Research Design Research Articles

Exploring Design-Based Research as a framework for addressing pedagogical problems faced by higher education

Design-Based Research presents a pragmatic approach to addressing both pedagogical problems and innovations within a rigorous framework that aims to build transferable practice. This panel discussion will explore four examples of implementing DBR in various higher education contexts and draw participants into a discussion of how they might apply DBR to address identified pedagogical problems or innovations in their own contexts. Why DBR? This panel discussion is a focal point for exploring how design-based research (DBR) in higher education in 2024, can address pedagogical problems brought about by the global pandemic and the explosion of generative artificial intelligence use in assessment and learning (For examples). In a period of continuous disruption in higher education, flexible and ethical research strategies that embrace unexpected influences in teaching and learning is paramount (Cochrane et al., 2023), leading to a new generation of educational researchers embracing DBR. Furthermore, practical examples demonstrating students as partners in curriculum design to inform ‘what works’ in practice are essential for researchers to gain confidence in adopting research-teaching-practice methods of inquiry (Bakker, 2018; Cochrane & Munn, 2020). Understanding how the processes and outputs of DBR can meet these needs is crucial to alleviating both business and educational tensions about timing, funding, resources, and workload planning (Cochrane, 2022; McKenney & Reeves, 2019; Reeves & Lin, 2020). At the core of DBR is the opportunity to explore pedagogical problems or innovation through four phases: problem analysis, develop solutions to the identified problem, explore and evaluate the impact of the design in iterative interventions in real learning situations, leading to the development of transferable design principles and theory building (McKenney & Reeves, 2019) Various research methods can be applied to progressively ask participant perspectives, including students, teachers and learning designers, on appropriate approaches or technologies to solve an identified problem (McKenney & Reeves, 2019). The intended outcome of this panel discussion is to collaborate with participants in implementing DBR in higher education in response to specific pedagogical problems identified by the participants. Beginning with a brief background to DBR followed by four examples to stimulate discussion on its application in broader contexts to address identified problems in curriculum design. Relevance to Higher Education The relevance of debating the role of design-based research in higher education in 2024 is to stimulate discussion for how this pragmatic research approach informs ‘what works’ in situated learning contexts to develop cutting edge design principles and theory that can be transferrable (Galvin & Cochrane, 2023). The methodological framework of DBR invites students, teachers, and learning designers to collaborate from the conception of a design artefact or educational approach to solve a learning problem through to iterative stages of delivery. Following a new normal in higher education where change is inevitable, and fast-paced, research design that does not shy away from the progressive and ‘messy’ elements of educational settings to improve real time learning is essential. Finding a balance between naturalistic and interventionist research methods to explore this complexity is a way forward that DBR can provide. It is acknowledged that greater understanding for the value of DBR and how to plan practical stages with multiple participants is needed for teachers, researchers, and leaders in higher education to confidently adopt this approach (Haagen-Schützenhöfer et al., 2024). Opening discussion with peers models the collaborative ethos of DBR and opens potential connections and networking avenues to establish and generate knowledge for DBR in higher education. The Panel Members The panel will be comprised of project leaders from four DBR projects: Clinical reasoning development, interdisciplinary engineering education, biomechanics, performance anxiety. These projects were introduced in a concise paper for the ASCILITE 2023 conference (Cochrane et al., 2023) and the authors are in the process of collaborating on a full journal article analysing these DBR projects (Cochrane et al., 2024) that should be published in time for the ASCILITE 2024 conference.

