Practical Course Research Articles

Exploration of the Cultivation of Innovative Talents in Intelligent Construction in Application-oriented Universities

Relying on the first-class construction discipline platform, the field research was conducted on the application-oriented colleges and universities that have opened the intelligent construction major, and the necessity of the establishment of the intelligent building major, talent training, professional construction, practice base construction, and teacher construction were discussed. The new generation of information technology, such as BIM technology, 3D printing, assembly, unmanned aerial vehicles, smart construction site sand tables etc., optimizes and adjusts the training program and curriculum system of civil engineering professionals, and integrates them into the corresponding courses. Combine smart construction site and virtual simulation technology with practical courses to explore the cultivation of innovative talents in application-oriented universities. The exploration of the cultivation of innovative talents in intelligent construction in application-oriented colleges and universities pays more attention to application-oriented training, explores new modes of practical teaching, and constructs a smart construction site simulation practice teaching system and virtual simulation practice teaching project group from practice, so as to provide reference for colleges in the later stage of intelligent construction professional declaration and construction, and application-oriented talent training.

Development and implementation of digital pedagogical support systems in the context of educational equity

In response to the covid-19 pandemic, the digital strategy of education has become a key pedagogical approach for higher engineering disciplines. In this complex environment, the outcome-oriented higher engineering discipline faces the challenge of educational equity in terms of curriculum design and learning outcome assessment for its online engineering practical courses. In order to solve this problem, this study develops a digital teaching assistant system to facilitate the reform of educational equity in higher engineering disciplines. The teaching and learning functions of the system aim to support the interaction between teachers and students in the teaching process and the visual display of learning outcomes, and its intelligent evaluation and analysis function is based on the multi-criterion group decision-making model of Quality Function Deployment (QFD) combined with t-test to realize the evaluation of course learning outcomes. The results show that the academic performance of this system is significantly better than that of other similar systems. The statistical results of the teacher-student satisfaction survey of the two systems show that the teacher-student interaction and multi-dimensional learning evaluation analysis report function provided by the system are the most highly recognized, and the system also has better educational equity in resource recommendation, interaction and collaboration, learning achievement display and learning achievement evaluation, etc. In addition, the system is more in line with the teaching characteristics of higher engineering disciplines, which can provide effective assistance for teachers of higher engineering disciplines to improve teaching plan and cultivate students’ disciplinary practicality, consequently creating favorable conditions for the establishment of teaching equity.

SWOT analysis of the use of Coursera, edX, and Futurelearn platforms in the education of physical education teachers

In the context of martial law, the use of online platforms for physical education teacher training is gaining popularity. After analyzing the popularity of foreign educational platforms, Coursera, edX and Futurelearn were selected for analysis. The purpose of the study was to conduct a SWOT analysis of the selected platforms for the training of Ukrainian specialists. Opportunities include multimedia, control, ability to teach people with disabilities, development of digital literacy, territorial independence, and diversity of material. Risks include limited access to the Internet, unreliable technical equipment, low motivation, and difficulty in learning if you don’t know a foreign language. Weaknesses include: lack of academic integrity, plagiarism by students, lack of individualized approach. Strengths include: online format, accessibility, structured information provision, and free of charge. The analysis shows that opportunities and risks are equally likely to occur when implementing such training in practice. It was found that the strengths of these platforms for their use in the process of training physical education teachers in Ukraine significantly outweigh the weaknesses. As a result of the analysis, based on the comparison of opportunities and risks, strengths and weaknesses, it was possible to develop the most necessary measures for implementation, so that the implementation of such courses in practice in Ukraine in the training of physical education teachers would be as effective as possible and would allow to improve skills and competencies, as well as increase their own level of competitiveness in the labor market.

Motivations of Media Students to Adopt AI in Practical Courses

Motivations of Media Students to Adopt AI in Practical Courses

Harsh parenting trajectories from childhood through adolescence and socioemotional competences at age 18: 2004 Pelotas Birth Cohort Study

