Academic Programs Research Articles

Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects

Abstract This article discusses nexus analysis (NA) as a research strategy that provides specific tools for reflecting on the roles of researchers and participants in participatory research. While many research traditions use participatory methods and problematise what it means to participate in research, thus far the potential of nexus analytical concepts as tools to mediate such a reflection has not been discussed explicitly. In order to illustrate how NA promotes such reflections, we draw on four linguistic projects in multilingual settings that deal with (1) preservice teachers’ learning to design for language learning in hybrid environments on a university course, (2) plurilingual and collaborative teaching approaches to writing in language classrooms in secondary schools, (3) language socialisation of migrant mothers, and (4) family language policy in single-parent families. With this article, we demonstrate how the nexus analytical conceptual tools of ‘zone of identification’, ‘historical body’ and ‘interaction order’ facilitate reflection upon the researcher’s participatory engagement in various stages of the research process. We show that the lines between the roles of researchers and participants are blurry, in particular in research projects that focus on introducing social change. Additionally, we highlight the importance of reflecting on power relations between researchers and participants and how control over project direction and decisions can impact the representation and involvement of community members.

Dietitian-nutritionist intern resident (D-NIR) - A need light years away from occurring in Spain

The dietitian-nutritionist (D-N) is a health professional with a university degree in human nutrition and dietetics in charge of the correct nutrition according to the physiological and pathological needs of people, as stated in the Law on the Regulation of Healthcare Professions since 2003. Various national and international societies, supported by numerous studies, point to the need to incorporate the D-N in the National Health System (NHS) to improve healthcare in the context of multidisciplinary teams. However, despite the importance of the functions of the D-N within the NHS portfolio, and unlike the rest of the health professions, there are many regions in Spain that still do not have the figure of this professional. Likewise, there is no specific system of Specialized Health Care Training (SHCT) for this professional, which is a need that impedes his or her own official training and specialization. Therefore, the creation of an SHCT for the dietitian-nutritionist intern resident (D-NIR) is proposed with the aim of improving their comprehensive training, competencies and responsibilities, thus improving the quality of care in the NHS in the context of multidisciplinary teams.

Navigating interactions and challenges in online learning: a qualitative study through social presence theory

PurposeWith the increasing number of institutions offering online degree programs, there is a growing need to understand the requirements for interactions and the challenges present in online learning environments. Consequently, this qualitative study aims to explore aspects of nontraditional students, typically defined as older than traditional college age, employed full-time or with family responsibilities.Design/methodology/approachThis study employs a qualitative approach, conducting in-depth interviews with nine nontraditional students. Grounded in social presence theory, this study analyzed the experiences and viewpoints of nontraditional students in the online learning environment, utilizing thematic analysis.FindingsThematic analysis unveiled two major themes: interactions in online learning and challenges in online learning. Four sub-themes emerged from interactions in online learning (interaction with instructors, interaction with peers, content interaction and interface interaction). In addition, three sub-themes emerged from challenges in online learning (timing inflexibility, tools and technological barriers and diverse learning modes). The findings of this suggest that nontraditional students derived benefits from online learning, yet they faced limitations in peer interaction and experienced technological barriers.Originality/valueThis study is based on primary data collected from nontraditional students, offering valuable insights into the needs and challenges they face in higher education while engaged in online learning.

Trajectory of Cardiovascular Health Across Childhood and Adolescence.

