Curriculum For Students Research Articles

The teaching design and implementation of “Helicobacter pylori” in medical microbiology

Abstract Background Medical microbiology represents a fundamental core curriculum for medical students. In order to adapt to the cultivation of high-level medical talents under the guidance of the concept of holistic education, the focus of this course is on the development of scientific thinking and professionalism. This paper took the example of Helicobacter pylori, an important pathogen in the digestive system, addressing the teaching design of this chapter in medical microbiology. Teaching design The design of this chapter includes learning objectives, teaching content, teaching model and assessment. The learning objectives were designed under the outcome-based education philosophy, integrating the three dimensions of attitude, skill and knowledge. The content of this chapter is designed to integrate a number of key concepts, including systematic thinking, critical thinking, the One Health perspective, and the mission and responsibility of infectious disease prevention and control. Question-oriented online-and-offline blended teaching model was adopted, and a multi-objective assessment system was applied. Implementation A series of questions were designed before, during, and after the class. These questions served as the primary focus of learning, guiding students through various teaching activities, including online self-study, offline discussion and analysis, and online extended learning. Concurrently, the evaluation is integrated throughout the teaching process, with particular emphasis on formative and process evaluations. Conclusions This teaching design facilitated the achievement of learning objectives and optimized the teaching effect. The students’ self-assessment of their overall improvement in knowledge, skills and attitude, as well as their high level of satisfaction with the classroom environment, is presented herewith. The teaching design of this chapter has a particular demonstrative effect.

Effects of Systematically Guided vs. Self-Directed Laparoscopic Box Training on Learning Performances: An Observational Study.

Minimally invasive surgery is increasing in all fields of surgery. It is currently unknown whether structured training is superior to self-directed training. The aim of this study is to analyze the enhancement of surgical skills in laparoscopy box trainers in a systematically guided training program compared to self-directed training. Two groups of 40 medical students were included in the study between 04/2021 and 01/2023. Each training session on the laparoscopic box trainer (Medishield BV, NL) was automatically protocolled, including time, force, and path length. The structured group consisted of 21 students working in peer tandem, while the self-directed group consisted of 19 last-year students in their four-month elective. The observational study was conducted in an ecological study design. The self-directed cohort completed an average of 15 training sessions compared to the structured cohort's 10 sessions. All participants in both groups improved in time, path length, and force. The structured cohort showed nearly linear improvement, while the self-directed cohort had high deviation in results. Supervision and collaborative work positively influence laparoscopic training success. Mere availability of training does not exploit the potential of laparoscopic box trainers. Curriculums for young surgeons or medical students should include institutionalized training with a structured schedule and a training partner for improved outcomes.

The journey of service-learning: Perspectives from medical imaging and therapeutic sciences students

