Foundation Course Research Articles

Battling time restrictions with collective discourse: collaborative quizzes in a condensed human anatomy course

BackgroundUndergraduate medical education is currently undergoing a remarkable period of transformation. The exponential growth of medical knowledge, accompanied by societal changes and expectations for the upcoming generation of physicians, is placing immense pressure on academic institutions to reform their curricula, particularly foundational courses such as human anatomy. Consequently, instructors are grappling with the challenge of striking a balance between a new curriculum and maintaining the time-honored benchmarks of medical education.MethodsThis study proposes a 9,5-week medical gross anatomy course containing collaborative quizzes to improve the efficacy in a condensed pre-clerkship curriculum. It was hypothesized that the implementation of collaborative quizzes facilitates group learning while ultimately helping students to be better prepared for the NBME (National Board of Medical Examiners) unit examinations used as summative assessment within the course. During the four collaborative quizzes, medical and medical masters student groups rotated through twenty dissected donor stations, each containing a short clinical or anatomy-related multiple-choice question formatted in NBME style. Students individually answered the question first and then collaboratively discussed the question in their group. Success was measured by individual student outcomes of four collaborative quizzes, two NBME anatomy-focused unit examinations, and overall course evaluations.ResultsOverall, all students (n = 203) passed the course and performed well on collaborative quizzes and NBME anatomy-focused unit examinations. Analysis of the quizzes revealed that questions involving tagged structures, blood supply, and nerves resulted in the most answer changes after group discussion. Course evaluations proved the collaborative quizzes to be enjoyable and beneficial to identify lack of knowledge areas.ConclusionsTo address time constraints within the pre-clerkship curricula effectively, it is crucial for educators to explore smaller adjustments to core learning principles. Collaborative quizzes in the gross anatomy laboratory provided students with opportunities to assess their knowledge in a low-stakes setting while simultaneously benefiting from peer learning. The collection and analysis of quiz grades offered a method of identifying struggling students before their first summative examination, enabling timely academic support. In the future, the research team hopes to continue using this assessment and integrate content from various other pre-clerkship courses.

Integrating Continuous Assessment into Undergraduate Computer Architecture using Automated Grading

Continuous assessment (CA) improves student engagement and understanding through regular evaluations and rapid feedback. This approach was integrated into a foundational Computer Architecture course using frequent quizzes. To manage large class sizes and limited teaching assistance, automated grading software was used. This paper discusses the implementation of automated grading for quizzes, detailing the process, and presenting course results and student feedback. Observations based on student feedback and outcomes suggest that integrating CA through quizzes is beneficial for student engagement and learning.

The Efficacy of Peer Tutoring on Math Achievement in Supplementary Examinations for First-Year Bachelor of Primary Education Students.

This study investigates the effectiveness of peer tutoring in enhancing mathematics achievement among first-year Bachelor of Primary Education students who face challenges leading to supplementary examinations. It seeks to understand how peer tutoring impacts students' confidence in mathematics, factors influencing their interest in the subject post-tutoring, and their perceptions of traditional teaching methods compared to peer tutoring effectiveness. Despite the inclusion of a foundational mathematics course, many students encounter difficulties, prompting a reliance on supplementary exams. Peer tutoring presents a potential solution to enhance understanding and confidence, thereby improving educational outcomes within the Bachelor of Primary Education program. The study employs a mixed-method case study design, combining quantitative analysis of pre/post-test scores with qualitative insights from surveys, with ethical considerations including informed consent and confidentiality measures. The population comprises first-year Bachelor of Primary Education students facing supplementary exams, with a purposive sample selected for thorough exploration of research questions. Results indicate significant improvements in students' confidence and interest in mathematics post-tutoring, highlighting peer interactions and interactive teaching styles as key motivators. The findings affirm the positive impact of peer tutoring in addressing foundational mathematics challenges and underscore the need to integrate peer tutoring into teacher preparation programs and revise curricula to prioritize active learning strategies for improved educational outcomes.