The American Heart Association put forth the Life's Essential 8 construct to assess cardiovascular health (CVH) based on 8 behavioral and health factors. Few studies have characterized the natural history of CVH in early life or identified its sociodemographic determinants. To characterize CVH trajectories across childhood and adolescence and identify associations with sociodemographic variables. This study used data from the Project Viva prebirth cohort, an ongoing prospective prebirth cohort study conducted in a large multispecialty group practice in eastern Massachusetts among women who were pregnant and enrolled from April 1999 to November 2002. Participant inclusion required 3 or more CVH metrics in early childhood (median [range] age, 3.2 [2.8-6.2] years) or 4 metrics or more in midchildhood (median [range] age, 7.7 [6.6-10.9] years), early adolescence (median [range] age, 13.0 [11.9-16.6] years), or late adolescence (median [range] age, 17.5 [15.4-20.1] years). Of 2218 live births in the original cohort, 1523 were included in the present analysis. Data were analyzed from June to December 2023. Child sex, race, and ethnicity; maternal education; and household income. CVH score (0-100 points) from early childhood to late adolescence, calculated as the unweighted average of all available CVH metrics at each life stage. Among 1523 children, 782 (51.4%) were male; 53 (3.5%) were non-Hispanic Asian, 231 (15.2%) were non-Hispanic Black, 988 (65.0%) were non-Hispanic White, and 175 (11.5%) were non-Hispanic other. The mean (SD) CVH score was 82.6 (8.6) in early childhood, 84.1 (8.3) in midchildhood, 82.0 (9.8) in early adolescence, and 73.8 (11.5) in late adolescence. The estimated mean (SD) age of inflection when CVH score declined was 10.1 (0.7) years for male children and 10.0 (0.6) years for female children; the decline in CVH was associated with health behaviors rather than health factors. Male children (vs female children) had faster CVH score gain before the inflection (β, 0.79 points/year; 95% CI, 0.67 to 0.91) and faster CVH score decline after the inflection (β, -0.33 points/year; 95% CI, -0.44 to -0.22). Non-Hispanic Black children (β, 0.32 years; 95% CI, 0.20 to 0.43) and children of other non-Hispanic races (β, 0.16 years; 95% CI, 0.05 to 0.28) children had later timing of inflection compared with non-Hispanic White children. Children of mothers without (vs with) a college degree or with household income $70 000 per year or less (vs greater than $70 000/year) exhibited lower CVH trajectory throughout childhood. Children of mothers with some college education (vs a college degree) had later timing of inflection (β, 0.16 years; 95% CI, 0.07 to 0.26) and slower CVH score gain before the inflection (β, -0.24 points/year; 95% CI, -0.40 to -0.08). This study provides insight into the trajectory of CVH early in life, which may contribute to CVH disparities in adulthood, and identified modifiable health behaviors for focused prevention efforts to optimize CVH in early life.

The Economic Burden of Myasthenia Gravis (MG): A Survey of Affected People and Their Families.

Claims-based analyses have demonstrated high medical costs associated with myasthenia gravis (MG). We examined the economic burden of MG from the perspective of affected people and their families. The Muscular Dystrophy Association developed and conducted an online survey of people with MG and their caregivers between October 26 and December 6, 2021. Major themes were: MG-associated financial decisions, quality of life, employment and direct/indirect costs of diagnosis, healthcare insurance, medical visits, medications/treatments, medical equipment/devices, and caregiving. Eight hundred people with MG and 238 caregivers responding on behalf of a person with MG completed the survey. Most respondents were white (85%) and about half (55%) had received a 4 year college degree or higher education. Respondents indicated that MG impacted their health, recreation, and finances. 70% reported making financial adjustments or seeking financial assistance. Annual out-of-pocket costs (mean, $15,798; median, $7750) were primarily driven by medications, cost to receive a diagnosis, and healthcare insurance premiums. People receiving infusions paid significantly more across all care domains. Demographic disparities were observed, with people of color, women, and those on disability paying significantly more to receive a diagnosis than their counterparts. The economic burden on people with MG and their families is substantial, primarily driven by direct costs. There is a need to engage more broadly with the MG community for generalizable information. Respondents were self-selected, which may impact results. The results will be used to educate the public and inform advocacy work, with the goal of improving the lives of people with MG.

Comprehensive Diagnosis and Dendrograms: Model for Understanding Students and Their Learning Styles

Objective: To characterize socially, economically and culturally, as well as analyze the learning styles of Public Accounting students through a comprehensive diagnosis, and using the VARK model (Fleming & Mills, 1992) for the generation of Dendrograms. Theoretical Framework: The theoretical framework that includes the design of didactic units (Tamayo, Ortega, & Ruiz, 2019), the VARK model (Fleming & Mills, 1992), the theory of learning styles (Honey & Mumford, 1982) complemented by Madrigal (2015), the theory of multiple intelligences (Gardner, 1983) and dendrograms under Ward's method (Gutiérrez Cabello & Salama, 2012). Method: The method consisted of taking samples from three courses of a population of ten semesters of a Public Accounting program, data processing was carried out using the statistical software SPSS version 26. Results and Discussion: The findings provided key information for the knowledge of students and their learning styles, providing empirical evidence that constitutes significant contributions to the field of education, allowing teaching activity to be reoriented in favor of flexible pedagogical approaches that transform the teaching-learning process, being susceptible to replication in any other Academic Program. Research implications: The research generates empirical evidence by deeply approaching students' knowledge and their learning styles. Originality/Value: This original academic product contributes to changing teaching in favor of deep learning based on the knowledge of the students of the Public Accounting program.