Exploring the Needs of Facilitators of Microcredentials

Microcredentials are a significant development as a higher education offering with potential for addressing learner, industry, and government needs (Varadarajan, Koh & Daniel, 2023). As a type of shortform learning, microcredentials can be taken as individual short online courses to upskill for industry, with some available for credit towards a degree in higher education. These emerging offerings are relevant to technology enhanced learning in their online design and in the pedagogy of shortform learning. In the context of the broader issues of graduate outcomes and diversity mandates (Australian Higher Education Standards Framework, 2021) microcredentials are affirmed as part of the promise of solutions in higher education with the release of the Australian Qualifications Framework Review 2019 (Noonan, 2019), National Standards Framework for Microcredentials 2021 (Department of Education, Skills and Employment, 2021) and The Australian Universities Accord final report (Department of Education, 2024). Other broader issues high on the agenda are quality assurance and the student experience (Australian Higher Education Standards Framework, 2021). As progress is made towards microcredential offerings becoming business as usual, research is needed to ensure practice and improvements are shared between universities as they too begin or increase their offerings of credit bearing microcredentials. Facilitators of microcredentials are often experts whose industry experience is valued in higher education by learners and government, given the focus on the importance of graduate employability (Department of Education, 2020). Yet, the experience, perspectives and professional learning needs of the facilitators of microcredentials are not extensively addressed in the literature. This research will investigate the experiences and needs of facilitators of microcredentials, many of whom may not have the traditional prerequisites for being an academic or educator in higher education. This work engages facilitators as participants for insights into the ways higher education institutions could better support their contribution in the unique context of microcredentials as credit-bearing shortform learning. This study is situated in practice (Lave & Wenger, 1991) in a university context with substantial online microcredential offerings facilitated by industry professionals. Much resourcing has gone into the learning design of the microcredentials in this context, optimising the technology enhanced learning potential of the online offerings (synchronous and asynchronous). This study has arisen from practice in the work of moderating microcredential assessments. It explores current facilitation and feedback practices within the technology enhanced learning context of microcredentials. This study aims to explore the research question: What further support is needed for facilitators of credit bearing microcredentials?, by investigating the priorities for professional learning support to facilitators, particularly in relation to curriculum and assessment practices. The research design is a qualitative study (Denzin & Lincoln, 2005) involving semi-structured interviews (Bearman, 2019) with facilitators of credit-bearing microcredentials. This project advances the call for further research into microcredentials (Che Ahmat et al., 2021; Selvaratnam & Sankey, 2021) and will inform future practice in supporting facilitators with the broader benefits of enhancing quality assurance and the learner experience. This Pecha Kucha presents the practice context and initial findings identifying the priorities for professional learning needed by facilitators, specifically on feedback and ‘assessment for learning’ practices in credit-bearing microcredentials.

The Intersecting Effects of Lifetime Experiences of Homelessness and Incarceration on Cognitive Aging and Dementia Risk Factors in the United States

Abstract Background and Objectives Alzheimer’s disease and related dementias (ADRD) remain a pressing concern in the US, which also has one of the highest incarceration rates worldwide. Existing research has analyzed dementia risk and care among currently incarcerated and homeless populations; this paper fills a gap by examining later-life cognitive disparities facing formerly incarcerated and/or homeless individuals. Research Design and Methods Using Health and Retirement Study data (HRS; 1998–2018), we tested whether formerly homeless and/or incarcerated people had earlier onset of cognitive decline, and whether they were more likely to have modifiable risk factors for ADRD than those without such experiences. We estimated prevalence of mild cognitive impairment (MCI), dementia, and self-reported ADRD diagnosis. We also used repeated observations of cognitive functioning coupled with nested nonlinear regression to examine the onset of accelerated cognitive decline. Results Adjusting for demographic variables, formerly homeless and/or incarcerated participants have increased odds of having risk factors for dementia, including smoking, drinking alcohol, depression, mental illness, and discrimination from healthcare providers and police. Diagnosis of MCI and ADRD were more common among participants reporting a history of incarceration or homelessness. Nested nonlinear regression revealed that previous experiences of incarceration or homelessness—alone or together—are associated with earlier onset of accelerated cognitive decline compared to those who experienced neither. Discussion and Implications This study suggests that, even if they occur earlier in life, homelessness and incarceration experiences may increase risk of poorer cognitive health in late life. Future work is warranted to understand the lifelong consequences linked to this adversity.

