Courses In Curriculum Research Articles

Assessment of Undergraduate Nursing Students' Understanding of Herbal Medicines and Herb-Drug Interactions in Riyadh, Saudi Arabia.

BACKGROUND The use of herbal medicines (HMs) is increasing, which raises concerns of herb-drug interactions (HDIs). This questionnaire-based study aimed to evaluate knowledge of HMs and HDIs in 147 undergraduate nursing students in Riyadh, Saudi Arabia, between March 2022 to June 2022. MATERIAL AND METHODS An online cross-sectional study was conducted among 147 nursing undergraduates at King Saud University, Riyadh, Saudi Arabia from March 2022 to June 2022, using a self-administered 24-item questionnaire. The convenience sampling method was used to evaluate the knowledge of HMs and interactions of anticoagulants, anti-inflammatory drugs, antibiotics, and antiplatelet drugs with herbs like ginkgo biloba, St. John's wort, garlic, ginger, green tea, and chamomile tea. RESULTS The findings of this study reported that 74.8% of the undergraduates used HMs. With regard to HDIs, 20.4% of nursing undergraduates identified the interaction between gingko biloba and drugs like ibuprofen and warfarin, while 13.6% identified interactions between drugs like warfarin with green tea, ginger, and chamomile tea. Regarding general knowledge, 59% of the students (n=84) reported good knowledge of HMs. Previous history of HM use significantly affected the mean HM knowledge score (t=4.635; P=0.0001). CONCLUSIONS To summarize, Saudi nursing students showed a lack of understanding and knowledge of HDIs. Ability to identify specific HDIs, like ginkgo biloba interactions with warfarin and ibuprofen, and warfarin interactions with green tea and ginger, was limited. There is a need to introduce HM and HDI courses in the academic curriculum.

Students' Perspective on Undergraduate Research Experiences in Indonesian Dental Schools.

Undergraduate (UG) research is considered as an essential part of dental education. Numerous dental schools have included required course-based undergraduate research in their curricula. However, the implementation of UG research courses in the curriculum may vary between dental schools. In the present study, we aimed to evaluate student perspectives on UG research in the curriculum of Indonesian dental schools. A total of 203 participants from 10 dental schools returned the questionnaire. The participants were clinical students of the dentistry profession program who completed their undergraduate dentistry program from 2017 to 2022. The majority of study participants favored UG research in the curriculum of the undergraduate dentistry study program. Less than 20% participants perceived UG research experiments were not important in dental education. Factors that influenced these perceptions included the availability of adequate time to complete the course and sufficient support from research supervisors. Recommendations for improvement included providing an adequate time to complete UG research and adequate supervision to guide students to understand the conceptual background information of the research topics, designs, and scientific communication of data interpretation. Regular monitoring of students' performance and progress would ensure completion of UG research courses in a timely manner. In conclusion, although UG research as a compulsory course in the Indonesian dental curriculum was well received by the students, overcoming the challenges is essential for the improvement of the research environment for undergraduate dental students.

Implementation of Religious Moderation at Wahid Hasyim University

Higher Education (PT) as a provider of higher education has an important role in efforts to implement religious moderation, unfortunately, in recent years universities have become fertile fields for regeneration of groups that seek to undermine the existence of the Unitary State of the Republic of Indonesia (NKRI). In its implementation, the Ministry of Religious Affairs established a Moderation House in PTKIN, while in PTU there has been no special attention related to this. In particular, this study aims to find out the concept of implementing diverse moderation in Unwahas, which is a PTU under the auspices of the Ministry of Education and Culture of Research and Technology. This research is a qualitative research using data collection including documents, interviews, and observations. This study found that the implementation of religious moderation at Wahid Hasyim University was carried out in at least two strategic steps, namely through structured and academic programs. The structured program is a program that has been planned and implemented by the Aswaja Center Management and Young Aswaja Activists, Wahid Hasyim University, while academic means through the curriculum of the General Basic Course (MKDU), implemented in the Semester Learning Plan (RPS) of Islamic Religious Education Courses, to Aswajaan, Pancasila and Citizenship and also Compulsory Curriculum Courses (MKWK).