Impact of Online Learning on Stress and Fatigue Using GSR and SOFI Measurements

The early days of university are often a period of great change and stress for freshman students. Freshman and sophomore students in the Industrial Engineering bachelor’s degree program at University X are adapting to a more flexible learning environment, running two different learning methods, namely synchronous and asynchronous learning methods. This study was conducted to analyze the classification of stress and fatigue levels of undergraduates in the Bachelor Program in Industrial Engineering at University X. Industrial Engineering bachelor’s degree program of University X when undergoing lectures. Stress levels were measured objectively using Galvanic Skin Response (GSR) with a gel electrode type. In contrast, fatigue levels were assessed subjectively through the Swedish Occupational Fatigue Inventory (SOFI) questionnaire. The analysis revealed that the stress levels of students during learning, whether through synchronous or asynchronous methods, were categorized as high, with a higher mean value observed in the synchronous learning method. Conversely, fatigue was classified as mild. Based on these findings, this study proposes implementing structured break schedules during synchronous learning sessions and optimizing asynchronous methods by integrating interactive yet less demanding activities to reduce stress and improve student well-being. Additionally, further ergonomic adjustments to the learning setup and duration are recommended to minimize fatigue.

MATEMÁTICA ACADÊMICA E MATEMÁTICA ESCOLAR NO ÂMBITO DO CURSO DE GRADUAÇÃO EM LICENCIATURA EM MATEMÁTICA

This article analyzes the relationship between academic mathematics and school mathematics in the context of undergraduate mathematics courses. Definitions of both are provided, based on authors who argue on the subject. The importance of these conceptions in the training of mathematics teachers and mathematicians is also highlighted. The authors researched and their writings form the entire theoretical basis of the work, which consists of a bibliographical survey, so that it is possible to observe that, although there is a fundamental relationship between them, there is also a perceptible difference. In the mathematics degree course, it is possible to verify the existence of subjects that contemplate each of the two perspectives mentioned. In view of this, the aim of this paper is to establish an analysis of the contributions that Academic Mathematics and School Mathematics make to teacher training and performance, which facilitate student learning, with more descriptive definitions and the use of methodologies aimed at communicating mathematical knowledge in an objective and practical way.

Nutrition literacy and its relationship with diet quality and quality of life among white-collar employees: a study from Türkiye

BackgroundNutrition literacy is an important component of health and healthy eating behaviors. The aim of this study was to determine the nutrition literacy (NL) status of white-collar employees and its relationship with adherence to the Mediterranean diet, anthropometric measurements, and lifestyle behaviors, including eating habits, dietary intake, and physical activity level.MethodsThis cross-sectional study was conducted with 3459 white-collar employees aged 18–65 who lived in Türkiye. A questionnaire prepared by the researchers was used to obtain information about the demographic characteristics and anthropometric measurements of the participants. Evaluation Instrument of Nutrition Literacy on Adults (EINLA) was used to assess NL, the Mediterranean Diet Adherence Screener (MEDAS) was used to assess diet quality, and the Quality of Life Test Short Form-36 (SF-36) was used to determine quality of life. Data analysis was conducted using the IBM SPSS Statistics 21.0 program.ResultsWith an average age of 24.3 ± 10.5 years and 50.7% women, women presented higher nutrition literacy than men did (p < 0.001). Most participants held university or postgraduate degrees with medium to high income levels and the majority demonstrated sufficient NL. Compared with other participants, those with adequate NL had significantly higher Mediterranean diet adherence, and SF-36 physical (77.27 ± 16.26), and mental (65.45 ± 17.00) scores (p < 0.001). Negative correlations were found between the EINLA score and BMI (r=-0.082), waist circumference (r=-0.072), hip circumference (r=-0.036), waist/hip ratio (r=-0.074), and waist/height ratio (r=-0.056) (p < 0.05). Additionally, weak positive correlations were observed between the EINLA score and the SF-36 physical (r = 0.158) and mental scores (r = 0.088), as well as the metabolic equivalent of task (MET) score (r = 0.042) (p < 0.05).ConclusionsThe results of this study demonstrated that NL is a significant predictor of anthropometric measurements and healthy lifestyle behaviors including dietary habits, and quality of life among adults. Nutrition literacy can enable individuals to make informed choices and thus contribute to the prevention of many noncommunicable chronic diseases.