Nats’eji (healing): Examining patient and provider experiences with hospital-based Indigenous wellness services in Northwest Territories, Canada

Abstract Objective This study aimed to examine how Indigenous patients and biomedical healthcare providers understand and experience the Indigenous wellness services at a hospital in the Northwest Territories. Methods The qualitative study (May 2018–June 2022) was overseen by a regional Indigenous Community Advisory Committee. Guided by Two-Eyed Seeing and post-colonial theory, the study employed a community-engaged research design, and included two strategies for data generation: (1) interviews with Indigenous Elders, patient advocates, biomedical healthcare providers, policy makers, and hospital administrators (n = 41), and (2) iterative sharing circles with Indigenous Elders (n = 4). Data from the interviews and first sharing circle were transcribed, thematically analyzed, and presented to the sharing circle Elders for validation. Results The study revealed three overarching and related themes: (1) Elders and patient advocates emphasized that while the Indigenous wellness services at the hospital play a pivotal role connecting patients with cultural supports, the hospital was still not effectively bringing Indigenous healing practices into hospital care; (2) participants identified that structural factors (i.e., policy and governance decisions) shaped patients’ experiences with the wellness services; and (3) participants underscored that deeply rooted forces (i.e., racism, colonialism, and biomedical dominance) inhibit the integration of Indigenous healing practices. Conclusion The findings extend understandings of hospital-based Indigenous wellness services by surfacing relationships between deeply rooted forces, organizational structures, and Indigenous patients’ experiences. Altogether, they suggest that to advance care for Indigenous patients and improve the integration of Indigenous healing practices, a system-wide transformation is necessary, which includes Indigenous governance at the hospital and a recognition of the value of Indigenous healing practices.

The Role of Arbitration in Resolving Collective Labour Disputes: A Comparative Study of Public and Private Sectors

This paper aims at analysing how arbitration is used to solve collective labour relations by evaluating the application and results in both the public and the private sectors. This paper aims at assessing the effectiveness of arbitration as one of the ADR methods in dealing with disputes, in the two sectors. In the course of the study, the research compares arbitration with a view to identifying its effectiveness in sustaining industrial peace and reducing strikes. Employing a qualitative research design, data was collected from literature, case analyses and works from labour organisations. The results show that arbitration really works in both sectors, though the process is dependent on the legal and institutional frameworks. Arbitration is much more structured in the public sector because of legislation than it does in the private sector where flexibility results in swift outcomes. This paper concludes by identifying the policy significance of these findings for labour policy reform and exploring future research directions.

Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course

This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.

Examining the Impact of Financial Literacy on Investment Behaviour and Demographic Factors in Bangalore

This study investigates the relationship between financial literacy, investment behavior, and demographic factors such as age, gender, education, and marital status among individuals in Bangalore. Utilizing a quantitative research design, data were collected through a structured questionnaire from 78 respondents. Descriptive statistics summarized demographic profiles and financial literacy scores, while inferential statistics, including ANOVA and chi-square tests, were used to test hypotheses. Results indicated significant relationships between age and savings, education and savings, financial literacy and investment returns, and education and investment returns. However, no significant differences were found in financial literacy scores across different investment behaviors, marital statuses, and savings levels. These findings underscore the critical role of financial literacy in shaping investment behavior and highlight the need for targeted financial education programs to enhance financial decision-making among diverse demographic groups in Bangalore.