IntroductionL'Afrique du Sud (AS) est décrite comme un pays en développement confronté à de nombreux défis socio-économiques. L'apprentissage par le service (AS) est considéré comme une partie intégrante de l'apprentissage intégré au travail (AIT), qui donne aux étudiants l'occasion de faire l'expérience du monde réel du travail en mettant en pratique la théorie qui leur a été enseignée. Dans le contexte de cet article, l'apprentissage intégré au travail est intégré au programme de premier cycle des étudiants en imagerie médicale et en sciences thérapeutiques (IMST) en Afrique du Sud, sous la forme d'un projet communautaire d'apprentissage par le service (PCAS). Des projets similaires permettent aux étudiants de s'engager auprès de divers groupes de patients afin de mieux comprendre les environnements bio-psycho-sociaux de leurs futurs patients et d'améliorer les pratiques de soins centrées sur la personne. Bien qu'il existe des publications relatives à l'expérience vécue des étudiants en matière d'AS, aucune étude n'a encore été menée sur les étudiants en IMST et leur expérience en matière d'AS. Les auteurs ont donc cherché à explorer l'expérience des étudiants de l'Institut de technologie de l'Afrique du Sud qui ont suivi avec succès un programme de formation à la santé et à la sécurité au travail. MéthodologieUn modèle de recherche qualitative a été employé avec l'utilisation d'un échantillonnage raisonné. La population étudiée comprenait tous les chercheurs inscrits à l'Institut de gestion de la formation professionnelle (IMTS) sur le site de recherche qui ont suivi un PCAS. Cette étude a été entreprise en utilisant une approche en plusieurs phases: phase A: analyse documentaire des rapports de réflexion, phase B: entretiens semi-structurés individuels et phase C: élaboration de recommandations. La participation était volontaire et une technique d'analyse thématique réflexive a été utilisée pour analyser les données. RésultatsTrois thèmes principaux ont été développés: 1) les défis et les obstacles, 2) les attributs positifs des enseignants et 3) les résultats positifs du projet. Bien que les participants aient fait part de certains des défis qu'ils ont rencontrés dans le cadre de leur participation à l'AS, plusieurs résultats positifs ont également été mis en évidence, ce qui les a encouragés à vouloir rendre service à leur communauté. Le soutien reçu de la part de leur professeur a été hautement reconnu. Parmi les recommandations formulées à l'intention des éducateurs, citons l'organisation de séances de contrôle régulières, la recherche de méthodologies permettant d'établir une relation de confiance avec les étudiants et la possibilité d'introduire plus tôt l'apprentissage par la pratique dans le programme d'études. ConclusionLes résultats de cette étude montrent clairement que l'AS est capable de combler le fossé entre les connaissances théoriques et l'application pratique. Dans le cadre du programme d'études de premier cycle des étudiants en soins de santé, l'AS est considéré comme un instrument clé pour cultiver un sens accru de la responsabilité civique. La gestion efficace du temps et la recherche de sponsors ont été jugées essentielles pour mener à bien un projet de PCAS. L'épanouissement personnel et professionnel était évident parmi les participants de l'échantillon et l'importance de l'apprentissage interdisciplinaire a été soulignée. Les participants ont en outre exprimé leur appréciation de l'opportunité que leur offrait l'AS en leur permettant de collaborer avec d'autres professionnels de la santé et d'apprendre d'eux.

Perception of Medical Students Regarding Clinical Trials and Its Impact After Educational Intervention – A Questionnaire-Based Study

Background and Aims: Clinical trials are gold standard for research and evaluating the efficacy and safety of healthcare interventions. Teaching about clinical trials is part of the pharmacology curriculum for undergraduate medical students. The aim of this study is to evaluate the knowledge, attitude and perception (KAP) of undergraduate medical students towards clinical trial. Methodology: An observational cross-sectional study was conducted at a medical college of Ahmedabad, using standardised self-administered questionnaires having total 25 questions regarding KAP, prepared by the authors. The pre- and post-KAP questionnaires (after educational intervention) were offered to the participants after taking an informed consent. Analysis was done using SPSS software, version 26. P value <.05 was considered as significant. Results: We surveyed 212 medical students; there was an improvement in the overall scores of knowledge domain from 79.67 to 92.19%, about 31.44% improvement in the attitude toward clinical trial and 78.17-91.12% improvement in the perception. There was improvement in median score of 84.76% in having ‘sufficient’ knowledge, 91.18% in having ‘positive’ attitude and 91.63% of respondents having ‘favourable’ perception, regarding clinical trials. Conclusion: The results of this study depict the intervention has enhanced KAP regarding clinical trial among the medical students. The medical undergraduates are future innovators, clinicians and scientific explorers. It would be better if they are trained at earlier days of learning about clinical trials/research and medical ethics to ensure that future medical students receive better training in understanding and conducting clinical trials.

Changing behavior and promoting clinical empathy through a patient experience curriculum for health profession students.