Similar efficacy of intra-articular hyaluronic acid injections and other biologically active injections in patients with early stages knee osteoarthritis: a level I meta-analysis.

The present meta-analysis compared the efficacy of intra-articular hyaluronic acid (HA) injections in patients with early to mild knee osteoarthritis (OA) (Kellgren Lawrence I-II) versus other commonly injected biologically active compounds using patient-reported outcome measures (PROMs). The outcomes of interest were the visual analogue scale (VAS) and the Western Ontario McMaster Osteo-Arthritis Index (WOMAC) scores. This study was conducted according to the 2020 PRISMA statement. In April 2024, PubMed, Web of Science, Google Scholar, and Embase were accessed without time constraints. All the randomised controlled trials (RCTs) investigating the efficacy of intra-articular HA injections in the early stages of knee OA were accessed. Data concerning the VAS, WOMAC, and related subscales were collected at baseline and the last follow-up. Only studies clearly stated the degrees of advancement of OA using the Kellgren-Lawrence scoring system were used. The literature search resulted in four RCTs (390 patients). The mean length of the last follow-up was 7.5 ± 3.0months. 72.3% (282 of 390) of the patients were women. The mean age of the patients was 58.1 ± 3.2years, and the mean BMI was 27.3 ± 3.2kg/m2. At the last follow-up, no difference was found between HA and the control group in VAS, WOMAC, and related subscales. In patients with early to mild knee osteoarthritis, the current level of evidence suggests that intra-articular injections using HA performed similarly to other biologically active compounds commonly injected in the knee joint for a minimum of three months. Level I, meta-analysis.

Health information management students' work-integrated learning (professional practice placements): Where do they go and what do they do?

Background: Work-integrated learning (WIL) is integral to most health disciplines' profession-qualifying degree programs. Objectives: To analyse the categories, locales and foci of final-year (capstone), health information management professional practice (WIL) placements, 2012-2021, at La Trobe University, Australia. Method: A documentary analysis of 614 placement agency proposals, 2012-2021, interrogated multiple characteristics: agency type, placement (sub-) category (WIL model), project type, agency-required student capabilities, intended learning outcomes. Results: Public hospitals offered 50% of all placements. Medical research/health or disease screening/clinical registries offered 17.8%, incorporating 86.7% of "research-based" placements. Government department offerings were consistently stable; private hospital, primary care and community healthcare offerings declined. The majority (64.8%) of offerings were "project-based," followed by "internship" (28.7%: Health Information Service (14%) and "other" (14.7%)), research-based (4.9%) and other (1.6%). Ninety-nine (16.1%) proposals specified additional, pre-placement skills and capabilities: technical (information technologies, software applications; 58.6% of 99 proposals); working independently (49.5%); communications (written, verbal; 45.5%); targeted interest (38.4%) in "informatics and data quality," "quality and safety," "software development," "coding"; organisational and/or time management skills (29.9%); teamwork skills (20.2%); data analysis skills (18.2%); enthusiasm and/or self-motivation (15.2%). Conclusion: The project-based model for the capstone placement is ideal for preparing health information management students for complex, graduate professional work. Agencies' pre-placement expectations of students (knowledge, technical skills, soft skills) are consistent with findings from the WIL literature and align with course curricula and Australia's Health Information Manager (HIM) Profession-entry Competency Standards. Implications: The findings will strengthen the health information management profession's knowledge base of WIL and inform educators, students and agency supervisors.

Generative AI in Education: Assessing Usability, Ethical Implications, and Communication Effectiveness

The rapid expansion of generative artificial intelligence tools for textual production, such as ChatGPT, has been accompanied by a proliferation of similar tools used for creating images, audiovisual content, and motion graphics. These tools, valued for their creativity, are increasingly employed in the fields of art, education, and entertainment to enhance content creation, particularly on social media, while also reducing production costs. However, their use is not without controversy, as they raise significant ethical concerns, including the potential for generating fake news and disinformation. This paper presents an analysis of higher education students’ perspectives on the use of generative artificial intelligence tools within the context of a university course. The research was conducted through semi-structured interviews with 10 fourth-year students from the Department of Communication and Digital Media at the University of Western Macedonia. The study aims to provide an initial understanding of the impact of these tools in both education and communication, focusing on students who are future professionals in the communication field. The interviews explored the potential benefits of these technologies, which were valued highly, and the challenges presented such as privacy and credibility issues, which concerned the participants. Misinformation and deception were cited as the most significant risks, while these tools were evaluated positively in terms of communicative purposes, but still maintaining skepticism.