BackgroundLimited research has explored the course of harsh parenting practices throughout childhood and adolescence and its impact on socioemotional competences from a longitudinal perspective. This study examined the association between harsh parenting trajectories and socioemotional competences at age 18. MethodsData from the 2004 Pelotas (Brazil) Birth Cohort study, originally comprising 4231 live births, were used. Harsh parenting was measured using the parent-report version of the Parent–Child Conflict Tactics Scale at ages 6, 11, 15 and 17 years, and trajectories were identified using a group-based modelling approach. Socioemotional competences were emotion regulation, assessed by the Emotional Regulation Index for Children and Adolescents; self-esteem, measured by the self-report Rosenberg Self-esteem Scale; prosocial behaviour and peer relationship problems, both assessed by the Strengths and Difficulties Questionnaire. Multivariate linear and Poisson regression models were applied to examine the effects of harsh parenting trajectories on socioemotional competences, adjusting for confounding variables. ResultsWe identified three trajectories: a “low harsh parenting” trajectory (49.7 %), a “moderate harsh parenting” (44.7 %), and a “high harsh parenting” trajectory (5.6 %). Compared to those belonging to the low harsh parenting trajectory group, adolescents who experienced either a moderate or high harsh parenting trajectory exhibited lower scores in emotion regulation, self-esteem, and prosocial behaviour scales, along with higher scores of peer relationships problems. LimitationsData on harsh parenting at 15 and 17 years were available only for a sub-sample. ConclusionsOur study extends the evidence of the adverse effects of persistent harsh parenting on socioemotional competences during adolescence.

Mixed Reality in Medical Education - Introduction of a Practical Course Module.

With increasing digitalization in healthcare, there is growing potential for the use of Mixed Reality (MR) in medicine. In response to this, we developed a course to provide students with hands-on experience in MR and familiarize them with the technology. Utilizing the HoloLens 2, we designed an application enabling multiple users to interact with virtual objects overlaid on the real world and shared across devices. We used 3D heart anatomy models to let students discuss cardiovascular diseases together. We conducted a preliminary evaluation of our prototype, involving ten participants. The first test indicated a positive reception of the course, with students expressing keen interest in MR. With this work we share our experience to contribute to the field of MR applications.

Unravelling the Motivations behind Students’ Academic Migrations in Nepal: A Mixed-methods Approach

Background: Academic migration in Nepal is a complex phenomenon influenced by various factors that impact students' decision-making processes. Policymakers and educators need to understand these motivations. Methodology: This study investigates why Nepalese students are increasingly choosing to pursue academic opportunities abroad, and domestically. Using a mixed-methods approach, a cross-sectional time horizon was adopted in the Gulmi district of Lumbini province, Nepal. Results: Results show that factors like educational quality, educational opportunities, and career opportunities play a role in motivating academic migration; there is not a significant association between domestic and international academic migration plans with their educational purpose (p = .681), and with career purposes (p = .426). KII and FDG highlighted the lack of learning and earning schemes, demanded courses, technical training for practical courses, career opportunities, and job opportunities for students forced to migrate. Conclusion: The studies on academic migration highlight the complex factors driving students to seek education abroad, including attitudes towards staying in the host country, socio-economic and psychological impacts, and better career prospects. Economic considerations are a primary motivator, with personal attitudes and social networks also influential. For Nepalese students, interest in international migration is driven by perceived better quality of education, extra-curricular opportunities, and political stability. Chi-Square tests show no significant difference in migration plans based on educational or career purposes, indicating similar motivations for domestic and international migrants. Novelty: The study's strength is in identifying the multifaceted reasons behind students' decisions to migrate, which include economic, social, and personal factors. It highlights the role of students' attitudes as a mediator in their migration decisions, a nuanced aspect not widely explored in previous research. Furthermore, the Nepalese context provides a unique perspective on how local conditions and perceptions of opportunities abroad shape migration trends.

Experimental Course Reform of Applied Chemistry Specialty Under the Background of "Double First-class" Construction

In recent years, with the continuous promotion of the "double first-class" construction project in China, it has pointed out the direction for the future development of most universities in China. In this process, colleges and universities can optimize and improve the content, method and system of courses according to the development objectives of the specialty by increasing the proportion of practical courses, combining the characteristics and advantages of the specialty of applied chemistry, so as to cultivate a group of high-quality, high-level and high-capacity applied chemistry professionals for the society.

Knowledge Retention of Undergraduate Medical Students in Regional Anatomy Following a One-Month Gross Anatomy Course Setting