Justification and Roadmap for Artificial Intelligence (AI) Literacy Courses in Higher Education

This paper presents a justification for the implementation of AI Literacy courses in higher education. Ethical concerns and biases surrounding AI technologies are explored, highlighting the importance of critical analysis and responsible use of AI. A conceptual framework is then proposed, focusing on awareness, skill development, and practical application of AI. This framework aims to foster comprehensive understanding and empower students to leverage AI's potential while mitigating risks. The paper provides sample course titles and learning objectives. The suggested course format covers AI concepts, ethical considerations, bias awareness, and practical prompt engineering skills. There is a need for integrating AI literacy courses in higher education curriculum and this paper offers a roadmap for implementation. By equipping students with AI literacy, colleges can prepare students to responsibly navigate an AI-driven world while nurturing innovation and critical thinking skills that will be needed for future success.

Enhancing first- and second-year dental education: The power of integrated case-based learning across seven curriculum courses.

Enhancing first- and second-year dental education: The power of integrated case-based learning across seven curriculum courses.

Classroom recordings: Utilization and influence on course performance.

Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum. All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p < .05). Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p < .05), yielding moderate to large effect sizes. Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material.

The Merits of Teaching Basic Courses in Engineering Curriculum

The Merits of Teaching Basic Courses in Engineering Curriculum

Media and Information Literacy for All: An Analysis of the Content and Pedagogy in a University-Level Course

Media and information literacy (MIL) education is seen to be one of the solutions in dealing with concerns regarding information disorder. While there exists an MIL course in the Philippine senior high school curriculum, it is undeniable that strengthening peoples’ knowledge on the topic is essential. As such, the inclusion of a course on information literacy to the undergraduate curriculum in the School of Library and Information Studies of the University of the Philippines Diliman is a step in the right direction in ensuring that students consciously and continuously practice ethical engagements with information. Officially included in the curriculum in 2018, a year later, research focused on the course’s development was conducted. This research builds upon the researcher’s earlier work on course development. This time, the researcher who is also the one teaching the course, examines the teaching and learning practices employed in the delivery of the course, through an autoethnographic approach. Reflections were thematically analyzed and mapped against the Media and Information Literacy Core Educator’s Competencies released by UNESCO in 2021. The goal of this research is to serve as reference allowing MIL educators to reflect on and have an awareness of their strengths and weaknesses in terms of content and pedagogy. Findings could also contribute to the development of course materials related to the teaching of MIL.

Adaptation of Research Project Requirement at Pharmacy Undergraduate Studies: Students' Perception, Attitude, and Experiences.

To determine the final year pharmacy undergraduate students' attitudes toward research after completing a research project. A research project was introduced in the final year of the PharmD program in January 2022. After a period of one year, in Janurary 2023, students submitted their final research to the faculty members. The survey was conducted from 1st March to 30st April 2023 using a study tool that contained items asking students' demographic, their research perceptions, attitude and experience, and also motivation/barriers faced during the research project. Descriptive and t-test statistics were utilized to compare the means of subgroups at a level of significance, i.e., p < 0.05. The data were also analyzed using Goodman and Kruskal's gamma and Mann-Whitney U test. Majority of the students (93.8%) agreed regarding the significance of research in the pharmacy profession. Students were found to have their projects a worthwhile learning opportunity (94.2%). Students' motivation to execute research project stems from mandatory curriculum courses, improving clinical or hospital pharmacist training and fulfilling research skills (90%). Barriers hindered include lack of training, time, and patient follow-up (approximately 70%). The current study's finding was concluded with the fact that research is a valuable component of a well-rounded education and can enhance a pharmacist's skills. However, they need a combination of formal education and practical experience to pursue a profession in pharmacy.

Pre–post evaluation of the emotions and motivations for transformative action of medical students in Germany after two different planetary health educational interventions