Underrepresented in Medicine Mentorship Program: Perceived Benefits and Lessons Learned

Background and Objectives: Faculty members who are underrepresented in medicine (URM) may benefit from mentorship that is designed specifically to meet their unique needs and is focused on improving their career pathways in academic medicine. The Underrepresented in Medicine Mentorship Program (URM-MP) is an academic society-based mentorship program that pairs early career URM faculty with mid- to late-career faculty specifically trained to address URM issues. Methods: During the first 3 years of the program, mentors received web-based training on addressing oppression and marginalization of URM faculty in academic medicine. Mentor and mentee pairs met monthly for 1 year and received support from program leaders through web-based check-in meetings twice per year. Pre- and postassessment data were collected from mentees to help identify their needs and evaluate their experiences. Check-in meetings provided feedback about the program. Results: Fifty-seven URM faculty participated in years 1, 2, and 3. Results of pre- and postsurveys showed that mentees significantly improved their self-perceived effectiveness to enhance their careers, to find resources to perform their jobs, and to navigate the challenges of advancing in academic medicine. Qualitative analyses revealed themes of appreciation for mentors supporting their unique experiences as URM faculty. Check-in feedback further reinforced the relationship aspects of the mentorship as a significant benefit of this program. Conclusions: Society-based mentorship that involves specific training for mentors and fosters trusting mentor-mentee relationships can improve URM faculty’s confidence regarding their ability to succeed in academic medicine.

Transforming Architectural Programs to Meet Industry 4.0 Demands: SWOT Analysis and Insights for Achieving Saudi Arabia’s Strategic Vision

The Fourth Industrial Revolution (Industry 4.0) has profoundly transformed industries worldwide through the integration of advanced digital technologies, including artificial intelligence, digital twins, building information modeling (BIM), and the Internet of Things (IoT). The Architecture, Construction, and Engineering (ACE) sectors are increasingly adopting these innovations to meet the evolving demands of the global market. Within this dynamic context, Saudi Arabia has emerged as a front-runner and significant investor in this sector, as evidenced by the launch of ambitious mega-projects such as NEOM and The Line. These developments prompt valuable discussions about the readiness of graduates to adapt to rapid technological advancements and meet the current demands of the Saudi market. Although numerous studies have explored this issue, the Saudi context presents unique challenges and opportunities due to the accelerated pace of change within the ACE sectors, driven by the goals of Vision 2030. For this reason, this paper aims to address this gap by exploring the readiness of architectural programs in the context of Saudi Arabia to meet the demands of Industry 4.0. To achieve this, a comprehensive literature review was conducted, developing an analytical framework. Subsequently, a multiple-cases approach was employed, with an overall top-level discussion on the undergraduate architecture program subjects available in the five regions in Saudi Arabia. A combination of field observations, domain expertise, and evidence-based coding methods was employed to develop the SWOT analysis. The SWOT framework was utilized to identify key strengths, weaknesses, opportunities, and threats within the current academic programs. The findings were then analyzed in a comprehensive discussion, highlighting necessary transformations in existing programs. The methodology employed in our study involves prolonged engagement and persistent observation to enhance the quality and credibility of the discussion. This paper serves as a roadmap for guiding future educational reforms and aligning architectural education with emerging industry demands and technological advancements in the field. Four key themes are essential for aligning architectural education with Industry 4.0: sustainability in the built environment, innovation and creativity, digital applications in the built environment, and entrepreneurship and leadership in venture engineering. It also strongly emphasized sustainability courses and noted notable deficiencies in preparing students for a digitally driven professional landscape. For example, the average program comprises 162 credit hours and 58 courses, with only six related to Industry 4.0. The top five institutions offering Industry 4.0 courses ranked from highest to lowest are ARCH-U11, ARCH-U8, ARCH-U3, ARCH-U4, and ARCH-U15. ARCH-U11 offers the most Industry 4.0 courses, totaling 15, which account for 26.8% of its courses and 15% of its credit hours, in contrast to ARCH-U20, which offers no courses. The novelty of this research lies in its comprehensive analysis of the readiness of architecture program curricula from 20 Saudi universities to meet the requirements of Industry 4.0. Importantly, these findings support previous studies that established guidelines that mandate the inclusion of sustainability, innovation, and digital skills in architectural education programs. Contribution to the knowledge and findings is valuable for educational institutions, policymakers, and industry leaders, offering insights into evolving architectural education to meet future industry demands and foster technological innovation and sustainable development. Moreover, it provides actionable recommendations for curriculum development in alignment with Vision 2030. Contrary to expectations, findings show that lower-ranked universities offer more Industry 4.0-related courses than higher-ranked ones, emphasizing the need to align university evaluation standards with labor market demands.

