Disciplinary Knowledge Research Articles

A definition of the body of knowledge for real estate: reconceptualizing the discipline and delineating the jurisdictions of its practice

PurposeFollowing calls at different times in the United States for the definition of the body of knowledge (BOK) of real estate discipline, this briefing sets out to define the intellectual boundaries of real estate and applies the definitional concept to map out the scopes of real estate professions and real estate valuation vocationDesign/methodology/approachThe study essentially uses a literature review to draw out definitional issues that have been tackled before. It reviews calls that have been made in the past for a definition of the BOK of the real estate discipline. Further, it reviews past attempts at definition to reveal why they failed at the definition project.FindingsThe study found three key suggestions made in the past: that there is a need to define real estate’s BOK, that there is a need to use a “central structure” to define the BOK of real estate, and that definition of the BOK of real estate should rely on the activity nodes that constitute real estate. The study has relied on these three key ideas to define real estate as the science of value creation, distribution and sustenance in built space.Practical implicationsThe definition of the BOK will help in curriculum development for real estate education. It will help faculties and departments to single out what fits into the real estate curriculum and what does not fit in.Originality/valueA definition of the BOK for real estate: reconceptualizing the discipline and delineating jurisdictional boundaries of its practice.

The Motives of Lithuanian Inhabitants to Enrol in Kaunas Self-defence Battalions in Summer and Autumn 1941

This article examines the biographical data of Lithuanian inhabitants who served during the Nazi occupation (1941-1944) in Kaunas National Labour Protection battalion (TDA), and in the Auxiliary Police Service (PPT) 1st and 2nd battalions, formed in August 1941 on TDA’s basis. The number of people they killed distinguishes these battalions from other Lithuanian self-defence units. Throughout the history of Lithuania no other military structure killed as many innocent people as they did. Among other reasons, these battalions were chosen because more data on them survived. The goal of the article is to answer the question on what motivated Lithuanian inhabitants to join these battalions. This historical cognitive question is also relevant because it was not researched in the works of other historians on the Nazi period in Lithuania. The clues about the motives for joining these battalions can only be evaluated as hypotheses, the validity of which should be either confirmed or denied. The facts on the battalions’ participation in exterminating Jews and other groups of people leads one to the impression that Lithuanians joined these as well as other Nazi battalions with the incentive to murder. After completing the research on the biographical data it was ascertained that the opinion about joining for the motive of murder was not correct. This is confirmed by the circumstance that when joining the self-defence battalions, people were not aware that they would have to take part in the extermination operations of Jews and other groups. The troops were divided into four groups according to their motives for enrolling in military structures: 1) Patriots; 2) Unemployed and other jobseekers; 3) victims; 4) the insecure. Such classification is not strict, i.e. some persons can be attributed to several groups. By analysing the biographical facts of the troops who served in these battalions it was established that their motive for joining them was their patriotic inclinations, desire to have a job and receive payment, ambition to avenge the wrongs of the Soviet regime, willingness to avoid punishment for joining the Soviet regime, deportation to labour camps in Germany and to escape the fate of prisoners of war. In determining these inner motives, not only historical knowledge, but also knowledge of other science disciplines was used. The analysis of biographical data suggests that the inhabitants of the land who joined the self-defence units were motivated not by one, but rather several motives. They saw Kaunas TDA, 1st and 2nd PPT battalions as a means to satisfy their own inner motives. These motives led them to enrol in these military units in summer and autumn of 1941.

A semantic classification of nominal technical terms in secondary school biology textbooks.

Nominal technical terms (NTTs), as crucial builders for disciplinary knowledge, can cause difficulties for students. However, previous studies have rarely associated NTTs with disciplinary knowledge construction. Apart from that, scholars of English for Specific Purposes (ESP) have mainly focused on making wordlists for one specific discipline based on corpora rather than on meanings. Moreover, the current categorization of technical terms cannot reveal their role in constructing disciplinary knowledge. Against this backdrop, we carried out a corpus-based study to classify NTTs in secondary school biology textbooks and to unveil the knowledge constructed by different types of those NTTs. As a result, we found that NTTs in those textbooks could fall into five major categories: Thing, Activity, Semiotic, Place, and Time. We also found intra-disciplinary differences in NTT distributions. The lexicogrammatical analysis indicates that the five types of NTTs can construct different knowledge. With the findings, we put forward implications for teaching biology in secondary schools.