Background: In the achievement of optimal learning outcomes, knowledge retention presents a major concern for medical students and educators. Practical dissection courses facilitate the consolidation of knowledge of anatomy. Previously, it was shown that a regional anatomy dissection course is more beneficial over a 3-month than a 1-month duration for gathering pre examination knowledge. This study aimed to assess if follow-up anatomy interventions help consolidate regional anatomy knowledge and facilitate knowledge retention of undergraduate medical students. It was hypothesized that knowledge retention could be enhanced using post-dissection teaching interventions. Methods: Upon completion of the dissection course, Objective Structured Practical Examinations (OSPEs) were performed for the neck, thorax, and abdomen immediately before the start of the oral examinations, with follow-ups at 6 and 12 months. Between each of the examinations, virtual and in-person lectures and seminars on (radiologic) anatomy and pathology were held, including Cinematic Rendering, but without additional teaching on human tissues. Results: Significant improvements were observed for knowledge of the neck and abdomen regions in the 6- and 12-month follow-up OSPEs. The effects of knowledge gain were less marked in ethanol-glycerin- than in Thiel-embalmed tissues. Student perceptions regarding tissue quality correlated positively with their assessment of tissue suitability for examination preparation. In conclusion, even anatomy teaching interventions not utilizing human tissues may help consolidate and improve regional anatomy knowledge over a one-year term. Conclusion: Knowledge retention can be enhanced by accompanying virtual with physical teaching interventions.

Accuracy and validity of determined cause of death and manner of death following forensic autopsy prosection

AimsThe purpose of this study is to evaluate the accuracy and validity of the determination of cause of death (COD) and manner of death (MOD) at the completion of the...

Assessing the AI Acumen: A study on the knowledge, attitude and behaviour of dental students towards artificial intelligence

The influence of Artificial Intelligence (AI) can be seen in every nook and corner of life. It has become an essential part of human life. Its influence in medical field is also noticeable but in certain aspects utilization of AI in dentistry has not been up to a great extent. This questionnaire-based survey was done to assess the knowledge, attitude and behaviour of dental students about AI. A self-administered closed ended questionnaire consisting of 36 questions was distributed among 3100 interns and post graduate students studying in different parts of Rajasthan. The questionnaire consisted of demographic details of respondents as well as fundamental KAP towards AI.Response rate was 90.32%. The results showed that about 56.75% of respondents had poor knowledge of AI and its application in dentistry. Although their attitude towards AI was fair (48.75%) but their practical experience of using AI was poor (57.89%). There was a significant difference between the KAP of postgraduates when compared to interns (p value < 0.05). Pearsons’s correlation test showed that there was no correlation between knowledge and attitude or knowledge with behaviour as well as attitude and behaviour.There is a lack of awareness about the use of AI in dentistry among dental students. So, there is a need for implementation of practical courses to improve the knowledge as well as practice of AI in dentistry.

Determinants of educational and career decisions as well as educational migration based on the example of medical students at the Medical University of Lodz

Career decisions are most often made when taking up higher education. This is particularly true for medical students, especially medical practice students. Many factors influence the decisions made by young people. The subject literature mainly points to the importance of one’s own predisposition and interests, but also to the role of remuneration and the situation of a particular profession in the labor market. The case of people who take up the medical practice course of the Ministry of National Defense (MND) at the Medical University of Lodz in Poland is particularly interesting. The purpose of this paper is to show the reasons identified during the pilot study for taking up the analyzed course, the choice of university, and the university city. The pilot study, designed in principle to verify the validity of the prepared survey questionnaire, was conducted among 29 third-year students of the MND medical practice course at the Medical University of Lodz. It was conducted using a diagnostic survey method in the form of a questionnaire with over a dozen questions. The questions addressed the factors related to the students’ choice of medical practice course, determinants affecting their choice of the Medical University of Lodz and the university city. The questionnaire also contained questions about the respondents’ post-graduation plans and demographics. The results of the study allowed for the identification of the most important factors that affected the respondents’ choice of the medical practice course. These included personal interests, predisposition, the profession’s prestige, family traditions, and the physician’s remuneration. Other aspects included the factors affecting the choice of university and Łódź as the university city. The results of the study proved that the respondents chose the medical university in Łódź due to the availability of the MND medical practice course, as it is the only course of its kind in Poland. The high quality of the learning facilities, the university’s prestige, and the high level of teaching were also of great importance. Łódź was chosen as the university city primarily because of its university and the availability of the MND medical practice course.

