and irregular attenders. Of the seventeen women interviewed, seven attended screening irregularly. Participants thought they had opportunity to attend when they were reminded and supported to attend by peers and healthcare professionals. Participants wanted to promote screening in the community and to normalise conversations on sexual health. Participants felt fear of cancer was a driver and deterrent to attend screening due to cancer running in the family, past health issues and abnormal cell treatments, and wanting to be there for their family. Few were aware of HPV or the switch to HPV screening. Irregular attenders were unsure how to book or find information on screening. Campaigns should involve communities that are less likely to attend to improve visibility of screening. Healthcare professionals could opportunistically promote HPV screening in primary care and community settings. Campaigns should be aimed at improving literacy of HPV screening, address concerns of cancer risk and support navigation through screening. Key messages • Understanding of HPV cervical screening is limited and campaigns are needed to improve awareness and literacy. • Public health campaigns should engage with communities to promote screening via community groups and healthcare professionals.

Adult Individuals Applicable to the Family Health Center Knowledge and Awareness About Osteoporosis

Abstract Background The aim of this study is to determine the knowledge and awareness of adult individuals applying to the Family Health Center (FHC) about osteoporosis. Methods A descriptive design study was conducted at a FHC in Turkey/Istanbul between January and May 2022. The sample of the research consisted of 320 adults selected by purposeful sampling method. Ethical approval and necessary permissions were obtained from the the conduct of the study. Data were collected through a socio-demographic characteristics form, a 20-item single-subscale Osteoporosis Knowledge Assessment Questionnaire (OKAQ), and a 27-item Osteoporosis Awareness Scale (OAS). Descriptive statistics, normality tests, analysis of variance, Kruskal-Wallis analysis of variance, t-test, and Mann-Whitney U test were used for data analysis. Statistical significance was accepted at p < 0.05. Results T The average age of adults is 60.47±13.17 and 55.9% are female and 44.1% are male. 34.7% had completed middle school. Participants’ highest correct response rate in the osteoporosis knowledge assessment questionnaire was for the item ‘Osteoporosis increases the risk of bone fracture’ (81.6%), while the lowest correct response rate was for the item ‘Osteoporosis generally causes symptoms (such as pain) before fractures occur’ (26.3%). According to the Osteoporosis Awareness Scale, adults’ awareness levels were above average. They scored the highest in the preventive behaviors subscale and the lowest in the risk factors subscale. Adults with university-level education scored significantly higher in all subscales of the OAS compared to other education levels (p < 0.05). Individuals with knowledge about osteoporosis and those who consumed milk regularly scored significantly higher in all subscales of the OAS (p < 0.05). Conclusions Although adults’ awareness of osteoporosis is above average, their correct knowledge about osteoporosis is inadequate. Key messages • An individual’s education level affects osteoporosis knowledge and awareness. • It is recommended to plan educational initiatives to increase osteoporosis knowledge and awareness.

Health-related quality of life and supportive care needs in young adult cancer survivors-a longitudinal population-based study.

To examine health-related quality of life (HRQoL) and supportive care needs among young adult (YA) cancer survivors up to 3years post-diagnosis. A national cohort of individuals diagnosed at 18-39years with breast, cervical, ovarian, or testicular cancer, lymphoma or brain tumor was approached with surveys at 1.5 (n = 1010, response rate 67%) and 3 (n = 722) years post-diagnosis. HRQoL was measured using the EORTC QLQ-C30. Scores were dichotomized using cut-off scores to predict supportive care needs in the Supportive Care Needs Survey-Long Form 59 (SCNS-LF59). Swedish cancer quality registers provided clinical data. Factors predicting need of support at 1.5 and 3years post-diagnosis were identified using logistic regression. HRQoL improvements over time were trivial to small. At both time points, a majority of respondents rated HRQoL levels indicating supportive care needs. At 1.5years post-diagnosis, the risk of having support needs was lower among survivors with testicular cancer (compared to lymphoma) or university-level education, and higher among those on treatment (predominantly endocrine therapy). At 3years post-diagnosis, when controlling for previous HRQoL scores, most correlations persisted, and poor self-rated household economy and chronic health conditions were additionally associated with supportive care needs. A majority of YAs diagnosed with cancer rate HRQoL at levels indicating support needs up to 3years post-diagnosis. Testicular cancer survivors are at lower risk of having support needs. Concurrent health conditions and poor finances are linked to lower HRQoL. More efforts are needed to provide adequate, age-appropriate support to YA cancer survivors.