Students as collaborative partners

In contemporary society, Artificial Intelligence (AI) pervades numerous facets of our lives and is likely to impact many sectors and professions, including education. Tertiary-level students in particular face challenges regarding the use of AI for studies and assessment, including limited understanding of AI tools, as well as a lack of deep critical engagement with AI for learning (Shibani et al., 2024). To respond to emerging developments in generative AI, the recent Australian Tertiary Education Quality and Standards Agency (TEQSA) report suggests tertiary-level learning and assessments be designed to foster responsible and ethical use of AI (Lodge et al., 2023). This involves the development of AI literacy among students to engage with AI in critical, ethical ways that aid their learning and not hinder it. Our project aims to narrow the AI literacy gap among students from diverse study backgrounds by providing foundational knowledge and developing critical skills for practical use of AI tools for learning and professional practice, in collaboration with students and academics as part of a Students as Partners (SAP) initiative. Staff bring expertise in AI critical engagement and students bring practical, first-hand experiences of learning in this collaboration, supported by the university’s SAP program. Building on the current UNESCO recommendations for the use of generative AI in education (UNESCO, 2023) and prior theoretical frameworks on AI literacy (Chiu et al., 2024; Ng, et al., 2021; Southworth et al., 2023) we target key skills that higher education students should develop to meaningfully engage with AI. By creating accessible and engaging resources, such as instructional videos and comprehensive guides on generative AI applications like ChatGPT and ways to prompt for enhancing learning, we introduce existing AI tools and teach students to use them effectively, promoting a hands-on learning environment. Using learning design principles, the developed curriculum will be presented in an AI Literacy module on a Canvas site, with supporting instruction workshopped with student participants for evaluation. Student cohorts recruited from diverse disciplines will pilot and assess the effectiveness of the program, and qualitative methods such as focus groups and interviews will be used for evaluation of our intervention and continuous improvements. Findings will inform tertiary students’ current level of AI literacy and the effectiveness of interventions to improve key skills beyond their disciplinary knowledge, better preparing them for life beyond university. Indeed, the implementation of similar AI literacy courses has demonstrated statistically significant improvements in AI literacy and understanding of AI concepts amongst university students (Kong, Cheung, & Zhang, 2021). Our approach underscores the importance of relational engagement in higher education with students as partners (Matthews, 2018) and participatory design with students in a topic that is significant in the current age of AI (Laupichler et al., 2022). The course's flexibility to be accessed directly or embedded into other curricula ensures scalability and broader impact, solidifying the validity of our multifaceted approach. Through utilising relevant research methodologies and learning design principles, we endeavour to create an AI literacy course that is robust, accessible, educational, and engaging to use by tertiary-level students from diverse study backgrounds.

Transforming STEM Education with Design Thinking

This poster showcases the Technology-Enhanced Learning (TEL) pedagogy designed for a health discipline course at an Australian University. The use of the design thinking process for problem-based learning was implemented to enhance first-year students' creative and digital skills. Collaboration with the industry partners enabled an authentic learning experience. In the post-COVID era, students are more diverse, demanding, discerning, and inclined towards flexible learning to shape their educational experiences. To meet these evolving needs, we adhered to digital accessibility guidelines and Universal Design for Learning (UDL) principles, promoting inclusive education. A student-centric approach to TEL pedagogy is essential for delivering authentic and connected learning experiences (Ní Shé, 2022). In our health course, we designed interactive content using HTML5 Package (H5P) to create engaging learning materials and activities in health course modules. This included multiple-choice questions, interactive text, images, and videos, providing opportunities for students to answer questions, solve problems, and explore content knowledge. This also included formative feedback and opportunities for students to test their understanding. Additionally, design thinking was incorporated to allow students to test their understanding of the health applications, solve ‘wicked’ real-world problems and create human-centric solutions (Brenner et al., 2016). In a three-week course module, Week 1 presented an open-ended real-world problem, designed and developed in collaboration with an industry partner, to help students understand user needs and pain points. Later in the week, students defined the problem by narrowing the scope down and identifying characteristics of the user persona. In Week 2, students ideated multiple responses to the defined problem, utilising problem-solving skills and creativity (Jia, Jalaludin, & Rasul, 2023) to think critically and brainstorm the appropriate solutions using Miro, and then created a low-fidelity prototype to meet the user requirements. In Week 3, students applied their knowledge to test the solution against user needs, constructively aligned with the industry practices. Through the experience of design thinking to solve open-ended, real-world problems, we employed problem-solving learning pedagogy to develop an iterative process of group work (Dam?a & Wittek, 2020). Academics acted as facilitators rather than traditional lecturers, providing support and resources as needed, but allowing students to take the lead. Students took responsibility for their learning by collaborating to explore design thinking and refining their solutions as they gathered information and feedback from various sources, integrating their own disciplinary knowledge as jigsaw pieces (Calkins & Rivnary 2022). For the purpose of authentic assessment, we designed challenging activities that required students to apply design thinking in problem-solving. The assessment tasks focused on both the process and the final solution, as well as the reflective component, including self-assessment and peer assessment. Students increased their effort towards this problem-based assessment because it held more real-life relevance and allowed them to apply their knowledge and skills in practical contexts.