Investigation the Current State of University Physics Teaching: A Case Study of Taishan University

University Physics is a foundational course offered to undergraduate students in science and engineering programs outside of physics majors and it represents a foundational discipline in science and engineering education. However, traditional University Physics instruction has many areas in need of improvement. A questionnaire for undergraduate students was prepared and implemented in order to grasp the current status of teaching and learning of University Physics at our institution. Based on the statistical analysis of the survey data, the learning and teaching status of University Physics courses were identified, and teaching suggestions to improve the quality of classroom instruction were proposed.

Teaching Reform and Practice of Linear Algebra Based on the "Three Transformations and Six Dimensions" Progressive Model

Linear Algebra serves as a crucial foundational course for economics and management majors in universities, where its abstract nature and complexity often pose challenges to student learning. To address the pain points of the course, we have proposed a "Three Transformations and Six Dimensions" Progressive model. This model integrates Linear Algebra with professional education and course education, using stratified and progressive teaching strategies to simplify teaching content, guide learning methods, and achieve effective teaching evaluation. Specific measures include reconstructing course content, building knowledge maps, integrating course ideology and politics, optimizing teaching models, strengthening practical innovation, and advancing a diversified evaluation system across six dimensions. Practice has demonstrated that this model effectively enhances teaching quality and markedly boosts students' mathematical literacy, logical thinking, and application capabilities. The questionnaires show that students have a relatively high level of satisfaction with the teaching methods, instructional tools and diversified assessment processes of this course. Statistical analysis of grades over the past three years indicates a significant increase in the proportion of students achieving excellent or good results in their final exams, along with a decrease in the failure rate. Students have been able to apply the knowledge of linear algebra in academic competitions and innovation and entrepreneurship practices, achieving remarkable success. Concurrently, the teaching outcomes are bountiful, with the course team's teachers winning the second prize in the provincial teaching innovation competition and the second prize in the provincial young teacher teaching competition. The MOOC and AI courses based on knowledge graphs have been adopted by over 600 universities in China, with more than 100,000 students using them. The demonstration and radiating promotion effects are quite good.

Hot asphalt recycling in cold climate: performance-based mixture design and a test section in the Swiss Alps

The use of high reclaimed asphalt pavement (RAP) content in the production of hot asphalt mixtures increases the risk of pavement cracking, especially in locations with cold climate and high temperature fluctuations. Here we used a performance-based mixture design approach to prepare three plant-produced hot asphalt mixtures for base, binder and foundation courses containing between 60% and 85% RAP and paved them at 1900 m altitude in the Swiss Alps. The mixture performance-based test and road core test results demonstrated that it is possible to ensure the required mixture performance even when using high RAP content so long as the homogeneity of RAP is ensured. The conventional mixture quality control requirements were fulfilled as well. As a result of the research, recommendations for designing mixtures containing high RAP content for high altitude roads are proposed.

CoCoSo Technique for Teaching Effectiveness

University mathematics, as an important core foundational course, is closely related to professional courses and occupies an important position that cannot be underestimated. University mathematics courses focus on cultivating students' abilities such as logical reasoning and abstract thinking, but the current teaching effectiveness of university mathematics courses is not optimistic. The teaching effectiveness evaluation of university mathematics education major is MADM. Currently, the CoCoSo and CRITIC technique was put forward MADM issue. The double-valued neutrosophic sets (DVNSs) are put forward characterizing fuzzy data during the teaching effectiveness evaluation of university mathematics education major. In this study, CRITIC technique was put forward the determination of attribute weights and double-valued neutrosophic number CoCoSo (DVNN-CoCoSo) technique is administrated for MADM. Finally, numerical example for teaching effectiveness evaluation of university mathematics education major is put forward to show the DVNN-CoCoSo technique.