AGE-RELATED CHARACTERISTICS OF ISCHEMIC HEART DISEASE INCIDENCE IN UKRAINE: A TWO-CENTER STUDY

Purpose of this study is to investigate the age-related characteristics of the incidence of coronary heart disease in Ukraine, considering sex differences. Materials and Methods: The study included patients with coronary heart disease who underwent coronary artery bypass surgery on a beating heart (n = 3,674), comprising 3,061 males and 613 females. The average age of the participants was 60.6 ± 0.8 years. The analysis was based on data obtained from primary medical documentation, including medical histories, anamnestic information, and extracts from patients’ outpatient cards. The research design categorized participants by age group according to the World Health Organization age classification and by sex. Results: The article presents the incidence rates of coronary artery disease based on patient age groups, classified according to the World Health Organization, and sex. The distribution of patients by age groups was analyzed while considering sex, and the frequencies and average ages of the patients were determined. It was found that the incidence of coronary artery disease was highest among the most prevalent age groups in Ukraine's population: middle-aged and elderly patients. The frequency of early postoperative mortality was 0.6%, and it correlated with age-related incidence rates of coronary heart disease. Notably, early postoperative mortality was significantly higher in age groups with the highest incidence of coronary heart disease, specifically among middle-aged and elderly patients (p = 0.03, χ² = 4.69). Conclusions: In this retrospective two-center study of patients with coronary heart disease, it was determined that male patients were affected five times more frequently than female patients. The most common age groups for patients with coronary heart disease were identified as middle-aged and elderly. Early postoperative mortality following coronary artery bypass surgery on a beating heart was found to be 0.6%, with the highest rates observed in elderly (54.6%) and middle-aged (31.8%) patients. The frequency ratios demonstrated statistical significance favoring elderly patients (p = 0.03, χ² = 4.69). The frequency of early postoperative mortality was significantly higher among male patients (p = 0.0001, χ² = 40.33).

Factors Impacting Students’ Learning Performance in Higher Education in Chengdu, China

Background and Aim: The effectiveness of education has always been a focus of social attention. Previous research has mostly focused on the level of education in primary and secondary schools, and some studies have shown that college students may have different motivations and learning concepts. Therefore, this study aims to take Xihua University in Chengdu, China as an example to systematically examine various factors that affect the academic performance of university students. Through quantitative analysis, this study investigated the impact of five independent variables (learning attitude, learning anxiety, learning motivation, teacher ability, and student participation) on the dependent variable (academic performance), especially in higher education. Moreover, it aims to identify significant differences between variables. Methodology: Research Design, Data, and Methods: This study used the Project Objective Consistency Index (IOC) to test the validity of the questionnaire, and Cronbach's Alpha was used as reliability in the pilot study (n=30). They used the multiple linear regression method to analyze the effective responses of 80 students at Xihua University and verify the significant relationship between variables. Afterward, a group of 30 students underwent a 14-week planned study. Then, the quantitative results after and before the scheduled study were compared in paired sample t-tests. Results: In multiple linear regression, studies have shown that learning attitude, learning anxiety, learning motivation, teacher ability, and student participation have a significant impact on student academic performance. Finally, the comparison results of paired sample t-tests indicate substantial differences in student academic performance between the post-strategic and pre-strategic plan stages. Conclusion: This research endeavors to foster students' learning performance in the context of Chengdu, China.

In Search of Deliberate Practice: Simulating Teaching in Three Teacher Education Programs

Background: Mixed reality simulations (MRSs) offer a platform for novice teachers to practice teaching in the absence of real children. Though prior research suggests simulated practice can be beneficial for novice teachers, these studies describe widely varying designs and implementations across teacher education programs (TEPs). As such, we lack clarity about the relative benefits of different approaches to simulated practice for novices who are entering teaching via a growing array of pathways. Purpose: To better understand the influence of context on novice teachers’ experiences in simulations, we conducted a study of three teacher education programs that used simulations as a component of their teacher education curriculum. Specifically, we asked the following research questions: How do novices in three differently structured TEPs experience a series of parallel practice opportunities in MRSs? What contextual features into, through, and beyond the approximation contribute to variation, if any, in novices’ experiences of practice in MRSs? Research Design: This mixed methods study leverages postsimulation survey data from novices ( n = 160) in three TEPs to understand how they experienced a parallel series of simulation tasks paired with support in the form of coaching or self-reflection. We elaborate on survey findings with qualitative analysis of each teacher education program and interviews with a purposive sample of participants from each program ( n = 15). Conclusions: Findings highlight the influence of context and supports on novices’ simulation experiences. In particular, the sequencing of practice with other preparatory opportunities into and beyond the approximation, as well as the provision of feedback and level of challenge through the practice can promote more useful practice opportunities in teacher education.