Physical and Mental Health of Informal Carers from Culturally and Linguistically Diverse (CALD) and Non-CALD Groups in Australia.

Empirical evidence shows that many family carers, especially immigrants, experience considerable health disadvantages and poorer quality of life. Australia has a rapidly increasing multicultural population, officially referred to as Culturally and Linguistically Diverse (CALD) people. This paper explores similarities and differences in the carer profile and physical and mental health of CALD and non-CALD family carers. A cross-sectional anonymous survey was conducted of self-reported family carers aged 18 years and older. Identical paper and online survey modes were provided to enable choice. Key variables included demographic and carer profile, diagnosed chronic physical health conditions, and validated scales such as CESD-12 and MOS-SF12, including derivative composite Physical and Mental Component Summary (PCS and MCS, respectively) scores. The sample comprised 649 participants (CALD = 347, non-CALD = 302). The analyses included univariate, bivariate, and multivariable linear regression analyses for three outcome variables: PCS, MCS, and CESD-12. CALD carers were comparatively younger and married, and 54% had university-level education (29% in the gfvnon-CALD group). Women were primary carers in both groups (67.4% versus 72.2%). The weekly care hours were higher for non-CALD carers. Both groups had below population-referenced scores for mean PCS and MCS values. For CESD-12, non-CALD respondents had higher scores (17.5 vs. 11.2, p < 0.022). Regression analyses showed significant differences for demographic, carer, and physical health variables across the three outcome variables. Women have a higher domestic workload, which, when combined with high care hours, adversely impacts physical and mental health. The need for improved and culturally aligned care support systems is required.

Critical Threshold of Average Weekly Weight Gain in Overweight Pregnant Women During the Second and Third Trimesters: A Strategy to Prevent Macrosomia.

The study aimed to obtain more evidence on the association of gestational weight gain and pre-pregnancy body mass index (BMI) with macrosomia. The data on 5409 live births delivered at Peking Union Medical College Hospital from July 2020 to June 2022 were collected. Group analyses were performed according to the presence or absence of macrosomia. Multivariable binary logistic regression and incidence heatmaps was used to analyze the related factors of macrosomia. The following variables were significantly associated with macrosomia: overweight (odds ratio [OR]: 2.24, 95% confidence interval [CI]: 1.62-3.10), obesity (OR: 4.56, 95% CI: 2.93-6.98), excessive gestational weight gain (OR: 2.39, 95% CI: 1.67-3.43), gestational age at delivery at 39-41weeks (OR: 3.83, 95% CI: 2.56-5.95), gestational age at delivery over 41weeks (OR: 7.88, 95% CI: 4.37-14.19), education level of junior college or below (OR: 1.95, 95% CI: 1.19-3.09), and multipara (OR: 1.62, 95% CI: 1.09-2.42). "v" represents the mean weekly weight gain during the second and third trimesters. A higher v value increased the risk of macrosomia by 2.6-fold (95% CI: 1.37-4.89, P = 0.003). Compared to normal weight women, after adjustment for different pre-pregnancy BMI subgroups, overweight pregnant women had higher weekly weight gain in the second and third trimesters (OR: 4.57, 95% CI: 2.27-9.10, P < 0.001). Obese pregnant women had higher average weekly weight gain during the second and third trimesters, and the OR value for macrosomia was 11.33 (95% CI: 4.95-25.18, P < 0.001). To reduce the incidence of macrosomia in overweight pregnant women, v = 0.32 could be considered the critical threshold of average weekly weight gain in these women in the second and third trimesters of pregnancy. Pre-pregnancy BMI and weight gain during pregnancy are closely related to macrosomia. The introduction of average weekly weight gain values in the second and third trimesters of pregnancy probably help pregnant women minimizing adverse pregnancy-related outcomes.

