Completion Of Coursework Research Articles

Preference and Use Pattern of Electronic Books among Postgraduate Students in a Nigerian University

This study investigated the preferences and use patterns of e-books among postgraduate students at Prince Abubakar Audu University. Four (4) research objectives guided the conduct of this study. A descriptive survey method was used for the study and a questionnaire was used for data collection. Statistical tools used for this analysis were frequency counts, simple percentages, and mean scores. The study concludes that eBooks are highly valued by postgraduate students, due to their ability to enhance productivity and effective learning. The ease of use and clear graphical illustrations further contribute to the preference for eBooks, making them indispensable tools in the academic pursuits of postgraduate students. The study highlights that eBooks are extensively utilized for a variety of academic purposes, including coursework completion, research, exam preparation, assignments, and reference needs. Despite the evident benefits, the study reveals varying levels of satisfaction among students, with a significant portion using eBooks only to some extent. Several challenges impede the optimal use of eBooks, such as high costs, device-related inefficiencies, limited access to computers or the internet, readability issues, and the need for operational skills. The study recommended that university libraries should expand their eBook collections and seek partnerships with publishers to provide more affordable or even free access to essential academic texts and universities should consider initiatives to provide or subsidize devices optimized for reading eBooks, such as tablets or e-readers with suitable screen sizes.

Increasing student engagement with course content in graduate public health education: A pilot randomized trial of behavioral nudges.

Digital advances in the learning space have changed the contours of student engagement as well as how it is measured. Learning management systems and other learning technologies now provide information about student behaviors with course materials in the form of learning analytics. In the context of a large, integrated and interdisciplinary Core curriculum course in a graduate school of public health, this study undertook a pilot randomized controlled trial testing the effect of providing a "behavioral nudge" in the form of digital images containing specific information derived from learning analytics about past student behaviors and performance. The study found that student engagement varied significantly from week to week, but nudges linking coursework completion to assessment grade performance did not significantly change student engagement. While the a priori hypotheses of this pilot trial were not upheld, this study yielded significant findings that can guide future efforts to increase student engagement. Future work should include a robust qualitative assessment of student motivations, testing of nudges that tap into these motivations and a richer examination of student learning behaviors over time using stochastic analyses of data from the learning management system.

Incorporating Public Health Competencies into Veterinary Medical Education.

This study evaluates the success of secondary public health education in enhancing a professional degree in veterinary medicine. Dual-degree programs promote multidisciplinary skill attainment crucial to succeed in today's One Health-centered veterinary workforce. Participant demographics were collected including academic background, dual-degree enrollment status, and intended course of study. Survey data were collected from both Master of Public Health students and dual Doctor of Veterinary Medicine/Master of Public Health students. To measure knowledge attainment, students over a 10-year period were provided core competency and program perception-based surveys upon entering and exiting the public health program. Participants were asked to rate their knowledge of competencies based on a scale of having "no knowledge" to being "very knowledgeable." Program perceptions were reported through multiple response types. Open-ended response questions evaluated participants' perceived program success in aiding the development of professional veterinary public health knowledge. The dual nature of this degree program is hypothesized to enhance interprofessional capabilities for those entering the field of veterinary medicine. A qualitative thematic comparison of participants' entrance and exit survey responses indicated increased levels of concern for career preparation services in dual-degree students. By coursework completion, students' most valued competencies were related to epidemiology, biostatistics, and behavioral health. Quantitative analysis revealed that students concurrently enrolled in a veterinary and public health program demonstrate significantly higher levels of self-reported knowledge relating to disease measurement, ethical and legal principles, and epidemiological data interpretation. Students with educational backgrounds in veterinary and animal sciences demonstrated significantly higher levels of program satisfaction.