Disciplinary differences in undergraduate students' engagement with generative artificial intelligence

AbstractThe rapid development of generative artificial intelligence (GenAI) technologies has sparked widespread discussions about their potential applications in higher education. However, little is known about how students from various disciplines engage with GenAI tools. This study explores undergraduate students' GenAI knowledge, usage intentions, and task-specific engagement across academic disciplines. Using a disciplinary categorization framework, we examine how the hard/soft and pure/applied dimensions relate to students' interactions with GenAI. We surveyed 193 undergraduates from diverse disciplines at a university in Singapore. The questionnaire assessed students' GenAI knowledge, usage intentions, and engagement with GenAI for cognitive and routine tasks against their disciplinary background. The results indicate substantial disciplinary disparities in the level of engagement of students with GenAI. Compared to pure fields, applied fields (both hard and soft) consistently exhibit higher levels of GenAI knowledge and utilization intentions. Furthermore, the engagement of GenAI in routine tasks is relatively consistent across disciplines; however, there are substantial disparities in cognitive tasks, with applied fields exhibiting higher engagement. These results suggest that the practical orientation of applied fields drives GenAI adoption and utilization in academic settings. The study emphasizes considering disciplinary differences to better integrate GenAI into higher education and calls for tailored approaches that align with each field's unique epistemological and methodological traditions to balance GenAI's practical benefits with the preservation of core disciplinary knowledge and skills.

How simulated learning can support a more diverse inclusive society

Combinations of simulations and games provide learners with a virtual environment where they can immerse themselves in highly contextualised, work-related scenarios, encouraging experimentation and learning from mistakes without compromising the safety of real patients. This pilot study investigated how interactive online simulations supported students’ disciplinary knowledge, care of diverse patients, and the development of students’ professional attitudes and beliefs. Four urinary tract infection (UTI) scenarios (two involving Transgender patients) were delivered to medical and pharmacy students through an interprofessional-education (IPE) activity. Evaluation involved pre- and post-activity questionnaires. There were 26 participants (18 females/ 8 males; range: 18 – 36 years]), including 11 medical and 15 pharmacy students. We found statistically significant changes in self-reported knowledge, skills and confidence to manage UTI (all p<0.001); competence to care for Transgender patients (2.21 vs. 2.74; p=0.001) and awareness of specific health needs of Transgender people (3.74 vs. 4.42; p=0.028). This pilot study demonstrated the potential of simulation-gaming platforms in evaluating and enhancing students' learning, offering a novel and sustainable approach to IPE. Simulations are a versatile teaching approach that can be adapted to promote cultural awareness and inclusivity across various fields in higher education.

Problem Posing as a Way of Promoting Individual Mathematical Thinking in STEM Contexts – The Case of Climate Change

AbstractProblems encountered in Science, Technology, Engineering and Mathematics (STEM) contexts cannot be adequately described or solved with the knowledge of a single discipline. Instead, a high level of inter- and transdisciplinary knowledge and methods is required to overcome them. These help to pose problems about the complex challenges and solve them in a creative way. The better the knowledge within one and of different disciplines is interlinked, the more targeted questions can be formulated and answered. Mathematical concepts serve as the foundation for many of the pressing problems of our time. At the same time, these problems offer a wide range of opportunities for individualized exploration. They are equally suitable for students with different interests and levels of ability, as everyone can identify and work on an individual problem within the given context. However, numerous studies have shown that posing adequate mathematical problems must be learnt as well as knowledge from different disciplines is not automatically linked or transferred to other situations. The ability to grasp the formal structure of a problem, recognize problems, and find connecting problems are characteristics of mathematically gifted children and young people that need to be promoted. In our theory-based contribution, we use a concrete context to illustrate which possible mathematically rich problems can be posed by students of different ages and abilities. This approach facilitates the development of their individual abilities according to their interests and potential.

COVID-19-induced paraneoplastic polydermatomyositis seropositive for Brucella spp antibodies

Paraneoplastic syndromes, including paraneoplastic dermatoses, represent a pressing problem for dermatovenereologists, infectious disease specialists and therapists due to the necessity of having broad knowledge in related disciplines. Our article examines a clinical case of the onset of paraneorplastic polydermatomyositis against the background of a new coronavirus infection in a patient with exacerbation of paranoid schizophrenia. When paraneoplastic syndrome manifested itself in this clinical situation, a differential diagnostic search was carried out at the junction of several nosological units, such as the locomotor primary latent form of brucellosis, trichinosis, polydermatomyositis, and steroid myopathy. Taking into account the epidemiological history and the fact of the patient’s residing in a rural area, it was first necessary to exclude the infectious nature of these manifestations, as well as autoimmune pathology involving muscles and skin. A wide range of laboratory and instrumental examination methods were carried out, including false-positive IgM results for the causative agent of brucellosis, which can be explained within the framework of paraneoplastic syndrome and the tumor’s synthesis of biologically active substances. The results formed the basis for the entire clinical picture of the disease. Identification of the oncological process, which became possible with the appearance of pathognomonic clinical symptoms, made it possible to establish the histological picture of the disease and to launch treatment for this patient. In addition, the final clinical diagnosis was complicated by the presence of an underlying disease that required constant use of antipsychotics and the lack of control of the ongoing basic pharmacotherapy in the form of monitoring prolactin levels and assessing the general condition of the body systems.