The authors sought to explore how a curriculum that uses a patient experience simulation followed by reflection can lead to clinical empathy in learners and whether this experience leads to behavioral change. Further, in response to critiques of common pragmatic approaches to clinical empathy teaching in which empathy is operationalized and taught through formal trainings and checklists, the study aimed to contribute insights regarding how clinical empathy may best be taught to health profession students. Twenty-six senior medical students participated in an insitu patient experience simulation during a 4-month period in 2021-2022 in an academic emergency department. The simulation was followed by a written reflection and a structured debrief. A thematic analysis was performed on transcripts of the group debriefs. In the group debriefs, learners described several empathetic behavioral changes they made after this intervention. First, learners discussed performing more small acts of kindness to improve patient care and humanize the patient experience. Second, learners discussed seeking to improve their communication through acknowledgment and validation of the patient experience. Finally, learners described actions to keep patients informed through frequent check-ins and setting expectations on time. The findings suggest that empathy may not be simply transactional for health profession students and that an understanding of the patient experience leads to actions that improve the patient experience and alleviate suffering.

Evaluation of Physical Education Curriculum for Non-Sports Major Students in Universities: An Empirical Survey

Physical education is a compulsory subject in the national education system, in which the university level has regulations, which are mandatory for this level of education. To properly evaluate the physical education curriculum in universities, this study surveyed 117 people who are managers, lecturers, and students in several universities on the following issues: Objectives of physical education curriculum in universities, content of physical education curriculum in universities, teaching methods of physical education subjects in universities, tasks of physical education curriculum in universities, openness of physical education curriculum in universities. The research results show that the problems in the university physical education curriculum have met the requirements of comprehensive education, but there are still some limitations that need to be further overcome in the coming time.

Developing a Canadian artificial intelligence medical curriculum using a Delphi study

The integration of artificial intelligence (AI) education into medical curricula is critical for preparing future healthcare professionals. This research employed the Delphi method to establish an expert-based AI curriculum for Canadian undergraduate medical students. A panel of 18 experts in health and AI across Canada participated in three rounds of surveys to determine essential AI learning competencies. The study identified key curricular components across ethics, law, theory, application, communication, collaboration, and quality improvement. The findings demonstrate substantial support among medical educators and professionals for the inclusion of comprehensive AI education, with 82 out of 107 curricular competencies being deemed essential to address both clinical and educational priorities. It additionally provides suggestions on methods to integrate these competencies within existing dense medical curricula. The endorsed set of objectives aims to enhance AI literacy and application skills among medical students, equipping them to effectively utilize AI technologies in future healthcare settings.

Adequacy of Copyright Information or Documentation, the Need for Training in, and Evaluation of Mechanisms for Delivering Copyright Education in Academic Libraries in Ghana

Abstract With academic libraries becoming increasingly involved in copyright issues, the ability to responsibly identify a copyright-protected material is becoming important in the administration of reprographic materials in academic libraries. A mixed methods approach was employed to evaluate the adequacy of copyright information or documentation, the need for training, and the mechanisms for educating library users on responsible use of reprographic materials that ensures a balance of stakeholder rights. Quantitative data was collected from 38 library staff and 530 postgraduate students, while qualitative data was collected from four head librarians (through one-on-one interview sessions), and two groups of six postgraduate students each from two public and two private universities in Ghana (through focus group discussion sessions). Only 21.4 % stated that copyright information or documentation on copyright policies on their university campuses was adequate. Copyright education for both staff and students was generally low in all the four institutions. Only “classroom training” had significant impact on users’ understanding of copyright laws and policies. “Professional associations,” “study visits,” and “consultant training” had little impact on the understanding of students about copyright laws despite most library staff being either “comfortable” or “very comfortable” with their level of knowledge on copyright issues. There is therefore the need to incorporate copyright issues in the school curriculum for students as well as institute CPD programs for professional librarians if academic librarians are to efficiently and adequately play their roles as agents of copyright education to the university community.