Challenges and opportunities: Implementing diversity and inclusion in software engineering university level education in Finland

Considerable efforts have been made at the high school level to encourage girls to pursue software engineering careers and raise awareness about diversity within the field. Similarly, software companies have become more active in diversity and inclusion (D&I) topics, aiming to create more inclusive work environments. However, the way diversity and inclusion are approached inside software engineering university education remains less clear. This study investigates the current state of D&I in software engineering education and faculties in Finland. An online survey (N = 30) was conducted among Finnish software engineering university teachers to investigate which approaches and case examples of D&I are most commonly used by software engineering teachers in Finland. In addition, it was researched how software engineering teachers perceive the importance of D&I in their courses. As a result of the quantitative and thematic analysis, a framework to identify attitudes, approaches, challenges and pedagogical strategies when implementing D&I themes in software engineering education is presented. This framework also offers a process for integrating D&I themes for the curriculum or at the faculty level. The findings of this study emphasize that there is a continuing need for diverse-aware education and training. The results underline the responsibility of universities to ensure that future professionals are equipped with the necessary skills and knowledge to promote D&I in the field of software engineering.

STEM education: content integration in English classes (SCILLA project)

STEM education is a progressive trend in modern education. Its aim is to develop students’ critical thinking, research abilities, engineering thinking based on scientific methods, technical applications, mathematical modelling, etc. Implementation of STEM approach will expand the boundaries of students’ thinking, bring Kazakhstani education closer to the international standard, and open new opportunities for students. Statistics on the implementation of STEMeducation in the Kazakhstan education system shows that the transition in the pilot phase began in 2012, in the conditions of updated content in Nazarbayev Intellectual Schools, Haileybury, Quantum School, etc. However, at the level of university education this topic is highly significant. The application of STEMeducation technologies in teaching foreign languages is of particular interest.The article presents an analysis of the results of the international project, which was funded under the grant program of the U.S. Mission in Kazakhstan. The article considers STEM education as a means of teaching a foreign language at the university, which allows to include students in the activities in the natural-scientific field, thus ensuring the success of future specialists in the world of constantlychanging information technologies. All this is possible due to the interdisciplinary applied nature of STEM education. In the course of the study, a meta-analysis was conducted to determine the impact of STEM educational practices on student lear ning outcomes in teaching and learning process. The research makes an overview of universities in Kazakhstan in terms of students’ demographics, language level, etc. Then the context is provided on teacher training, teacher preparation, lesson planning, a model for planning and delivering instruction to university students. This context lays the foundation for the development of an integrated STEM learning module that utilizes STEM + Language learning approach.

THE ROLE OF THE UNIVERSITY IN SUSTAINABLE DEVELOPMENT: A STATISTICAL ANALYSIS OF STUDENT AND FACULTY TRENDS AT THE UNIVERSITY OF TAMANRASSET

Purpose: This article studies and analyzes the role of the university in achieving the goals of sustainable development, by revealing the orientations of students and faculty members of the University of Tamanrasset regarding the contribution of higher education and scientific research activities to the economic, social and environmental development of Tamanrasset region and the challenges that prevent the university from performing its functions in the best possible way, in addition to presenting proposals that would contribute to the integration of the university into its local and national environment and keeping pace with changes at the global level. Methodology: The descriptive approach was adopted in this study, where descriptive indicators of educational activity and scientific publications of professors and students of Tamanghasset University that serve the goals of sustainable development were analyzed. The study also used the questionnaire tool to arrive at a standard model that helps in accurately interpreting the results obtained through various statistical data. Results: The results indicate the importance of the university's functions in achieving the sustainable development goals, as the correlation coefficient between them reached 0.7, with an emphasis on the greater impact of scientific research compared to higher education. The results also showed that the level of university education and scientific research is still modest at the University of Tamanrasset, which was reflected in its performance in achieving the sustainable development goals due to several reasons, the most prominent of which were the weakness of educational programs and curricula and the absence of incentives for individual and collective initiatives related to finding solutions to economic, social and environmental issues in the region. Practical Implications: The study suggests that the university should support university education for sustainable development by undertaking specific activities that translate into the university’s work and its relations with the environment, and that educational programs and curricula should take into account labor market expectations and social and economic challenges, in addition to stimulating and valuing scientific research to solve issues with a local dimension and supporting individual and collective initiatives related to the environment through scientific clubs and student organizations to spread environmental awareness among students. Originality/Value: This study contributes to the literature by providing a detailed analysis of the role of the university in achieving the sustainable development goals, which have become a topic of increasing interest due to the environmental challenges facing the world in recent years. The unique focus of the study on the University of Tamanrasset provides valuable insights and recommendations for valuing the outcomes of higher education and scientific research in Algeria in general and in the Tamanrasset region in particular to support sustainable development.