Fifty years of initial teacher education in Portugal: looking back, looking forward

ABSTRACT This paper looks at Initial Teacher Education (ITE) over the last 50 years in Portugal (1974–2024). This is especially significant as 2024 marks the 50th anniversary of democracy in the country happily coinciding with the Golden Jubilee of the Journal of Education for Teaching. ITE policy development over the last five decades has generally been positive, particularly regarding the professionalisation of teachers through the recognition of ITE at higher education level, the accreditation of ITE programmes, the adoption of a master’s degree as the required level of professional qualification for all sectors of education (from pre-school to secondary school), and the role of higher education institutions in the education of teachers. However,a number of drawbacks can also been identified including the fragmentation of ITE curriculum components as a result of the Bologna process and the adoption of a sequential model, as well as, more recently, a reduction in foundational courses and the introduction of more ‘flexible’ ways to enter teaching within the context of a teacher shortage. The threats and opportunities in such a scenario are explored and implications for policy and practice are discussed.

Implementing of College English Course Based on a Production-Oriented Approach Combined with a Critical Thinking Process to Enhance the English Writing Ability of Non-English Major Students at Xi’an University

Background and Aims: University foreign language education is crucial in China’s higher education, holding a significant role in promoting the development of students’ knowledge, abilities, and comprehensive qualities. College English, a compulsory foundational course for the majority of non-English majors, plays an irreplaceable role in talent cultivation. The purpose of this research was: (1) to compare students’ English writing ability before and after implementing a College English Course based on a production-oriented approach combined with a critical thinking process. (2) to compare the students’ satisfaction after implementing the College English Course based on a production-oriented approach combined with a critical thinking process with the criterion set at 3.51. Materials and Methods: In this experimental study, 40 non-English major first-year students (one class) from Xi’an University were investigated. They were derived from the cluster random sampling method. The research instruments were (1) a College English Course based on a production-oriented approach combined with a critical thinking process and its six lesson plans, (2) an English writing ability test paper with a reliability of 0.931, and (3) a student’ satisfaction questionnaire with a reliability of 0.792. Data were collected and analyzed by means, standard deviation, t-test for dependent samples, and t-test for one sample. Results: After implementing College English Course based on a production-oriented approach combined with a critical thinking process in the classroom, the research results were as follows: (1), the student’s English writing ability post-test scores (M=41.08, SD=4.41) were higher than the pretest scores (M=37.08, SD=4.46) at a statistical significance level of 0.05 (t=45.61, p<.05). (2) The students’ satisfaction (M=4.44, SD=0.63) with the College English Course based on a production-oriented approach combined with a critical thinking process was high level. Conclusion: The College English Course based on a production-oriented approach combined with a critical thinking process has a significant effect on enhancing the English writing ability of non-English major students at Xi’an University. Students are satisfied with the developed College English Course based on a production-oriented approach combined with a critical thinking process.

Beyond 'spray on' professional development: Enhancing supervision in a tertiary teaching hospital.

Short 'programmes' of professional development can have limited impact on clinical supervisors' practices. This paper reports on an innovative programme of professional development, implemented in a tertiary teaching hospital, that was designed to build clinical supervision capacity, improve the educational practice of frontline clinical supervisors and cultivate future educational leaders. The programme was a partnership venture between St. Vincent's Hospital Melbourne and the University of Melbourne. It has a three-tiered tapered design: a foundational self-paced online course; online, interprofessional learning communities; and a Graduate Certificate in Clinical Education. Participants progressed from one tier to the next, with the largest number of employees participating in the primary tier (N = 112). We adopted a utilisation-focused approach to evaluation, collecting multiple data sets across the tiers. Participants reported greater consciousness of their teaching practices, made changes to their practice, and the interprofessional learning communities allowed better integration of practical knowledge with the formal knowledge from the foundational course. Systemic outcomes included the creation of informal educator networks and the diffusion of ideas and practices within the hospital. Managers and clinical education leaders at the hospital concluded that funding this programme of professional development provided significant benefits, with a high return on investment, which may be transferable to other health care settings that place value on clinical education. For the outcomes to be sustainable, an ongoing programme of professional development needs to be built into the institution's fabric so that the resultant supervisory practices become strongly embedded in the organisational culture.