The impact of a nutrition course on self-epistemic authority, professional meaning as mediating factors on professional identity among nursing students

BackgroundThe professional competence of nursing personnel is integral to the efficacy of nursing procedures. Educational endeavors, especially those encompassing professional training programs, are critical in fostering a professional identity among nurses. The role of nurses within a multi-disciplinary nutrition team has the potential to enhance professional identity and improve the quality of care provided.ObjectiveThis study aimed to explore the potential impact of knowledge acquisition and practical nutrition education on the development of professional identity among nursing school students. Furthermore, we hypothesize that professional autonomy and self-epistemic authority mediated the relationship between a sense of meaning, professional mission, and professional identity.DesignA cross-sectional survey compared nursing students who had completed a practical nutrition course with those who had not. The study measured professional identity, professional autonomy, self-epistemic authority, and sense of meaning. Data collection was conducted using validated questionnaires, with questions tailored to suit the study demographic. Mediation analysis was conducted on the combined sample of both groups.ParticipantsThe study included 98 nursing students, divided into a study group (57 students who completed a nutrition course) and a control group (41 students who did not complete the course).ResultsSignificant differences were found between the groups in measures of professional identity (t = 3.42, p < .001), professional autonomy (t = 2.93, p < .005), and self-epistemic authority (t = 2.78, p < .007). There was no significant difference in the sense of meaning (t = 1.45, p = .150). Mediation analysis on the combined sample revealed that self-epistemic authority mediated the relationship between professional meaning and professional identity, while professional autonomy did not.ConclusionThe findings suggest that practical nutrition education enhances nursing students’ professional identity, autonomy, and self-epistemic authority. Future studies should include larger and more diverse samples to further explore these relationships.

Design of basic football skills test instrument for university students

Football is one of the practical courses included in the curriculum in three study programs at the Department of Sports Science, State University of Medan (Unimed). The football skills taught include short and long passing, receiving, dribbling, heading, and shooting. To date, there has not been a standardized skills test suitable for heterogeneous students, allowing lecturers to use it for assessment purposes. Therefore, it is necessary to develop a skill test so that the learning provided can be evaluated properly. It is widely recognized that assessment is a fundamental aspect of education, because inaccurate assessment can hinder the achievement of learning objectives. This study aims to identify the optimal approach to football skill test development for students. The research methodology used is the research and development (R&amp;D) method. The research model used in this study is the Borg and Gall model which is only adopted consisting of several stages, namely needs analysis, design, development, and trial and validation. The population of the study (test takers) consisted of the male students of the Coaching Department (n=30), selected by a purposive sampling technique. The results of the analysis were analyzed using descriptive analysis and validation test analysis from expert assessments. The end result is a basic football technical test instrument, which includes instructions and drawings for each test. This test is useful for evaluating students enrolled in football courses, especially for university-level students. Keywords: Football Learning, Basic Skill, Developed Technical Test, University Students.

Teaching Scientific Literature Analysis: A Systematic Adoption of Skill-Building Methods to Enrich Research Training for Undergraduate Students.

Teaching scientific literature analysis skills is a critical step in research training. Here I describe a 6-week skill-building module on understanding scientific literature, incorporated into a 10-week undergraduate honors research practice course in Neuroscience. Key pedagogical components include: 1) student-centered active-learning, skill-building and community-building activities; 2) persistent adoption of a proven CREATE method and a novel curate scientific summary (CSS) method for teaching scientific literature analysis skills; 3) collaborative class organization consisting of persistent learning pods (PLPs) to facilitate student-driven participation and peer learning; and, 4) role play of a real research lab. Skill development was assessed using a self-assessment survey (SAS) and longitudinal evaluation of the CREATE and CSS methods application by the PLPs to analyze primary research articles (PRAs) over four weeks. Outcomes demonstrate alleviation of pre-existing student anxiety to read complex scientific literature and advancement of critical-thinking and collaborative skills. Specifically, the SAS responses indicate that student perception about reading scientific literature transformed from being a daunting task to an enjoyable activity; this enhanced their confidence in evaluating scientific literature. PLPs fostered student engagement, peer instruction, and community building, and contributed to skill development. Weekly assessment of CREATE and CSS application highlighted marked improvements in students' abilities to analyze and critique complicated scientific material. Role playing a research lab setting with a focused research theme facilitated integrative understanding of a frontier topic in Neuroscience. The outlined innovative approach can be adopted in Course-based Undergraduate Research Experience (CURE) and should help contribute to systematizing didactic practices to train neuroscientists.

Determination of the Ideas and Expectations of the Students Taking the Laboratory Animal Breed-ing Course towards their Clinical Skills Acquisition and their Achievements and Anxiety Levels at the end of the Application

This study aimed to determine the thoughts and expectations of the students who took laboratory animal breeding courses about clinical skill acquisition and their achievements and anxiety levels at the end of the application with a survey study. One hundred thirtyeight students participated in the survey. The questionnaire method was applied to the propositions and questions created using the State-Trait Anxiety Scale and the literature. A statistically significant difference (P&amp;lt;0.05) was found between the students' total scores of opinions and expectations towards the practice before and after the practice course. The total score of opinion and expectation towards the application after the application lesson was found to be higher (P&amp;lt;0.01) than the total score of opinion and expectation towards the application before the application lesson. State anxiety (P&amp;lt;0.05) and trait anxiety total score (P&amp;lt;0.01) were lower after the applica-tion lesson than before the application lesson. It was concluded that the applied education made a difference in the students' clinical skill acquisition and positively affected their mood.