Physical and Microbiological Characteristics of Dadih Powder with Different Types and Concentrations of Encapsulated Ingredients

Dadih is one of the buffalo milk preparations that is rich in nutritional content and has the potential to be developed in West Sumatra. This research discusses the drying of dadih to extend the shelf life and maintain the nutritional content contained in the dadih. Dadih is dried to produce a product in the form of dadih powder. This study used food dehydrator drying with different types and concentrations of encapslanes to determine the right type and concentration of encapslanes to maintain the nutritional content and physical appearance of dadih powder. The research design used was a completely randomized design (CRD) with two factors, namely encapsulant type (CMC and Maltodextrin) and encapsulant concentration (0%, 10%, 20% and 30%). The results showed that dadih powder with different encapsulant types and concentrations had a significant effect on LAB viability, taste, and color. The dadih powder product with the addition of 20% maltodextrin gave the results of Total Lactic Acid Bacteria of 1.19 x 104 cfu/ml, the highest LAB viability of 77.01%,. And has organoleptic test results that are preferred by panelists on the color and taste of dadih powder.

Moderating Effect of Corporate Governance on the Relationship between Social Sustainability Reporting and Firm Value: Evidence from the Nairobi Securities Exchange, Kenya

Purpose: The main purpose of this study was to examine the moderating effect of corporate governance on the relationship between social sustainability reporting and firm value among companies listed in the Nairobi Securities Exchange, Kenya. Methodology: The study's target population include all 64 NSE-listed companies. The study employed secondary data collected by the use of the annual reports sourced from NSE and firms’ websites for eleven (11) years from 2012-2022. Content analysis technique was employed for the collection of secondary data using data collection sheets. This research used a longitudinal research approach and correlation research design. Results: The study found that social sustainability reporting had an insignificant effect on firm value among companies listed on the Nairobi Securities Exchange. Additionally, corporate governance was shown to have no significant moderating influence on the relationship between social sustainability reporting and firm value. Conclusion/Implication: These findings suggest that companies should reconsider the relevance and quality of their social sustainability reports to better align with stakeholder expectations. Enhanced transparency and storytelling regarding social impacts are necessary to improve investor engagement

Enhancing academic outcomes through industry collaboration: our experience with integrating real-world projects into engineering courses

This research investigates the integration of industry projects and mentorship into academic curricula, aiming to enhance student learning and professional readiness. By incorporating real-world projects and pairing students with industry mentors, this approach seeks to provide a unique blend of theoretical knowledge and practical application. Utilizing a mixed-methods research design, the study captures both quantitative and qualitative data to assess the educational outcomes of this innovative model. Quantitative metrics include final grades, attendance rates, participation rates, placement rates, project grades, and professional skills ratings, while qualitative feedback is gathered from students, mentors, and faculty. The study is set against the backdrop of two courses that have been redesigned to include elements of industry collaboration. The findings are expected to shed light on the effectiveness of this approach in preparing students for the demands of the modern workforce, offering insights into how industry mentorship and project-based learning can enhance academic curricula and better equip students for their future careers.

Variations of Australian university teachers’ conceptions of teaching with GenAI

The recent emergence of GenAI (GenAI) has generated significant interest and intense debate in higher education learning and teaching. Under this scenario, researchers and policy makers have begun to gain an understanding of what factors may influence university teachers’ acceptance and use of GenAI in teaching. Research has shown that how teachers conceptualise teaching shape their pedagogical approach to some degree. Using a phenomenographic qualitative research design, the study examined variations of Australian university teachers’ conceptions of teaching with GenAI via semi-structured interviews. Thematic analysis of the interview transcripts was conducted to identify themes prior to a second pass inductive analysis, enabling the researchers to compare and contrast perspectives. Three qualitatively different conceptions were identified: 1) GenAI is used in teaching to develop students’ understanding, critical thinking, and reflection; 2) GenAI is used in teaching to reproduce learning and teaching artefacts; and 3) GenAI are just tools, only having limited applications in teaching. Of the three categories of conceptions, only the first category was student-centred/learning-focused conceptions, which aimed to use GenAI in teaching to support students’ learning and understanding. This work will provide educators with a framework to utilising GenAI in the classroom to support student-centred learning.