An Assessment of Level of Reflective Thinking among Phase I and Phase II Medical Students—A Cross-sectional Descriptive Study

ABSTRACT Introduction: As part of a competency-based curriculum, reflective writing (RW) is advocated right from the first MBBS, where students are expected to write reflections on the foundation course, early clinical exposure (ECE), self-directed learning (SDL), and AETCOM module in their log books. RW aimed to develop reflective thinking/reflective capacity among medical graduates to assist students in internalizing their learning in both cognitive and affective domains. The main objective of the study was to assess and compare the level of reflective thinking among first and second CBME batches of medical students using a self-administered structured questionnaire. Methodology: A self-administered questionnaire was shared with the students through Google Forms. A questionnaire was administered after the students were exposed to writing their reflections in the log books for each of their experiences in the foundation course, early clinical exposure, etc. Results: There were a total of 210 participants in the study, of which 151 of them belonged to Phase I, and 59 belonged to Phase II of MBBS. A mean score was then calculated for first- and second-year students for each of the four scales (understanding, habitual action, reflection, and critical reflection). The mean scores for habitual action and critical reflection are higher than those for understanding and reflection among Phase II medical students when compared to Phase I. Conclusions: This study provided insights from the students on their knowledge, attitude, and practice of reflective thinking among medical Phase I and Phase II medical students.

A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education

Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one “diversity” course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs’ social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education.

A Study on the Educational Model of Connecting Vocational and Undergraduate Education in Finance and Accounting Majors

This article studies the educational mode connecting vocational education and undergraduate education in finance and accounting majors, in response to the weak cultural foundation and poor course integration faced by current vocational school graduates after entering vocational undergraduate education. By adopting empirical research methods and selecting vocational college students majoring in finance and accounting and ordinary high school students as research objects, this study implements a series of teaching reform measures and conducts tracking surveys on the short-term and long-term effects of educational reforms. As a result, it was found that in the final survey of graduation destinations, 34 vocational and technical college students were engaged in related work in their majors, accounting for 45.9% of all vocational and technical college students. This proves that the proposed transitional education model can effectively enhance the cultural foundation of vocational college students and provide new ideas for the cultivation of talents in finance and accounting majors.

No Evolution Without Revolution: Historical Revelations for LIS Education

As the field evolves and adapts to emerging technologies and societal changes, the rich historical context and radical changes that have shaped libraries and information systems risks being overshadowed. This SIG panel presentation will feature presentations ranging from understanding the role of caucuses in the LIS field, using creative storytelling to illuminate LIS history, and how AI will impact our ability to tell, know, and make history. Following the presentations, we expect to have a conversation about how we preserve and share LIS history in the face of technological change. National Associations of Librarians of Color Provides Historical Context to Teach Social Justice Work - Long Before DEI and social justice were integrated into statements, core principles, standards, or competencies for LIS education, there were efforts conducted by BIPOC library leaders who moved the needle in the profession by establishing professional associations that represented their communities. This presentation makes the connection between diversity efforts in LIS history and LIS pedagogy, by proposing the use of the specific historical context of social movements to substantiate and inform the social justice work that current LIS graduates will encounter. Demystifying the Past to Examine the Present and Shape the Future: Historical Research and Creative Storytelling in LIS Education - Ely-Ledesma Unpacking the complicated history of libraries in the United States, and recognizing historical threads that connect past to present, is vital as the profession continually adapts to emerging technologies and societal changes. When considering implementing historical perspectives into LIS education, we must ask a basic question: How can we infuse historical perspectives into LIS courses in an effective way? Historical research and creative storytelling are one way to address this question. To this end, I propose a three-step process for a project suitable for foundational courses or courses on library history. Teaching the History and the Evolution of the Information and Knowledge Profession - Hawamdeh According to Marcus Garvey “A person without the knowledge of their past history, origin, and culture is like a tree without roots." Understanding the LIS history, evolution and the radical changes is a key to the continued transformation of the information and knowledge profession. The continued expansion, evolution, and the emergence of concepts such as knowledge management, data science and generative AI are raising questions like how these concepts are related to LIS, how can they be woven into LIS curriculum, and how historical perspectives can be used to shape the future of the information and knowledge profession.