Innovative Integration of Poetry and Visual Arts in Metaverse for Sustainable Education

The rapid advancement of digital technology has necessitated a reevaluation of traditional educational methodologies, particularly in literature and visual arts. This study investigates the application of metaverse technology to integrate contemporary poetry and visual arts, aiming to enhance university-level education. The purpose is to develop a convergent teaching method that leverages the immersive and interactive capabilities of the metaverse. The research involves a joint exhibition project with students from Sangmyung University and international participants, incorporating a metaverse-based educational program. A sample of 85 students participated in the program, and their experiences were evaluated through surveys and focus group interviews (FGIs). The findings reveal significant correlations between content satisfaction and method satisfaction, underscoring the importance of engaging and interactive methods. The study also identifies technical challenges and provides insights for optimizing digital platforms for educational purposes. The implications suggest that integrating metaverse technology in arts education can significantly enhance creativity, critical thinking, and interdisciplinary skills, offering a sustainable and innovative approach to modern education. Based on these implications, this paper proposes methods for incorporating the insights gained from case analyses and implications into the design of educational programs. It is anticipated that this approach will contribute to enhancing the quality of convergence education in higher education institutions. Furthermore, it is expected that this program will serve as a starting point for the systematic implementation of integrated education and the use of digital platforms, thereby helping to reduce disparities in integrated education between countries.

PSVII-28 A comparative analysis on student learning using DNA barcoding in undergraduate biology courses

Abstract DNA barcoding is a growing field and is increasingly used to identify animal and plant specimens down to the species level. This type of molecular work is beneficial for animal science students for its use in identifying insect pests or bacterial infections. However, it is equally important for students outside of STEM concentrations to be exposed to molecular work to develop a better understanding of science and combat the growing distrust in science. The overall goal of this project was to train non-molecular biologists in DNA barcoding using active learning techniques. The objectives of the present study were to 1) expose two groups of students (BSCI145 and BSCI467) to molecular lab work, particularly DNA barcoding, 2) effectively communicate how molecular methods can be applied to ecological purposes, and 3) demonstrate that this molecular method can be used for university-level education at two scales. We hypothesized that students at both the 100 and 400 level would exit this experience with a proportionally deeper understanding of how DNA barcoding works and an appreciation for its applications as a result of the hands-on module. We did not expect there to be a significant barrier between the ability to learn this molecular method of 100 and 400 level students. To assess these hypotheses, students in both courses were given a survey at the beginning and end of the semester with the same or very similar questions to observe how their knowledge of DNA barcoding did or did not change. One semester of BSCI145 and 2 semesters of BSCI467 were sampled (n = 24 100 level students, n = 84 400 level students). Surveys were collected anonymously and evaluated using rubrics to assess “correctness”. An ANOVA revealed statistically significant effects from both the course level (P = 0.004) and the survey scores (P = 0.001), indicating that both course level and basal knowledge contribute to explaining the variance in learning. Additionally, Tukey HSD test results displayed students in BSCI 145 exhibited a significantly greater mean learning change when compared with both BSCI 467 2022 and BSCI 467 2023 (P = 0.008 and P = 0.006 respectively). Finally, a linear regression analysis displayed a significant negative relationship between pre-survey scores and mean learning change (β = -0.850, P = 0.001). This means that students with a greater initial learning reference point will not increase in learning as much when compared with students with a decreased initial learning reference point. In conclusion, we accept our hypotheses that students at different academic levels with different backgrounds can successfully learn molecular techniques when provided hands-on modules. This is relevant to education and extension when working with individuals who may not know hard science.

Online sustainability education: purpose, process and implementation for transformative universities

PurposeUniversities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.Design/methodology/approachThis study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.FindingsThe findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.Originality/valueThere is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.