Language matters: realizing the promise of Complex Instruction for multilingual learners

ABSTRACT Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual learners, demonstrating what they were able to do with language, literacy, and academic content in CI classrooms in one middle school in California. The article illustrates how the curricular and pedagogical structures of CI classrooms facilitated multilingual learners’ academic engagement and opportunities for language development. It also warns that in order to recognise multilingual learners’ successes, teachers’ conceptions of language and literacy may have to change.

Effectiveness of History and Cultures Curriculum for Students’ Parents and Preschool Teachers

This research explores the critical need to integrate history and culture into preschool education, an area often overlooked in educational policy discussions. Drawing from the insights of Chinese history and culture curriculum in primary, secondary, and university levels, this study addresses the deficiencies in preschool education reform and policy. The study emphasizes the value of incorporating historical and cultural by Lee, W. O., Hao, N., & Zhou, Q. (2020), highlighting aspects such as cultivating aesthetic taste, showcasing cultural characteristics, and fostering cultural inheritance. The paper delves into the significance of history and culture curriculum in preschool education, focusing on children's development, patriotism, social fairness and justice, cultural inheritance, and unity between heaven and man for a harmonious life. Based on Piaget's child development theory and Confucianism's foundational principles, it elucidates the importance of aligning preschool education with cultural and historical contexts. Given preschool children's limited understanding and cognitive abilities regarding history and culture, the study proposes methods for integrating these themes into pre-education. It advocates for policy reforms in preschool education, emphasizing curriculum guidelines that reflect philosophical, psychological, pedagogical, sociological, and anthropological dimensions. Through a case study at Grace School in Yichun City, Heilongjiang Province, China, employing survey methods and case analysis, the research outlines goals for preschool history and culture curriculum. It incorporates Confucian concepts such as "harmony without diversity" and "endless life" to guide curriculum design and implementation, addressing evaluation criteria and curriculum content (Bahtilla, M., & Xu, H. 2021). In conclusion, the paper stresses the necessity of enhancing theoretical research levels in preschool education history and culture curriculum, advocating for improved training and implementation strategies. It envisions a collaborative effort among families, schools, and communities to foster continuous cultural learning and development among children.

Interprofessional values and ethics curriculum for first year health professions students

An Interprofessional Values and Ethics session was developed within the context of a larger Interprofessional Education program to teach early learners of various health profession programs to work collectively to explore social determinants of health as part of ethical and patient-centered care. The full program was delivered across fall and spring semesters of the first year of training for health science students. Students were provided didactic prework and collaborated in their small interprofessional groups during the Values and Ethics session to develop an interprofessional code of ethics. Finally, students participated in a team-based simulation using the IHELP tool to explore social determinants of health with standardized patients. Interprofessional co-facilitators guided each group of students through the session, assessing their interprofessional skill and ability to use the IHELP tool. Students and facilitators completed evaluations of the session, including quantitative and qualitative responses.

A case study on development of a spiral oral health curriculum for medical students.

Inadequate oral healthcare remains a critical public health issue in children and adults in the US affecting adverse social, psychological, economic, and health outcomes. Medical clinicians have a clear role in addressing oral health issues and improving outcomes. Oral health guidelines for health profession schools were developed by the Association of American Medical Colleges (AAMC) oral health core competencies, and the newer Center for Integration of Primary Care and Oral Health's (CIPCOH) Entrustable Professional Activities (EPAs). However, the majority of health professional school deans and residency directors in the US report they are not satisfied with the oral health knowledge and skills of their learners at graduation. To address this issue, faculty at the University of Massachusetts Chan Medical School (UMCMS) have worked for the past decade to develop and implement a true spiral curriculum building on lessons of knowledge, skills, and attitudes throughout the 4-year student experience. The current UMCMS curriculum involves most courses at the medical school, has community-based and interprofessional components, and is taught using multimedia. Most of the curriculum is mandatory with selective opportunities for those in specialty tracks or who are seeking more hands-on training. Our study evaluated the UMCMS curriculum using the AAMC and CIPCOH EPA guidelines. Findings show that all students receive training in 42 of 48 AAMC oral health competencies and seven of seven CIPCOH oral health EPAs with the opportunity to explore oral health further through elective courses. Assessments of students show they perform well and evaluation of the oral health curricula by students are positive. Although our oral health curriculum is robust, the next steps include expanding the evaluation of students to ensure they universally meet competencies. We expect that this case study can serve as a map for creating a generalizable, spiral curriculum for other medical schools.