НАПРАВЛЕНИЯ И ИНСТРУМЕНТЫ ИНТЕГРАЦИИ ПРЕДПРИНИМАТЕЛЬСКОГО ПОТЕНЦИАЛА ВУЗА В СТРУКТУРУ ТЕРРИТОРИАЛЬНО-ПРОИЗВОДСТВЕННОГО КОМПЛЕКСА

The article analyzes well-known methodological provisions on entrepreneurship and the views of modern economists on entrepreneurial activity in terms of its structure, subjects, functions, and resource base. The feasibility of further transformation of modern universities into educational institutions with high entrepreneurial potential is substantiated through the implementation of relations of mutually beneficial creative, innovative cooperation with economic agents of a particular territory and the country as a whole. One of the components of this process is, according to the authors, the continuous practice-oriented project activity of students throughout the entire period of study, their completion of coursework and final qualifying papers at the request of organizations in the startup format. Examples and quantitative characteristics of the participation of university students in the North Caucasus Federal District in the “Student Startup” and “Startup as a Diploma” programs are given It is proposed to consider the formation and implementation of business competencies of teachers and students as an effective tool for integrating the entrepreneurial potential of a university into the structures of territorial production complexes.

Diversity in medical PhD curricula: a call for harmonisation.

Globalisation has increased human movements around the world, spurring greater connectiveness and opportunities to collaborate. In an increasingly connected world, quality assurance among professionals is paramount, particularly in medical research where PhD (Doctor of Philosophy) degree holders are expected to be at the peak of their field and play advanced-level research, education and leadership roles. While some regional efforts have been made to ensure comparability in the standards of advanced degree training, no previous study has compared these standards for a PhD in medicine across the globe. To explore the structural diversity of medical PhD degrees and identify which aspects benefit from greater harmonisation. In 2021, the 10 best-ranked universities from each of the top five Western countries, and the top Asian country, were identified based on Quacquarelli Symonds World University Ranking. Data were collected for each university based on individual website information regarding the level of degree required to gain entry into a PhD programme in medicine and requirements for completion of coursework, journal publication and oral defence. Significant variations exist in the requirements for medical PhDs across the world in terms of prerequisite degree and inclusion of coursework. Oral defence is near universal, but a mandatory requirement for publication is largely absent. Harmonisation of medical PhD degrees through international standards should be considered to encourage quality improvement and benchmarking between institutions, as well as to facilitate greater ease of movement within the medical research community, improving international collaboration and individual career opportunities accordingly.

Palliative Care Always: Hepatology-Virtual Primary Palliative Care Training for Hepatologists.

Palliative care (PC) benefits patients with serious illness including end‐stage liver disease (ESLD). As part of a cluster randomized trial, hepatologists were trained to deliver primary palliative care to patients with ESLD using an online course, Palliative Care Always: Hepatology (PCA:Hep). Here we present a multimethod formative evaluation (feasibility, knowledge acquisition, self‐efficacy, and practice patterns) of PCA:Hep. Feasibility was measured by completion of coursework and achieving a course grade of >80%. Knowledge acquisition was measured through assessments before and throughout the course. Pre/post‐course surveys were conducted to determine self‐efficacy and practice patterns. The hepatologists (n = 39) enrolled in a 12‐week online course and spent 1‐3 hours on the course weekly. The course was determined to be feasible as 97% successfully completed the course and 100% passed. The course was acceptable to participants; 91.7 % reported a positive course experience and satisfaction with knowledge gained (91.6%). The pre/post knowledge assessment showed an improvement of 6.0% (pre 85.9% to post 91.9%, 95% CI [2.8, 9.2], P = 0.001). Self‐efficacy increased significantly (P < 0.001) in psychological symptom management, hospice, and psychosocial support. A year after training, over 80% of the hepatologists reported integrating a variety of PC skills into routine patient care. Conclusion: PCA:Hep is feasible, acceptable, and improves learner knowledge and confidence in palliative care skills. This is a viable method to teach primary PC skills to specialists caring for patients with ESLD.