BackgroundClimate change is the greatest threat to human health. Medical students, as future health-care workers, are important in promoting sustainable behaviours, which are strongly associated with individuals' emotional responses to climate change. At Würzburg University Hospital (Würzburg, Germany), a one-term optional course (40 learning units) about planetary health and two lectures within the curricular course Environmental Medicine were introduced in 2021. We aimed to examine the effects of these courses on the emotions and motivations of students in acting against climate change. MethodsWe surveyed medical students from both courses during four consecutive terms during 2021–23 with a pre–post design using an anonymous online questionnaire on EvaSys. The survey consisted of 20 closed questions based on a 5-point Likert scale and six open questions. Quantitative data were analysed with SPSS version 28.0.1.1. Qualitative data were analysed with Kuckartz' qualitative content analysis. Findings458 students were initially involved (349 [76%] in the lectures and 109 [24%] in the optional course) and 396 students were involved until the final date (288 [73%] in the lectures and 108 [27%] in the optional course). Mean response rate was 389 (85%) of 458 students pre-survey and 315 (80%) of 396 post-survey. The most frequently reported initial emotions of medical students from both cohorts were “helplessness” (220 [57%] of 389), “fear” (197 [51%]), and “disappointment” (171 [44%]). Only 82 (21%) of 389 students reported having “motivation to act” and 45 (12%) reported having “confidence”. When comparing 176 matched pre-lecture and post-lecture Likert scale values of reported emotions, we observed a significant decrease in “helplessness” (mean difference –0·37, 95% CI –0·2 to –0·53; p<0·0001; d=0·34) and “disappointment” (–0·35, –0·2 to –0·49; p<0·0001; d=0·36) and a significant increase in “confidence” (0·67, 0·82 to 0·51; p<0·0001; d=0·65 and “motivation to act” (0·4, 0·53 to 0·27; p<0·0001; d=0·46). Students associated these changes with options for action offered in the lecture. InterpretationThis pre–post evaluation provides evidence for a positive effect of planetary health education at the university level. Educators should focus on options for action and create space for improving emotional resilience within courses. FundingNone.

Development and Validation of the Artificial Intelligence Learning Intention Scale (AILIS) for University Students

As artificial intelligence (AI) permeates almost all aspects of our lives, university students need to acquire relevant knowledge, skills, and attitudes to adapt to the challenges it poses. This study reports the development and validation of a scale called the Artificial Intelligence Learning Intention Scale (AILIS). AILIS was designed to measure the different factors that shape university students’ behavioral intentions to learn about AI and their AI learning. We recruited 907 Chinese university students who answered the survey. The scale is comprised of 9 factors that are categorized into various dimensions pertaining to epistemic capacity (AI basic knowledge, programming efficacy, designing AI for social good), facilitating environments (actual use of AI systems, subjective norms, access to support and technology), psychological attitudes (resilience, optimism, personal relevance), and focal outcomes (behavioral intention to learn AI, actual learning of AI). Reliability analyses and confirmatory factor analyses indicated that the scale has acceptable reliability and construct validity. Structural equational modeling results demonstrated the critical role played by epistemic capacity, facilitating environments, and psychological attitudes in promoting students’ behavioral intentions and actual learning of AI. Overall, the findings revealed that university students express a strong intention to learn about AI, and this behavioral intention is positively associated with actual learning. The study contextualizes the theory of planned behavior for university AI education, provides guidelines on the design of AI curriculum courses, and proposes a possible tool to evaluate university AI curriculum.

Этико-философские аспекты цифровой танатологии

Modern man’s digital being has changed his attitude towards the most important cultural existentials, including the problem of death, which was sacred in previous eras. The article analyzes the characteristics of digital thanatology and raises the philosophical questions about the modes of digital afterlife. From an ethical and legal point of view, the article draws attention to the need to legally restrict the circulation on the Internet of the content depicting the bodies or parts of the bodies of military personnel killed in combat zones. The article analyzes moral and ethical nuances of new socio-cultural practices: selfies with the dead; streaming from funerals, creation of digital cemeteries and sharing of medical autopsy videos on Internet platforms. The author proposes the inclusuion of “Digital Ethics” course in the university curriculum on Ethics in order to prevent the devaluation of the problem of death under the influence of digitalization.

Doctoral Theses in the Digital Age – ICT use by Social Sciences PhD Students of The Maria Grzegorzewska University

The article is a result of a complementary advanced publication workshop accompanying the curriculum course exercises for PhD students, on the role of ICT in the research work of a scientist. To fulfill the extended course requirements the participants decided to write relevant paper, if possible, related to their individual research endeavors and their relations to the digital world. The paper consists of a collection of short chapters written by young researchers. They express their own views, based on early research experience, relevant generally to the inclusion of critical digital age components in their theses. The chapters are only moderately consulted by the tutor in the direction of finding a common denominator related to social sciences.