Brand Trust, Perceived Quality, and Parental Decision-Making: A Study of International School Selection in Chiang Mai

Background and Aim: This research investigates the factors influencing parents' decision-making process when choosing international schools in Chiang Mai Province, Thailand. With the increasing popularity of international education in Thailand, understanding the key determinants of school choice is crucial for both parents and educational institutions. This study focuses on the impact of brand trust and perceived brand quality on parental decision-making, aiming to provide valuable insights for school operators and stakeholders to develop competitive strategies and enhance educational services. Materials and Methods: The study employs a quantitative research design with a convenience sampling technique. Data is collected from parents of children attending or considering 21 international schools in Chiang Mai through a structured online questionnaire. The questionnaire assesses brand trust, perceived brand quality, and their influence on the school choice decision-making process. Multiple regression analysis is used to examine the relationships between these variables. Results: The findings reveal that both brand trust and perceived brand quality significantly influence parental decision-making. Brand trust emerges as the strongest predictor, indicating that parents prioritize the credibility and reputation of international schools. Perceived brand quality also plays a crucial role, as parents associate high-quality brands with superior educational outcomes. The study demonstrates that these two factors collectively account for a substantial portion of the variance in parental choices. Conclusion: This research confirms the importance of brand management for international schools in Chiang Mai Province. By focusing on building brand trust and enhancing perceived brand quality, schools can effectively attract and retain students. The study's findings offer valuable guidance for school administrators and marketers in developing targeted strategies to meet the evolving needs and expectations of parents in the international education market.

Community engagement in rural and urban marginalized communities in Jamaica: Building community resilience in crisis

ABSTRACT In the Caribbean, Jamaica mobilized strategies to ensure that the most vulnerable were protected against the threats and fears of COVID-19 and other crises over time. One strategy involved wide-scale collaboration with public and private sectors, non-governmental and community-based organizations, and volunteers. This study describes the approach taken by stakeholders in response to the needs of vulnerable residents in marginalized communities, and to highlight the experiences building community resilience during COVID-19. Three questions guided the research: 1) What major issues that affected the community during the COVID-19 crisis? 2) What measures have been implemented to help communities manage and adapt coping mechanism during this crisis? and 3) How has the community shown resilience and recovery in mitigating crises? A descriptive research design was employed comprising focus groups and interviews. We sampled 28 participants from 7 non-governmental organizations and 12 communities in rural and urban Jamaica. The analysis generated policy recommendations.

An Analysis of Code Mixing Used by Maudy Ayunda on Her Youtube Channel

This study aimed to identify and analyze the types and functions of code mixing used by Maudy Ayunda on Her YouTube Channel. Using a qualitative descriptive research design, it consist of 15 videos from Maudy’s YouTube channel. Data was collected through observation and documentation techniques, and analyzed using Hoffmann’s (1991) theory to determine the types of code mixing, and Hoffmann (1991), Saville-Troike (1986), and Holmes (2013) theories to identify the functions of code mixing. The findings showed that most frequently used types of code mixing was intra-sentential code mixing. Followed by Intra-lexical code mixing and Involving a change of pronounciation was not found in the videos. The function of emphasis was the most common function found in the videos, followed by Lexical Needs, Quoting Somebody Else, Repitition Use for Clarificayion, Talking about Particualr Topic, and Being Emphatic about Something. There are three functions which is not found on Muady’s videos are interjection, Expressing Group Identity or Solidarity, and Clarifying the Speech for the Interluctor. These findings suggest the importance of considering sociolinguistic factors in language education.