Master of it all? Survey of North American Master's Programs in Anatomical Sciences

There is a continued shortage of qualified anatomical sciences educators with a limited number of doctorate programs currently unable to accommodate. While the number of doctoral programs in anatomical sciences is slow to rise, there has been a notable increase in the number of Master's (MS) programs, many highlighting training anatomy educators as one of the program goals. Much of the existing literature documents curricular trends for professional health sciences and PhD programs but no comprehensive information on MS programs in anatomical sciences currently exist. Therefore, the aim of this study was to assess the curricular trends of MS programs in anatomical sciences in North America with emphasis on how anatomy educators are trained at this level. MS programs in the anatomical sciences were identified in professional anatomical organization websites, and Google search engine. Program websites were reviewed based on three criteria: 1)Stand-alone MS program with direct admission, rather than elective component of graduate program, 2) Minimal core curricular requirement of one anatomical science, and 3) A teaching requirement. For programs meeting these criteria, a series of semi-structured interviews were conducted with program representatives by two investigators (COMIRB exempt #19-0608). The 19 interview questions gathered information on curricular/enrollment/student population (8), teaching component (7), and status of anatomy educator training (4). By fall of 2020, a total of 61 MS programs meeting the selection criteria have been identified and interview invitation was extended. To date, curricular data from 20 MS programs are collated. From interviews, 13 programs (13 universities) were confirmed to meet study criteria. Of the 13, 8 were established in the last decade (2011-2020) and 4 the decade before (2001-2010). Program enrollment varied from 3-10 students (8 programs), 11-15 students (3), and 20-25 students (2). In regard to program development rational or program mission, advanced degree prep (7) and training anatomy educators (11) were reported with 4 programs stating both as rationale. While all 13 programs require gross anatomy coursework, just 9 required coursework in four anatomical sciences. The most frequent minimal teaching requirement was teaching assistantship (5 programs), 2 programs required minimum of pedagogical coursework completion, and 5 programs required a combination of pedagogical courses and teaching practicum or assistantship (Table 1). Additionally, 2 programs reported a teaching track and 3 programs reported conferring a teaching certificate, approved by the institution. In this work in progress, large variations in MS programs in anatomical sciences and inconsistent core requirements for pedagogical training were noted. Many of the identified MS programs have been established in the last decade and have varied enrollment rates. With continued demand for anatomy educators the MS-level anatomy programs may present an un-tapped pool of talent however, ensuring content and pedagogical expertise may pose a challenge.

Is GPA Enough? A Platform for Promoting Computer Science Undergraduates’ Pursuit of Career Related Extracurricular Activities

Despite the perceived value of extracurricular experience, higher education relies heavily on grade point average (GPA) as a measure of undergraduates’ academic success. When used as a singular standard assessment, GPA, which is based on student progress and completion of coursework, may inadvertently steer undergraduates away from valuable out-of-class experiences that might enhance their employability after graduation. With this premise in mind, the current study proposes to supplement GPA scores in an undergraduate Computer Science program with a wholistic assessment known as an Innovation, Competency, and Experience (ICE) score. The ICE score is a point system for documenting and rewarding students’ extracurricular activities, in addition to their GPA scores. We designed and developed a web-based technology platform called RadGrad to implement ICE scores and promote student engagement and participation in extracurricular activities. Preliminary data shows that over 36% of students started to use RadGrad, even though its use was completely voluntary. More than half of those students planned and participated in various extracurricular activities, ultimately earning ICE points. Importantly, the ICE score deployed through RadGrad demonstrates the potential value of a supplemental assessment to GPA, which can promote extracurricular experiences relevant to students’ future careers beyond coursework.

Identifying, prioritizing and ranking of factors influencing the PhD milestones’ completion delays

The research oriented manpower is instrumental in the growth of economies. Unfortunately, the growth of doctoral research community is not keeping pace with the growing research requirements of India. “Time” to complete the milestones during the doctoral tenure is considered as an important constraint in doctoral degree completion. The present study mainly focus on this ‘time’ factor to complete the milestones in a doctoral life cycle. Secondary data and data collected through a focus group questionnaire survey were utilized. The opinions out of the survey were pairwise compared and ranked utilizing the Thurstone scale. The five doctoral lifecycle milestones identified through focus group discussions were enrolment, registration, synopsis submission, thesis submission, and viva-voce examination. The lack of administrative efficiency, guidance and publication; and delays in coursework completion and report arrival were found to be the most influential factors in delaying the different milestones completion in doctoral research. The findings out of this research can be further utilized to develop different policies towards overcoming these hurdles that can in turn lead to the timely completion of the different doctoral milestones. Moreover, this study can be generalized to other academic organizations as the doctoral journey milestones remain similar in every academic system in the world. Finally, some useful policy insights out of this study are presented.