Faith and Reason: Reinventing Scholasticism in Postmodern Philippine Catholic Education

This paper aims to present the necessity of a new scholastic movement as an intellectual and religious movement and to reinvent it in the context of 21st Century Philippine Catholic Education. This reinvention of Scholasticism aims to design a curriculum for Senior high school students in order to equip them in understanding and defending the Catholic Faith and Teachings. Since the Catholic Church is facing the problems given by postmodernism and atheism, there is a need for another scholastic movement to counter these problems. This paper uses in-depth and comprehensive analysis of texts related to reinvention of scholastic movement in the 21st Century. The researcher used Purposive Sampling technique to carefully select the articles based on their relevance to the reinvention of scholastic movement. This paper uses updated and relevant research papers for analysis. In addition, to argue that there is a need for a new scholastic movement in Philippine Catholic education, the Hegelian dialectic was used, the idea of history repeating itself became the start point of this paper to argue that this is philosophical sound and valid. This paper examines the necessity of the 21st Century Philippine Catholic Education to the reinvented scholastic movement and it also offers a comprehensive curriculum design to reinvent scholasticism in education. Since, it aims to craft a curriculum which is anchored to apologetics and scholasticism, this proposed curriculum can equip the students to be effective Christians who will defend the church and its teachings. With this, the Religious Education for Grade 11 and Grade 12 will be a strong foundation of Catholic Faith in the 21st Century Philippine Education for Catholic schools.

The Influence of PBL Based on a Pedagogical Approach on Improving the Critical Thinking Ability of MA NW Lenek Lauk Students

This study aims to find out whether the Problem Based Learning learning model based on the reflective pedagogy approach has an effect on improving students' critical thinking skills in economic learning in class X students at MA NW Lenek Lauk. This study is a Quasi Experiment research with a control group design of randong sampling. The research sample is 23 students for the experimental class and 25 students for the control class. The data collection technique uses tests in the form of Pretest and Posttest questions and uses questionnaires or questionnaires. The hypothesis proposed in this study is that there is an influence of the Problem Based Learning (PBL) learning model based on a reflective pedagogical approach on improving the critical thinking ability of grade X students in the independent curriculum for economics subjects at MA NW Lenek Lauk. Data analysis using an independent t test with a significant value of 5 % (0.05) can be obtained with a sig.( 2-tailed) by 0.000 < 0.05. It can be concluded that Ha is accepted and Ho is rejected, so the Problem Based Learning (PBL) Learning Model Based on a Reflective Pedagogy Approach has an effect on improving the critical thinking skills of class X students in the Independent Curriculum for Economics Subjects at MA NW Lenek Lauk.

Enhancing medical students’ understanding of end-of-life care ethics and law through video-triggered expert-led debriefing: a two-stage study