CORRELATION OF OXIDATIVE STRESS MARKERS IN MULTIPLE BIOFLUIDS OF END-STAGE RENAL DISEASE PATIENTS

A study established that patients with ESRD have high oxidative stress levels that spike the progression of the disease and its complications. Knowledge about the levels of the Oxidative stress biomarkers in various biofluids including Urine, serum, and saliva can explain the oxidative condition and probable diagnostic accuracy of these markers in ESRD patients. A descriptive cross-sectional exploratory research design was used to perform a comparison of 50 ESRD patients with 50 healthy subjects. On demographic, clinical, and hematological parameters data were obtained. Blood MDA, 8-OHdG, and saliva TAC were determined as the indicators of oxidative stress. Multivariate analysis was conducted to compare the levels of these markers in the biofluids and probable neurological disorders, and the participants’ demographic and clinical data were evaluated. Demographic profiling revealed that ESRD patients’ mean BMI was 26.3 ± 3.9 kg/m², compared to controls 24.8 ± 3.4 km/m², p = 0.032; more of them being smokers’ p = 0.045. ESRD patient’s general hematologic profile showed that their mean hemoglobin level was 10.2 ± 1.5 g/dL and the mean hematocrit was 32.5 ± 4.3 % and the difference was significant when compared with the control group (p<0.05). ESRD was associated with an increase in WMBC, percentage of neutrophils, and CRP level compared with the control group (p<0.05). Acute phase marker study indicates that the MDA level was significantly higher in serum (5.6 ± 1.1 nmol/L) than in urine (3.2 ± 0.8 nmol/L) and saliva (2.8 ± 0.7 nmol/L, p=0.016). The levels of 8-OHdG were significantly higher in serum (10.3 ± 2.1 ng/mL) than in urine and saliva (p=0.027). Salivary TAC was the least suggesting reduced antioxidant defense (p<0.05). The study revealed that ESRD patients have increased levels in the markers of oxidative stress in urine and serum samples, as well as saliva compared to healthy individuals. The studies have identified serum as the most representative biofluid for evaluating oxidative stress in ESRD and therefore assured the practical application of the results for the identification of the best candidates for early interventions.

Designing Immersive Reality Environments in Healthcare Education

This paper presents a proposed research framework aimed at addressing the critical need for innovative approaches in healthcare education by exploring the implementation of Augmented Reality (AR) and Virtual Reality (VR) technologies across Australasia. Utilizing an Educational Design Research (EDR) methodology, the proposed study seeks to develop a comprehensive, context-sensitive framework for the effective integration of AR and VR in healthcare curricula. The study navigates the unique challenges posed by Australasia's diverse cultural landscape, varying resource availability, and distinct institutional policies. Through iterative cycles of analysis, design, development, and evaluation, the proposed research intends to create and assess contextualized AR/VR experiences, their impact on student learning outcomes, and their potential to enhance healthcare education quality. The resulting framework and guidelines are intended to serve as a robust foundation for healthcare institutions across Australasia, potentially revolutionising healthcare professional training and ultimately contributing to improved patient care and public health outcomes. This proposed research not only addresses a significant gap in the current literature but also provides practical, evidence-based solutions for the successful adoption of cutting-edge technologies in healthcare education. Finally, the proposed framework generalisability to a global context focusing on the United Nations Sustainable Development Goals of quality education and good health for all.

Where Should We Intervene, 20 Years Later? Case–Control and Prospective Cohort Designs Provide Similar Answers

In 2000, this journal published an influential case–control study identifying dynamic risk factors for sexual recidivism (Hanson & Harris, 2000). In 2017, updated recidivism information for the same sample was obtained with an average follow-up of 20 years. The current study compared the risk factors that differentiated between sexual recidivists and nonrecidivists between the two research designs: original case–control and updated prospective cohort. Of the 82 comparisons, 50 favored the prospective design while 32 favored the case–control; however, most of the differences were small and nonsignificant. Static and dynamic risk factors were approximately equivalent between study designs. Factors identified as sex-specific (e.g., sexual deviancy) were also equivalent between designs while general risk factors (e.g., substance use) were more likely identified in the prospective design. Overall, case–control studies can be used for the identification of risk factors, especially for low base rate behaviors such as sexual recidivism.