Effect of manipulative treatment in patients with mechanical neck pain: a systematic review

Introduction: The neck pain especially of mechanical origin (related to the joints of the spine) interfere in health and quality of life of individual widely affecting the population. Objective: Analyze through a systematic review the effectiveness of manipulation as a therapeutic tool in neck pain. Method: The search was performed using the following databases: Scientific Electronic Library Online (SCIELO), Virtual Health Library (BIREME), PubMed (MEDLINE) and Google Scholar with the descriptors “Cervical manipulation”, as well as associated with the word “joint”, in the last 14 years (2001 to 2015). The search resulted in 446 articles of which 49 were selected for reading the full text, but only 10 articles contemplated the methodological criteria. There were included studies that approach about the neck pain, using manipulation associated with physiotherapy techniques. Reviews, master and doctoral thesis and Completion of Course Work were excluded, as well as studies involving animals. Results: The articles included in this study were submitted to methodological quality analysis of the PEDro scale, in which all items have average higher than or equal to six. The sample size ranges from 6 to 96 subjects with age between 18 and 65 years old. Regarding the gender of patients the prevalence was 35.71% for males and 64.28% for females, being this one predominant in the studies included in the research. The majority of the evaluated articles proved to be favorable to cervical manipulation with improvement of pain in 48.9% of patients in primary care and about 75% decreased in 6 months, as well as improvement of functional limitation. Conclusions: The cervical manipulation proved to be an important and effective technique in the treatment of mechanical neck pain, because it can minimize the painful condition and restore range of motion.

As experiências em Assessoria Jurídica Universitária Popular no estado do Pará

O presente artigo é derivado de pesquisa realizada para a construção de trabalho de conclusão de curso apresentado à Universidade Federal do Pará, que se baseou no levantamento sobre as experiências em Assessoria Jurídica Universitária Popular (AJUP) no estado do Pará. A pesquisa, de natureza qualitativa, foi orientada por uma revisão bibliográfica e uma pesquisa de campo realizada por meio de entrevistas semiestruturadas com 13 pessoas que tiveram experiência em AJUP e atuam profissionalmente em defesa de direitos humanos no Pará. Este trabalho tratará, inicialmente, dos elementos que formam a AJUP, seguindo para um resgate do histórico de núcleos que atuaram no estado do Pará e, por fim, apresentará alguns dos desafios identificados por meio dessa atuação. O surgimento das AJUPs no Brasil remonta à década de 1950, mas, apenas em 2004 houve as primeiras articulações no Pará, que resultaram na formação de quatro núcleos em períodos distintos. Apesar dos significativos avanços para a relação entre a universidade e a sociedade, os núcleos tiveram alguns limites de atuação, impostos pela dificuldade de renovação de membros e pela pouca expectativa concreta de continuidade de atuação profissional após a conclusão dos cursos de graduação. Como alternativas para enfrentamento desses obstáculos, refletiu-se sobre a necessidade de articulação entre as AJUPs em nível local e nacional, o cultivo permanente dos valores e princípios de AJUP e o direcionamento definido de suas atuações nas classes populares.

Reconciling Intent with Action: Factors Associated with the Alignment between Transfer Intent and Coursework Completion Patterns among Two-Year College Students in STEM

ABSTRACT In this study, we explored the alignment between initial transfer intent and subsequent course-completion patterns among 1,668 first-time STEM-aspiring students at two-year institutions. Using survey and transcript data, we conducted latent profile analysis and subsequent path analysis that revealed five distinct course-completion patterns: Trailing/Time-Out, Non-transfer-Focused, Transfer: STEM Concentrated, Transfer: Humanity/Social Science Con-centrated, and Transfer: Developmental Education Concentrated. Students’ math and science self-efficacy, academic engagement, and transfer-oriented interactions moderated the alignment between initial transfer intent and later course completion patterns. Based on the findings, we discuss the importance of cultivating strong academic self-efficacy and building effective advising practices to help students actualize their transfer intent.