BackgroundTaiwan enacted the Hospice Palliative Care Act in 2000 and the Patient Autonomy Act in 2016. However, medical education has emphasized palliative care skills over ethical and legal integration. This study developed a curriculum for pre-clinical students, focusing on applying these issues in end of life care.MethodsThe participants were fourth-year medical students enrolled in a 1-credit medical ethics and law course at a medical school in Taiwan. The study employed a two-stage design, combining quantitative pretests and posttests with qualitative data obtained through the Know-Want-Learn strategy. The curriculum, called the video-triggered expert-led debrief module, included a video scenario on end of life care, insights shared by three interprofessional experts, and students debrief. In 2021, 168 students participated, and a quantitative questionnaire using a pretest-posttest design was applied to assess the curriculum’s impact on students’ knowledge and attitudes toward end of life care. In 2022, 157 students participated, and the survey used open-ended questionnaires (the Know-Want-Learn strategy) to evaluate what students already knew and what they wanted to know before the module, as well as what they had learned afterward.ResultsIn 2021, we collected 166 (98.8%) valid responses in the quantitative questionnaire. Seven of the eight knowledge-based questions and four of the seven learning motivation items showed significant improvement in the posttest (P < 0.05). In 2022, 81 (51.6%) valid responses were obtained from the qualitative questionnaire. Before the module, students’ understanding was superficial and focused on literal meanings. Three themes emerged in what they wanted to know: medical decision-making, ethics and laws, and empathetic communication, with eight subthemes. After the module, three themes and six subthemes were identified in the “what I learned” section. Students reported gaining knowledge related to ethics and laws, and empathetic communication.ConclusionsThe video-triggered expert-led debrief module can effectively teach the application of medical ethics and laws in end of life care. This approach has shown positive results among young medical students. It enhances students’ learning motivation, deepens their understanding of ethics and laws, and empathetic communication. It further encourages them to reflect deeply on the meaning of healthcare.

Effect of peer facilitation in anatomy small group curriculum on academic performance and retention: A pilot study.

Peer-assisted learning and group facilitation have been proven to foster active participation in small-group learning, and these effective teaching modalities have been shown to enhance learning outcomes. This study introduced a student peer facilitator role in an anatomy small-group curriculum for pre-clerkship medical students and explored its impact on academic performance and retention. Students were required to rotate through this facilitator role and lead their small group during their designated sessions. Data collection methods included pre-course and post-course surveys, individual quiz grades, and retention quizzes sent 1 month after each quiz. Overall, the data revealed a significant increase in the overall combined quiz averages across the curriculum for facilitators compared to participants despite having no notable increase in preparation time (p = 0.004). While facilitators scored significantly higher on the course quizzes, the slight increase in their average retention quiz scores was not significant. This study was unable to identify any significant benefits to retention for either facilitators or participants. In all, this study suggests that a peer facilitation paradigm can be an effective educational modality for medical students, and future studies should explore ways to improve knowledge retention through this role.

Digital Governance and Electronic Waste Management at Federal University of Mato Grosso do Sul – Brazil

The Federal University of Mato Grosso do Sul (UFMS) has the Information and Communication Technology Master Plan (PDTIC) to guide and monitor the performance of the Information Technology (IT) area within the institution. The IT area at UFMS has the Digital Governance Committee (CGD), responsible for drafting the Information Security Policy (PSI); the Information and Communication Technology Procurement Plan (PCTIC); the Open Data Plan (PDA); and the University's PDTIC. In addition to the Information and Communication Technology Agency (AGETIC), which is responsible for coordinating, guiding, supervising, executing, and controlling the organization's IT activities. This work aims to demonstrate that sustainability is part of both Digital Governance and the curriculum of UFMS students, focusing on the management of Waste from Electrical and Electronic Equipment (WEEE) within the University. The UFMS Solid Waste and Health Services Management Plan (PGRS/PGRSS) outlines guidelines for the management of these materials, and annually, since 2017, the Faculty of Computing (FACOM) at UFMS organizes the Electronic Waste Collection Week, a project aimed at raising awareness among the academic community about disposal, reuse, and recycling, helping to conserve the environment. This action assists in the education of these students by making them protagonists in this initiative. In each edition hundreds of electronic devices have been reused by students and community, serving as an example of socio-environmental impact action. The methodology employed by UFMS to organize and advance electronic waste management efforts involved the establishment of digital governance regulations, along with sustainability management and governance practices, in order to structure and promote electronic waste management actions at UFMS.