Literature in and through Translation: Literary Translation as a Pedagogical Resource

This article is the revised version of the paper that I presented at the 5th APTIS (Association of Programmes in Translation and Interpreting Studies) 2023 conference (“The teaching and learning that matter today”), whose proceedings were never published. As a result of globalisation, the number of books requiring translation considerably increased. Nevertheless, readers do not always acknowledge translations as such, and literary translators do not generally obtain the recognition they deserve. Academia may be partly responsible for that: on the one side, indeed, literary translation is not as discussed as other topics within the broader field of Translation Studies; on the other, whilst teaching texts in translation is becoming increasingly common, translated literature is not generally considered as an academic discipline on its own. To promote a wider circulation and appreciation of translated literature in and beyond academia, translated literary texts could be systematically introduced into the curricula of courses in literature and literary translation. This could be achieved through the compilation and use of parallel corpora, namely collections of source texts and respective translations. In this light, this paper has two main objectives: explaining how courses in literature and literary translation could be taught using parallel corpora; showcasing the pedagogical advantages that such an approach may have on different levels. As for courses in literature it would provide students with an understanding of the mechanisms behind the production of literary translations and their relevance within the broader literary system. On what concerns courses in literary translation, it may represent a compromise between theory and practice, and between the research-orientated environment of academic settings and the commercially-orientated publishing industry. The study was conducted through the review of pedagogical practices and contexts where literary texts are taught in translation. The paper concludes with the observation that this corpus-based teaching approach may have some positive repercussions outside academia: it would not only contribute to a broader appreciation of translated literary texts among the general public but also foster a broader recognition of the role of the literary translator in shaping and constructing foreign literature.

INTEGRATING PREVENTION THROUGH DESIGN (PTD) INTO ENGINEERING CURRICULA

For many years, the National Institute for Occupational Safety and Health (NIOSH) and construction safety experts have advocated for implementing the Prevention through Design (PtD) concept in the United States. PtD aims to eliminate construction hazards during the design phase to prevent or reduce occupational injuries, illnesses, and fatalities during the construction phase. PtD is achieved by incorporating prevention considerations into all designs that may impact workers' safety. Civil and architectural engineers are considered the primary initiators of PtD in the construction industry, with the ability to educate project owners and construction practitioners about its benefits and importance. However, this group has a few, if any, educational interventions or training opportunities to develop PtD knowledge and skills in the United States. As a result, faculty members who may be willing to teach the PtD concept in their design courses (e.g., concrete, steel, foundation and traffic design courses) have limited exposure to the PtD concept and no clear guidelines to integrate PtD into their courses. This study surveys engineering department chairs in the United States to assess their perceptions about integrating PtD into the engineering curriculum. The findings showed that most participants do not favor incorporating PtD as a standalone course in the engineering curriculum. However, they expressed their support for integrating the concept as small modules within existing engineering design courses. Faculty members, teaching engineering design, should be provided the necessary resources to achieve this. This study contributes to our understanding of PtD integration strategies within engineering programs.

Need for Inclusion of Conservation and Rehabilitation Courses in Architectural Curriculum: Lessons from Pedagogical Experience

Need for Inclusion of Conservation and Rehabilitation Courses in Architectural Curriculum: Lessons from Pedagogical Experience

전공교육과정 질 관리를 위한 인증평가 루브릭 개발 연구

This study attempted to present a standard manual through the case of University A that can be applied when domestic universities want to improve or upgrade the rubric, which is the evaluation standard for curriculum certification evaluation, more than 10 years after conducting their own curriculum certification evaluation to manage and improve the quality of major curriculum. To this end, a rubric draft was first developed by revising and supplementing the evaluation criteria based on the results of analyzing related literature research and analyzing cases of major domestic universities that introduced curriculum certification evaluation through the advice of experts(N=3) in the curriculum . The draft rubric developed in this way verified the validity and feasibility of research results through a meeting with a modified Delphi survey(N=10) and a practitioner in charge of major curriculum certification evaluation(N=5) for experts in the field of education who have conducted research related to curriculum evaluation and curriculum evaluation. The results are as follows. First, evaluation criteria were developed to systematically evaluate the entire course of the major curriculum, including curriculum development, support, operation, performance, and improvement. Second, the evaluation criteria developed in this way were designed with a total of 3 items and 19 evaluation criteria, and an evaluation criterion with a content validity(CVI) of 0.80 or more was developed. Third, based on the results of the curriculum certification evaluation using this rubric, a feedback system was proposed to strengthen the quality of major education by establishing a continuous curriculum quality management system. It is expected that these findings will help improve the quality of the curriculum and operate a substantial curriculum.