A Gender Perspective in Initial English Language Teacher Education: An Argentinian Experience

In second language teacher education there is a gap in the literature concerning initial teacher preparation on gender and sexuality education. The aim of this study is to analyse the impact of a foreign language teaching module with a gender perspective on the education of a group of 30 student–teachers at an online initial English language teacher education programme in Argentina in 2018. Following an ecological approach to teacher research, data were gathered through surveys and student–teachers’ completion of coursework. Overall, the student–teachers found the experience beneficial both regarding their personal development as citizens and future teachers, in terms of their increased awareness of gender matters and their ability to produce motivating language activities anchored in wider social practices which promote gender equality and diversity. The study includes implications for initial teacher education and curriculum development.

A Situated Framework for Socialising a Scholarship Mindset with Doctoral Students

Aim/Purpose: The doctoral experience is a complex, challenging, and life-changing process. Cultivating a scholarship mindset is a requirement for success in early and later academic careers. This paper presents a situated framework for socializing doctoral students' scholarship mindset. Background: Faculty of doctoral education programmes prepare students for higher education and other scholarly positions. Methodology: In this situated framework, two doctoral faculty utilized their academic qualifications, programmatic experiences, and related academic literature to develop a framework that has been successful in a particular School of Teacher Education context. Contribution: The situatedThe situated framework, which includes steps to Develop, Nurture and Challenge, Apprentice, and Celebrate scholars, can serve as a guide to encourage review and evaluation of doctoral education programmes and the ways in which they develop doctoral students' scholarship mindset and preparation. framework can serve as a guide to encourage review and evaluation of doctoral education programs and the ways in which they develop doctoral students' scholarship mindset and preparation. Findings: Key findings included increased doctoral student participation in events and experiences that contributed to developing a scholarship mindset and strengthening their scholarly publication and research trajectory. Recommendations for Practitioners: Doctoral students need to engage in ongoing, strategic experiences that will positively impact their scholarship trajectory. Retention of doctoral students is not just a matter of successful completion of course work. Recommendation for Researchers: Research in the environmental learning contexts of doctoral education programmes and in the ways in which doctoral academic mentors engage students in scholarship may prove useful to programme developers. Impact on Society: Scholarship during doctoral studies and beyond will contribute to the development of quality education, knowledge, and research at all levels. Future Research: Future research should focus on empirical studies that explore the effectiveness of this situated framework through the perspectives of additional faculty and doctoral students at the particular university context.

Abdominal Anatomy Tutorial Using a Medical Imaging Platform.

Easing students' transition to the clinical environment is vital in medical education. For anatomy, this can be achieved by incorporating medical imaging. Most resources for study of imaging solely cover structural identification, which does not adequately prepare students to interpret imaging in clinical practice. This resource adds to a series of tutorials incorporating clinical applications of anatomy. The tutorial was a self-administered PowerPoint that guided students through principles of abdominal anatomy. It integrated radiological images, including X-ray, computed tomography, and magnetic resonance imaging, plus clinical correlations and self-evaluation. It was evaluated as a review tool, using repeated-measures control/experimental design, on 100 Australian medical students in preclerkship years. Testing comprised knowledge-based questionnaires, a Likert self-efficacy scale, and open-ended evaluation questions. Results suggest the tutorial significantly improved direct knowledge (p < .001), as the experimental group's posttutorial test scores were superior for direct questions by 32% on average. This difference was particularly significant for short-answer and multiple-choice questions. Students' confidence with anatomy and imaging was enhanced. These results demonstrate the tutorial's strength as a review resource. Unlike our previous work, where students received tutorials alongside anatomy teaching, this tutorial was assessed after coursework completion with similar results. Direct knowledge significantly improved; however, indirect applications did not, perhaps due to complexity of the region. Nonetheless, the results reinforce the value of the series' tutorials as review tools, as well as adjunct tools alongside anatomy curricula. There is scope for further research into their use as stand-alone resources.