Enhancing Accessibility and Engagement in Computer Science Education for Diverse Learners

This study investigates strategies to transform perceptions of computer science, with the primary objective of identifying educational interventions that can effectively reduce barriers faced by underrepresented groups in computer science education. Historically, this field has been perceived as dominated by complex mathematics and programming, which, reinforced by societal stereotypes, deters many from pursuing careers in technology. Using a mixed-methods approach that includes surveys, interviews, and case studies, the research identifies key barriers, such as gender disparities and misconceptions, while evaluating the effectiveness of various pedagogical approaches and outreach initiatives. Findings reveal that students often struggle with foundational courses, particularly in mathematics and programming concepts. Specific challenges include difficulties in grasping abstract concepts and a lack of confidence in technical skills. However, interventions like interactive teaching methods, mentorship programs, and the incorporation of real-world applications significantly enhance student engagement and academic performance. Active learning strategies and gender-sensitive curricula not only foster more inclusive environments but also enable all students to thrive. The research emphasizes practical recommendations for educators and policymakers, highlighting the need for systemic changes to promote inclusivity in computer science education. Ultimately, these findings contribute to fostering a more diverse and inclusive tech industry, underscoring the broader significance of creating equitable opportunities for all learners in the field.

Response-shift effect for self-assessment: Magnitude and accuracy within an interprofessional education course

ObjectiveResponse-shift has described a shift in respondents' self-assessment following an impactful experience—where a respondent may initially score themselves higher than their true ability on Pre-assessment, though shifted/lowered their initial ability-score (on Post-assessment) after they learned further. While the psychological literature had described this ‘response-shift’ effect decades ago, our objective at this time was to evaluate the magnitude that response-shift was occurring in our interprofessional education (IPE) context and using our own self-assessment instrument. MethodsUsing a standard response-shift study design, first-year health-professions students within a foundational IPE course completed beginning-of-course (Pre) and end-of-course (Post) self-assessments based on that IPE course's student-learning-objectives; additionally at course-end, students completed a retrospective-beginning-of-course (RetroPre) self-assessment (to reflect and score themselves retrospectively for course's beginning). Paired t-tests compared each student's Post minus Pre (Conventional) versus Post minus RetroPre (Adjusted-effect); effect-sizes used Cohen's-d. ResultsAmong 267 students, conventional change had a 0.5 effect-size (medium), while adjusted-effect change was 1.5 (very-large). Notably, some students’ conventional change was negative, though none of those same students reported negative-change in their adjusted-effect. ConclusionWe found a substantial response-shift in our educational context, and evidence for improved accuracy. Moreover, RetroPre/Post appeared more efficient for students (as they could complete both in one sitting at course-end, instead of twice with conventional Pre/Post), and staff (no one needed to match each student's Pre and Post assessments).

Held Captive and Told to Play

Research has demonstrated the need to prepare higher education faculty for transitioning from in-person to online modality. Researchers note the need to train faculty in course design, building classroom community, and establishing a teaching presence, among other things. This paper describes a professor’s participation in a university-funded professional development programme that aimed to boost quality in instructional design and result in rapid deployment of online courses. The programme required the professor to enrol in a foundation course in online teaching during the Summer 2023 semester and to transition two doctoral courses to online modality in time for the Fall 2023 semester. The foundation course focused on course design, accessibility, instructional roles, community, and more. Keys to the successful transition were the incentive offered by the university, one-on-one support for assisting with building the course in the learning management system, the 10-week immersion with a focus on course design, and being given time to play with new technologies. Other important takeaways from the summer experience are described. These meaningful practices for professional development may be useful to universities as they consider how best to enhance online teaching and learning, especially faculty motivation and training.