Excellence and reinvigoration of teaching: ERT insights from a New Zealand specialist land-based university

ABSTRACT Purpose To evaluate what aspects of Emergency Remote Teaching (ERT) pedagogical practices used during the COVID-19 pandemic should be used to inform and improve in-person and online higher education programmes for the traditionally practical courses of agriculture, food and horticulture. Design/methodology/Approach Following the Triangulation Design for Validating quantitative data mode, an online Likert scale and open-ended questions survey collected 126 responses from students in mid-2021. Categorised questions focused on technology, virtual classes, laboratories, field trips/tours, assessments, and methods to retain, modify or remove from use. Qualitative data was thematically analysed and quantitative data employed descriptive statistics. Findings Results revealed that students would like some elements of ERT retained irrespective of future modes of teaching. Some virtual and online tools were very effective aids for learning practical components of courses, however, students’ well-being was affected by some university practices. Practical implications As the use of online tools is the reality of today’s classroom, understanding what worked for students is critical for improving learning. Theoretical implication Agricultural classes with practical components can be transitioned to online but need time, funding and online pedagogy to be successful. Originality/Value What was learnt during ERT measures for Agriculture Education should be reviewed to prepare for future issues that may disrupt in-person education practices.

Exploring Teaching Reform Methods in Innovation, Invention, and Intellectual Property Practice Courses

Exploring Teaching Reform Methods in Innovation, Invention, and Intellectual Property Practice Courses

미동북부 지역 대학교의 교양 음악교과 운영현황 분석 -예일 대학교, 존스 홉킨스 대학교, 컬럼비아 대학교, 바너드 대학교를 중심으로-

This study aims to analyze the operation status of liberal arts music education courses at universities in the Northeastern United States and draw implications for South Korea. The study investigated the liberal arts curricula and music courses listed on the official websites of Yale University, Johns Hopkins University, Columbia University and Barnard College. Across all universities, a total of 106 liberal arts courses were offered from the spring of 2023 to the spring of 2024. The research findings are as follows: First, liberal arts music education courses focused more on theoretical lectures rather than practical lessons, regardless of the scale or educational content of music majors. Second, all types of liberal arts music courses were distribution requirements. Columbia University had both core and distribution requirement courses. Additionally, advanced courses were offered based on students’ musical background knowledge. Third, the category names of liberal arts music courses were related to ‘Humanities’ or ‘Humanities &amp; Arts’. Fourth, the courses were classified into music courses (theory 76.93%, performance 24.53%) and convergence courses (theory 5.66%, performance 1.89%). Fifth, the content of the courses, if theoretical, covered various fields of musicology, while practical courses provided actual musical experiences such as composition and stage performance. They included classical music, jazz, popular music, and ethnic music from certain period. Integrated courses included subjects related to popular culture studies, theater, and literature. Based on these findings, the study suggests improving the liberal arts music education infrastructure of domestic universities, expanding core or distribution requirements, designating specific categories related to music or humanities, and developing courses of various topics and difficulties.

English needs analysis of food & beverage employees: A case study of a 5-star resort in Vietnam

In light of globalization and international travel, English plays a predominant role in the tourism and hospitality industries. Hence, effective communication in English becomes a requisite skill for Food and Beverage (F&B) employees, especially in luxury resorts. Nonetheless, there has been limited research into the linguistic needs of these employees. This preliminary study explored the English language needs and problems encountered by F&B staff at a 5-star resort in Vietnam in a post-pandemic context. Data included two sets of questionnaires and semi-structured interviews of full-time F&B employees and related stakeholders. In addition, an analysis of Tripadvisor reviews was utilized to understand customers’ opinions about the employees’ English abilities. The findings showed that the F&B employees perform various tasks requiring four English skills in their daily work. Regarding problems, these employees considered listening and writing to be the most difficult skills. Also, the F&B employees expected an ESP course prioritizing speaking and listening skills to mitigate the lack of exposure to English due to the COVID-19 pandemic and its concomitant travel restrictions. Based on the findings, practical course syllabi and pedagogical implications for related ESP courses were developed.