Emphasizing Learning: Using Standards-Based Grading in a Large Nonmajors’ General Chemistry Survey Course

Many students associate grades with the completion of course work rather than learning the course content. While research has heavily focused on teaching strategies and instructional tools to improve students’ learning in general chemistry, less focus has been given to assessments as a learning tool to improve students learning. Standards-based grading (SBG) is a nontraditional assessment method that explicitly connects the learning course objectives with assessments and student grades. Provided with more than one opportunity to demonstrate their knowledge of course objectives, students are evaluated on their level of achievement of these objectives. This article describes the implementation, outcomes, and challenges of SBG in a large enrollment nonmajors’ general chemistry course. Evidence is presented regarding the use of SBG in chemistry from the evaluation of two semesters of students’ assessment scores and a student opinion survey. Students appeared to use the structure of the SBG to pass the course ...

A inclusão de alunos com deficiência visual no âmbito escolar

&lt;p&gt;Este trabalho aborda a inclusão de discentes com deficiência visual no âmbito do processo de ensino e aprendizagem. O objetivo deste é analisar a literatura existente e as políticas públicas direcionadas ao tema, bem como fomentar a importância da qualificação dos educadores para a educação especial priorizando o desenvolvimento da criticidade no ambiente escolar. Sendo uma revisão narrativa, que tem como metodologia de elaboração a análise crítica da literatura, com estratégias que busca a seleção dos estudos e a interpretação das informações contidas nas fundamentações teóricas de livros, artigos, dissertações, teses e trabalhos de conclusão de cursos. Observou-se que quando se trata de educação especial, a responsabilidade não é apenas do educador, mas sim de todos envolvidos neste processo, como é o caso da comunidade escolar e da sociedade em geral. Baseado nos dados da pesquisa pode-se dizer que para a educação inclusiva adquirir maior fortalecimento se faz necessário um comprometimento dos gestores, das autoridades governamentais e principalmente que a comunidade conheça os direitos que lhes são garantidos por lei e que exijam sua aplicabilidade na prática.&lt;/p&gt;

Examining change in K-3 teachers’ mathematical knowledge, attitudes, and beliefs: the case of Primarily Math

This study examines the impact of the Primarily Math Elementary Mathematics Specialist program on K-3 teachers’ mathematical content knowledge for teaching, attitudes toward learning mathematics, and beliefs about mathematics teaching and learning. Three cohorts of teachers participating in the program were compared to a similar group of non-participating teachers. Teacher outcomes were measured longitudinally across 5 years. Participating teachers showed changes in their knowledge, attitudes, and beliefs in line with program goals immediately after completion of coursework. Moreover, these changes were sustained in subsequent years, following program completion. Relative to the comparison group, participants demonstrated greater gains in knowledge as well as greater improvements in attitudes and beliefs. Implications of these results for professional development design, implementation, and evaluation are discussed.

Early Intervention Practices for Children With Hearing Loss

Early identification and appropriate intervention services for children who are deaf or hard of hearing significantly increase the likelihood of better language, speech, and social-emotional development. However, current research suggests that there is a critical shortage of professionals trained to provide early intervention services to deaf and hard of hearing infants and toddlers. In an effort to address the shortage, Illinois State University designed an interdisciplinary program aimed at providing the coursework and training needed by professionals to effectively serve infants and toddlers with hearing loss. The current study sought to evaluate the competencies of graduate students employing evidence-based strategies in listening and spoken language development following the completion of the program. It was hypothesized that the training program would lead to an increase in the use of evidence-based early intervention strategies specific to infants and toddlers with hearing loss and an increase in the frequency of their use. The results of the current study did not suggest that there was a significant difference in the use of evidence-based strategies following the completion of coursework; however, they did indicate that the interventionists involved were utilizing the strategies in both the home and the clinic-based setting.

Teacher Quality of Life: Perspectives about Their Welfare

Quality of life is the conception that the subject has on their situation in life, cultural context and its value system, establishing a relationship with objectives, goals, expectations, standards and concerns. Results from discussions among the authors, from the Hunger Completion of course work, which aimed to (re)learn the conception that teachers have on their own quality of life, also trying to establish the relationship between quality of life, well-being, malaise with the Theory of Baltes (Selection, Optimization and Compensation—SOC Model) in educational spaces and learning through analysis of responses of the SOC Questionnaire from seven public and private teachers, about their quality of life. To analyze the results, it was used as reference discursive textual analysis. The main results were the concern of teachers with the choice and organization of their life goals and the relationship that they made between quality of life with satisfaction, professional and personal.