Expected features of the course leader in the rehabilitation healthcare professionals' higher education: A qualitative study on students' perspectives.

Course leaders in rehabilitation healthcare professionals' higher education face challenges stemming from multi-disciplinarity and the co-existence of different stakeholders. So far, the literature mainly attributed to course leaders' managerial tasks, neglecting other fundamental transversal skills. Students represent an essential source of information for understanding the expected characteristics and roles of course leaders in rehabilitation healthcare degree programmes. This study explored students' expected features of the course leaders in the rehabilitation healthcare professionals' higher education. A qualitative interview study was carried out. A group of recent graduates and students of the MSc in 'Healthcare Professionals Rehabilitation Sciences' (University of Verona, Verona, Italy) was recruited using purposive sampling. Data were analysed using 'Reflexive Thematic Analysis' by Braun & Clarke. Ten healthcare professionals agreed to partake in the study (age 30 ± 9; men N = 2; women N = 8). Five themes were generated from the analysis: 1) 'A Collaborative Manager', as students perceived course leaders as non-authoritarian managers who involved all the stakeholders in the decision-making process addressing aspects such as curriculum adjustments, program improvements, and any challenges faced; 2) 'A Diplomatic yet Honest Communicator', as students needed course leaders capable of communicating transparently; 3) 'A Flexible Mediator', as course leaders should actively listen to all stakeholders, mitigating conflicts; 4) 'An Empathic and Available Guide', as students need course leaders available and ready to help; 5) 'An Experienced Healthcare Professional', as students felt course leaders should have a clinical background related to the course they lead. The results of this study suggested that students expect the course leaders to have a wide range of qualities and attitudes about soft (i.e., adaptation, communication, organisation skills, teamwork) and hard skills (i.e., clinical experience, evidence-based practice updated). They expect a course leader to consider all stakeholders' needs and preferences to guarantee course harmony and satisfaction.

Dimensões e saberes da docência: estudo exploratório sobre os registros elaborados por uma estagiária em ensino de Química

We present an exploratory qualitative investigation into the teaching internship completed by a student on an Academic Program in Chemistry Teacher Education. We carried out content analysis of texts produced by the intern, such as field diary and final report. We identified the mobilization of experiential knowledge, pedagogical tradition and pedagogical action, as well as the student’s involvement in situations related to the relational, academic, professional and strategic aspects inherent to teaching. Such elements were analyzed through observation of the school space, development of class management and the shared and written record of experiences. The results also highlight essential characteristics of the tripod that must support the teacher education processes, encompassing the following agents: the university, enabling attentive/participatory teaching guidance, as well as having a sensitive and humanized academic organization, compatible with the sociocultural profile of the students; the school space that is the field of the teaching internship, with its physical structure, pedagogical resources and trained personnel to receive/collaborate with undergraduate students; and the profile to be taken on by the intern, being open to the study of theoretical references, immersion in challenging experiences and the investigative/dialogical nature of the movements underlying the process of becoming being a teacher. Keywords: Teacher education. Teaching internship. Wisdom of teacher work.

Critical Autoethnographic Narrative for Language Teacher Identity Development

English language teacher education requires a shift from a solely skills-based approach to one that addresses identity development and prepares teacher-learners to engage with issues of identity in the classroom. This article demonstrates the use of a critical autoethnographic narrative (CAN) assignment (adapted from Yazan, 2019) to foster language teacher identity development around these issues as a foundation for pedagogical praxis. The CAN assignment was developed for a sociolinguistics in education course required as part of a master’s degree program in educational linguistics, which enrolls primarily international students, at a prestigious private university in the northeastern United States. Authored by the instructor and two teacher-learners who were enrolled in the course, the article provides an overview of the course structure and key readings as well as prompts for a series of five short memos intended to stimulate reflection on and application of course topics, which included language varieties, speech communities, language ideologies, gender and sexuality, globalization, English as a Lingua Franca/World Englishes, and native-speakerism, to their own language-related experiences, identities, beliefs, and practices. At the conclusion of the semester, students compiled their memos into cohesive first-person narratives with references to the texts which influenced their thinking. Based on completed narratives and teacher-learner feedback, the CAN assignment achieved the goal of fostering critical reflection on sociolinguistic aspects of English language learning and teaching. Taking an autoethnographic approach in line with the assignment, the article includes excerpts from teacher-learners’ memos and CAN papers examining the roles that various languages have played in their personal and professional development and the connections between social environment, language, and identity. The article closes with recommendations for implementation of the assignment to foster awareness and foster practical application of sociolinguistic concepts.