A Dedicated Graduate Certificate in Health Equity: A Novel Approach to Increase the Future Physician Capacity to Address Health Inequities.

Pervasive health inequities require new approaches to medical education to equip future physicians to address unjust disparities in health outcomes. Few curricula exist that focus on development of competencies and leadership skills in health equity, and little is known about the content that should be included. Vanderbilt University Medical Center and Vanderbilt University School of Medicine developed and implemented the Graduate Certificate in Health Equity (CHE) to address this educational gap. The CHE proposal was approved in summer 2019, enrollment began in October 2019, and the first course was offered in February 2020. The CHE includes 11 objectives, and programming spans medical school years 2 to 4. Students must complete 2 foundational courses, 2 health equity-focused electives, and a health equity immersion experience. Seventy-three students have enrolled since the CHE launched in academic year 2019 to 2020. In year 1, 14 third-year students enrolled in an inaugural condensed version and 16 second-year students enrolled in the full program. In subsequent years, 16 students (year 2), 15 students (year 3), and 12 students (year 4) enrolled. To date, 38 medical students have graduated. The CHE has engaged 16 community partners, including community health centers, immigrant and refugee services, rural health programs, and the LGBTQI+ community, as lecturers and hosts for immersion experiences. Future work will focus on updating objectives and developing a rigorous evaluation scheme. The CHE team members will follow up with graduates to determine how the CHE influenced their care for marginalized and minoritized patients, ability to identify and address systemic and structural barriers, and career development. The CHE is a potential model for other institutions to adapt and implement. Accruing a critical mass of institutions with health equity-focused programming for medical students is necessary to develop future leaders in health equity.

Building disciplinary knowledge upon the knowledge first-year students already have

Introduction: The authors describe how a Fundamentals of Design Lab (LFP) in Interior Design can be an effective learning and teaching venue for combining disciplinary design knowledge with the life experiences that first-year students bring to college. Methodology: In this section, the authors explore the teaching methods and principles of Universal Design Learning (UDL) that include learning by doing, classroom participation, iterative approaches to design, and dynamic teaching methodologies. Results: The section presents data relating to student involvement and participation in the course, acquisition of the study method relating to person/space interaction and finally data relating to the acquisition of skills for concept and project development and communication. Discussion: The authors reflect on the pros and cons of the pedagogical approach. Conclusions: The objectives and learning outcomes of the foundations course were achieved because the teaching approach used a broad spectrum of learning methods, combined disciplinary knowledge with students’ personal experiences, and placed first-year students at the forefront of their Interior Design education.

Knowledge and Skill Retention in First-Year MBBS Students After Basic Life Support Training: A One-Year Longitudinal Study.

BackgroundThe Indian National Medical Council has incorporated the Basic Life Support (BLS) course in the foundation course of the undergraduate (MBBS) medical curriculum. However, medical teachers raise concerns about how training would affect the retention of Basic Life Support (BLS) abilities in the longer run. So, the current study assesses the knowledge and retention of BLS skills among first-year MBBS students over one year.MethodsWe included one hundred first-year MBBS students in our study who were trained for BLS, including theory, demonstrations and hands-on training using mannequins. Theoretical knowledge was assessed using pre-test and post-test questionnaires. At the same time, the skills were evaluated using Directly Observed Procedural Skills (DOPS) scores before, just after the training session, and again after one month, six months, and one year. Course feedback was also taken from the students after completing the sessions.ResultsThere was a statistically significant difference between pre-and post-test knowledge scores, indicating that training improved their knowledge. (p < 0.001) There was also a statistically significant difference between pre-and post-test skills using DOPS (p < 0.001). There was no significant difference in the score when DOPS was conducted at one month, but a significant decrease in their skills was seen at six months and one year when compared with the Post Skill Score. (P < 0.001)ConclusionsThe first-year medical students’ knowledge and skills were enhanced by BLS training coupled with practical sessions. Such waning skills necessitate repeating the training at periodic intervals to reinform retention of skills acquired during BLS training.