Perceptions of Medical Students on Research Curriculum: A Cross-sectional Study

Introduction: Medical colleges promote research by incorporating it into the curriculum, which enables students to acknowledge it as a career prospect. The aim of the study was to assess the perceptions of medical students on research curriculum. Methods: This cross-sectional study was conducted among 544 medical students (interns and post-graduates) at AIIMS Rishikesh in 2020. Data was collected thorough online self-administered questionnaire. A comparison between groups was made using the Mann-Whitney test or chi-square test p &lt; 0.05 was considered statistically significant. Results: Out of 544 participants, 218 (40.1%) responded with complete data. The total median score for the self-perceived ability of study participants regarding performing the research tasks differed significantly between interns and post-graduates [29.5 (24.0–34.2) vs 33 (25.2–39.7), p = 0.03]. They suggested that mandatory research projects, workshops, and training should be included in the curriculum. Conclusion: Feedback from medical students regarding the need for guided research projects, hands-on training, and inclusion of research methodology as a course in UG curriculum and provision of support in the form of incentives, academic credits, and motivation are well noted and guide the resource faculties to modify their teaching and student support programs.

Integrating lesbian, gay, bisexual, transgender, and queer (LGBTQ) competency into the dental school curriculum.

Decreasing healthcare disparities in marginalized communities requires healthcare providers who understand and appreciate social, economic, and cultural backgrounds. This includes care and education focused on individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ). This study examined dental students' and residents' self-reported clinical preparedness, prejudicial attitudes (implicit and explicit), and knowledge of health disparities that exist in the LGBTQ community using the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale (LGBT-DOCSS) prior to and after the presentation of an LGBTQ competency course. A total of 178 dental students at a private US dental school ranging from D1 to first-year postdoctoral residency participated in the course and completed both pre-course survey and post-course survey. Sixty-seven percent of the students reported having formal training in LGBTQ competency prior to completing the pre-training survey. The results of the LGBT-DOCSS in this population following intervention training revealed an increased feeling of clinical preparedness in treating LGBTQ patients, decreased bias toward LGBTQ, and increased knowledge of health disparities in the LGBTQ community. A more significant percentage of male respondents self-reported prejudicial beliefs. Knowledge of LGBTQ health issues increased significantly among pre-clinical students. Introducing an early intervention LGBTQ competency course in the dental curriculum is an effective method of improving students' awareness and self-confidence in working with LGBTQ patients while decreasing biases that may have existed prior to a training course.

Tracer Study of Bachelor of Science in Accountancy Graduates

The study primarily aims to trace the employability of the Bachelor of Science in Accountancy graduates. It focuses on determining their educational background, post-graduation activities, and employment. Moreover, the study is structured to assess the importance of undergraduate programs in fostering the skills development of graduates and the applicability of the curriculum's courses to their subsequent employment. A tracer study, elucidating graduates' educational and career paths, is a vital instrument in comprehending the outcomes of academic pursuits. Employing stratified sampling techniques, strata were derived from graduates spanning the years 2018 to 2022, ensuring comprehensive representation. In scrutinizing educational backgrounds, a notable 50.6% lacked specific certifications, with the Civil Service Examination emerging as the predominant certification at 28.1%. Influential factors in course selection were diverse, with parental influence (16.0%) and the allure of immediate employment (14.5%) exerting substantial impacts. A 14.6% of respondents in the professional training category chose the designation "Bookkeeping," indicating a substantial interest in acquiring skills related to bookkeeping. The study exposed a significant 68.4% of graduates currently employed, emphasizing the consequential impact of skill mismatches on job satisfaction. Notably, 67.8% of employment remained local, indicating a balanced representation of domestic and international work opportunities. The institutional contribution to graduates' personal growth was evident, as values like environmental responsibility and service to humanity strongly influenced professional behavior. In conclusion, this tracer study, methodically executed through stratified sampling, provides nuanced insights into graduates' educational and professional trajectories, underscoring the multifaceted influences shaping their career choices and emphasizing the integral role of education in fostering ethical and successful professionals.