Development of Clinical Simulation Programs and Their Importance in the Accreditation of Simulation Centers

Introduction: The development of Clinical Simulation requires well-structured programs tailored to the demands of university-level education in the Health Sciences, as well as appropriate management and accreditation by international evaluation entities. Accredited simulation centers are essential for health sciences education, allowing students to learn safely through the repetition of activities until they are correctly executed, thereby safeguarding patient safety. Objective: Describe the guidelines and importance of a Clinical Simulation Program as support for the activities carried out by the Health Area Simulation Center of the San Gregorio de Portoviejo University (USGP), Manabí, Ecuador, under the demands of the organizations of international accreditation.Methodology: Exploratory qualitative research, based on a review of bibliographic sources from the last 10 years regarding Simulation Programs and their importance in the accreditation of Clinical Simulation Centers.Results: A solid bibliographic foundation for the development of the Clinical Simulation Program at USGP.Conclusions: USGP is engaged in sustained efforts to develop its Simulation Center and to apply Simulation-Based Education methodologies.

Maternal perceptions and awareness regarding developmental dysplasia of the hip in children among mothers and pregnant women in Makkah City, Saudi Arabia.

Developmental dysplasia of the hip (DDH) is a spectrum of disorders that develop in utero, involving the femoral head and acetabular cup development, ranging from dysplasia to dislocation. The prevalence of DDH in Saudi Arabia is 10.46 per 1000 live births. However, the late presentation of DDH in Saudi Arabia is around 30%, believed to be significantly due to a lack of awareness of the disease among mothers and pregnant women. This study aimed to measure maternal perceptions and awareness regarding DDH in children among mothers and pregnant women in Makkah City, Saudi Arabia. In total, 406 women participated in an electronic survey. The survey questions were adapted from previously published research, and the questionnaire was available in Arabic. The age distribution of the participants ranged from below 20 to over 50 years, with the largest group being 31-40 years old. Most of the participants had a university-level education (61.1%). The overall assessment showed a predominance of poor knowledge (41.1%), followed by good knowledge (34.7%), and then medium knowledge (24.1%). The present study revealed significant knowledge gaps and barriers to the early detection and intervention of DDH among Makkah City mothers and pregnant women. The findings underscore the need for targeted educational campaigns, increased access to screening programs, and heightened healthcare provider knowledge to improve DDH's perception and awareness. Future interventions should focus on addressing these gaps and promoting early detection and intervention strategies to minimize the long-term consequences of DDH.

P156 HYPERTENSIVES USERS OF A HEALTH WEB PORTAL

Background and objective: In Canada, approximately 1 in 4 adults live with high blood pressure. These people, concerned about their health, often turn to health information Web portals. To meet this need for information, Quebec Society of Vascular Sciences (QSVS) du Québec has created a web portal (www.yourvascularhealth.ca). However, limited data is available to describe the characteristics and motivations of hypertensive users of these websites. Method In this multicenter study, participants had to be ≥18 years old, hypertensive and able to use digital tools. They were approached by collaborating physicians (n=30) during routine consultations. An anonymous, validated electronic questionnaire assessed socio-demographic variables, digital competence, and motivations for using a health website. Adapted Technology Acceptance Model III was used as a framework. Results: Forty-three participants were recruited mean age of 70.3 ± 10.5 years, 67% male, 33% had achieved a university level of education. For health behaviors, less than 30% attained the 150 weekly minutes of exercise promoted in Canada while a less than half (44%) say that they eat according to DASH guidelines. The vast majority don’t smoke (67%) and drink less than once a month (86%). Preliminary analysis show that most participants (84%) use search engine. When questioned (on a Likert scale 1 to 7) about the portal, they perceived it was useful (6.0 ± 1.1), easy to use (5.4 ± 1.2) and expressed the intention of using the portal again (5.7 ± 1.5). When motivation was assessed; autonomous motivation was highest (5.83 ± 0.99) followed by amotivation (3.83 ± 1.35) and controlled motivation (3.13 ± 1.39). Conclusion: Patients with hypertension are consulting websites to obtain more information and this even later in life. It is our responsibility to provide websites that are designed for this population and scientifically based. This study will contribute to a better characterization of health website users and may guide the development and dissemination of health websites.