Effect of written corrective feedback in research writing competence of non-education students

This research addressed several key problems: the extent of use of teachers' feedback strategies, the effects of WCF on students' performance, and the significant correlation among the variables. A quantitative descriptive research design was used, and 153 participants were surveyed through the messenger platform and Google Forms. Research findings indicate that among the four types of written corrective feedback (WCF), direct feedback was the most frequently employed strategy by teachers, while focused feedback was the least utilised. Furthermore, results indicate that students value reflective learning facilitated by teachers' written corrective feedback, especially in error recognition and constructive feedback responses, as non-education students displayed positive attitudes toward receiving feedback. The study also revealed a positive correlation between WCF and research writing performance, regardless of age, gender, or degree program, with relatively low values at 0.022, 0.003, and 0.005, respectively, using partial eta squared. Additionally, significant correlations were observed between students' GPAs in research courses and the impact of WCF, revealing a disparity in GPAs between Research 1 and Research 2. As direct, unfocused, and indirect written corrective feedback showed a statistically significant relationship in the extent of use of teachers' written corrective feedback, focused feedback shows no significant correlation. The findings emphasise the importance of evaluating different written corrective feedback strategies to enhance students' research writing outcomes. Findings call for the strategic use of written corrective feedback based on the specified needs and level of performance of non-education students. Furthermore, students, teachers, and the institution are to work hand in hand to create a culture of continuous improvement of students in research writing and academic performance through written corrective feedback.

A collaborative approach to advancing research and training in Public Health Data Science—challenges, opportunities, and lessons learnt

The unprecedented availability of increasingly complex, voluminous, and multi-dimensional data as well as the emergence of data science as an evolving field provide ideal opportunities to address the multi-faceted public health challenges faced by low and middle income countries (LMIC), especially those in sub-Saharan Africa. However, there is a severe lack of well-trained data scientists and home-grown educational programs to enable context-specific training. The lack of human capacity and resources for public health data analysis as well as the dire need to use modern technology for better understanding and possible intervention cannot be dealt with currently available educational programs and computing infrastructure, demanding a great deal of collaboration and investments within Africa and with the Global North This paper describes processes undertaken to establish sustainable research training programs and to train a new generation of data scientists with knowledge, mentoring, professional skills, and research immersion. The goal is to position them for rigorous, biomedically grounded and ethically conscious Public Health Data Science practice with a focus on Ethiopia and Kenya. The programs are realized through partnership among Columbia University (CU, USA), Addis Ababa University (AAU, Ethiopia), and the University of Nairobi (UoN, Kenya). In this paper, we describe the collaborative project named “Advancing Public Health Research in Eastern Africa through Data Science Training (APHREA-DST)” delving on its conceptualization, implementation framework and activities undertaken. We adopted both qualitative and quantitative approaches to understand the needs of the stakeholders for such educational and training programs. Through harmonized online surveys and stakeholder engagements via focus group discussions in Ethiopia and Kenya, a curriculum was developed for a masters degree program in Public Health Data Science (PHDS). Moreover, the engagement with local projects in both countries as well as active collaboration with other data science related projects in Africa under DSI-Africa consortium benefited the project to start the M. Sc. program successfully. So far, the launching of the graduate program in both countries and the two-cycle experience sharing program done at Columbia University as well as the numerous MoUs signed between partners for data sharing and internships are the major successes of the project. In this paper, we discuss in detail the challenges faced as well as the existing opportunities and lessons learnt this far in implementing this tripartite collaborative teaching and research project.

Social determinants of health as risk factors for keratoconus in the All of Us database

Background/aimsClinical risk factors for keratoconus (KCN) have previously been established. While the impact of the social determinants of health on the epidemiology and pathophysiology of KCN has been explored, further...