Penerapan Pendidikan Akhlak Santriwati dalam Kitab Akhlak lil Banat: Studi Pondok Pesantren Salaf Al-Mardliyah Tambak Beras Jombang

Moral education is a very important thing to do, this is based on the phenomenon that occurs in the era of society 5.0 which is very fast in anything. Character education can be said to be successful if it can be applied and carried out in everyday life, this is the result of learning formed slowly through knowledge and then carried out. The character education that will be studied by the researcher is moral education resulting from teaching and examples of a book of morals lil banat which is one of the bases in learning carried out at the Al Mardliyyah Islamic boarding school. This study aims to examine the application of moral education of female students based on the Book of Akhlakul Lil Banat at the Al-Mardliyah Islamic Boarding School, Tambakberas, Jombang. The research method used is the analytical descriptive method with data collection techniques through observation, interviews, and documentation studies. The results of the study indicate that the implementation of moral education for female students at the Al-Mardliyah Tambakberas Jombang Islamic Boarding School is carried out systematically and in a planned manner through direct teaching from the Akhlakul Lil Banat book delivered by the kyai and ustadzah with various relevant learning methods. The implication of this study is the importance of developing a more integrated and contextual curriculum for female students' moral education in accordance with the development of the times.

A Guide for Aspiring Neurology Educators.

Deans of medical schools have diverse roles and responsibilities. In this article, we use the career development trajectories of neurologists who have become education deans in student affairs and curriculum to offer advice to aspiring clinician educators of all levels and backgrounds. Although their roles differ, the advice they share is universal and essential for the career development of future clinician educators. ANN NEUROL 2024;96:823-825.

Analysis of University Students Liberal Arts Curriculum Perception and Needs

This purpose of this study is to analyze the perceptions and needs of students at University C regarding ‘liberal arts education’ and to draw implications for the reorganization and operation of the liberal arts curriculum. To this end, a survey was conducted on the perceptions and needs of the monitoring group of University C, and in-depth interviews and data analysis were conducted. A total of 91 students participated in the survey, responding to their perceptions of liberal arts education in general and their needs, and the researchers reviewed and analyzed 40 final reports submitted by the liberal arts education monitoring group. Five students, three from the humanities/social sciences and two from the natural sciences/ engineering, who were excellent members of the Liberal Arts Monitoring Group, were interviewed in-depth, focusing on information that could not be found in the survey and final reports nor could be confirmed through interviews. The analysis revealed the following perceptions and needs for liberal arts education.&lt;/br&gt;First, students at College C perceived that liberal arts education was necessary overall, but tended to perceive it as less important than education involving their majors. Second, students perceived that the liberal arts curriculum at College C was below average in reflecting their needs. Third, while the survey showed a strong preference for lecture-style classes, the data analysis and in-depth interviews showed that the curriculum should be improved with more interactive teaching and learning methods. Fourth, students at University C felt burdened and fatigued by the relative evaluation method centered on memorization and written evaluation, and demanded a change to an evaluation system that focuses more on the meaning of learning.&lt;/br&gt;Based on these findings, the university's dedicated organization for liberal arts education needs to make efforts to change the students' perceptions of the importance and value of liberal arts education and key information for academic guidance. In addition, efforts should be made to reflect student needs in the reorganization and operation of the liberal arts curriculum by establishing and operating student organizations such as student liberal arts curriculum committees and student liberal arts education monitoring groups, or even through competitions. In addition, the dedicated organization for liberal arts education should support liberal arts instructors and share teaching and learning methods that are more in line with liberal arts education through regular seminars for dedicated faculty members. Finally, it is necessary for educators to improve the evaluation system that focuses on students' learning activities in the student evaluation process, and to increase the satisfaction level of liberal arts courses through ‘clarity of evaluation criteria’ and ‘instructor feedback on grades’, and to improve instructors' awareness of student evaluations and to foster their evaluation expertise.