Modified Generalized Chen Distribution, Estimation and Application using Econometrics Data

In this study, a variant of the generalized Chen (GC) distribution with parameters α, β, γ, δ, and λ, termed the Modified Generalized Chen (MGC) distribution, was introduced. The study evaluated several Chen distribution variants theoretically, focusing on the MGC distribution. Variants considered include the Generalized Chen (GC), Half-Cauchy Chen (HCC), New Extended Chen (NEC), and Exponentially Generalized Modified Chen (EGMC) distributions. The objectives of the study was to derive the probability density function (PDF) and cumulative density function (CDF) of the MGC distribution, determine its statistical properties and reliability characteristics, compare these properties and characteristics to existing distributions, and empirically evaluate its performance. The study developed unique expressions for the PDF, CDF, survival function, and hazard function of the MGC distribution. By evaluating PDFs and performance measures such as the Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), and mean square error (MSE) across various datasets, the MGC distribution consistently demonstrated superiority over other variants. The MGC distribution offers improved model fit, predictive accuracy, and interpretability without sacrificing simplicity. The dataset employed in this study was the secondary data, encompassing economic indicators from 1981 to 2021 and public health expenditure data for Nigeria and Ghana from 1995 to 2014. Statistical analyses revealed that on the average, the MGC distribution outperforms others, with superior average AIC (-509.95), BIC (-510.49), and MSE (499.89) measures across the datasets considered in the study. This superior performance indicates better fit and accuracy in predicting economic and public health outcomes, offering valuable insights for policymakers and researchers. The study underscores the importance of adopting flexible and interpretable distribution models like the MGC distribution to enhance empirical analyses, inform policy decisions, and advance knowledge in econometrics and related disciplines.

The book report: building practical and theoretical knowledge

Disciplinary fundamentals are an essential part of nursing education. However, the current training framework provides few hours for teaching them. Writing a reading sheet to validate teaching unit 6.1 "Working methods" can be a pedagogical tool for reinforcing disciplinary knowledge and increasing the volume of hours dedicated specifically to learning nursing knowledge. The aim of this article is to share an example of how a reading sheet can be used to teach and promote nursing knowledge.

How to Begin a Successful Study Abroad Course

As employers seek to build a comprehensive work environment and prioritize not only subject matter discipline knowledge and its relevant application, they also desire to hire students with a wider breath of skills. These skills include considerable “soft- or people-skills”, now being referred to as “career- or world-readiness skills. Employers certainly value and assess a students’ knowledge base, but in addition successful employers want employees to demonstrate the ability to “apply relevant information to assist others in solving challenges and being more productive”. Study abroad experiences provide an excellent opportunity for students to develop these skills. In preparation for a study abroad course just as with any course, the instructors must apply critical curriculum design components to this experience if it is to be meaningful. Careful attention must be paid to the expected learning outcomes using Bloom's Taxonomy verbs and background design to select content, preparation needed, relevant assignments/activities and assessments. It is also critical to establish trusted on-the-ground collaborators to ensure the experiences can be planned and executed in a well -organized and intentionally educational manner.

Artificial Intelligence and Theology

This bibliographic essay provides a starting point for theological librarians to engage the history, anthropology, ethics, theology of artificial intelligence. What it shows is that despite seeming to appear ex nihilio, artificial intelligence for writing has a long history, profound ethical consequences beyond academic integrity, and latent theology. While theological librarians may or may not have the computer science background necessary to engage the technicalities of AI, they certainly have the disciplinary knowledge and skill to engage the topic in a meaningful and theological way.

Performance support team effectiveness in elite sport: a narrative review

ABSTRACT In pursuit of competitive advantage, elite sport organizations are increasingly relying on the support of diverse sport medicine and sport science staff, who are collectively referred to as the performance support team. Whilst it has been suggested that the accumulative input from diverse multiteam systems has the potential to contribute to a resultant whole that is greater than the sum of its parts, team effectiveness is reliant on more than the mere aggregate of diverse experts. The aim of this narrative review was to appraise, summarize, and apply pertinent performance support team literature to a conceptual framework for teamwork and team effectiveness in sport. It specifically explores team effectiveness, with reference to its inputs (i.e. characteristics of individual, team, and environment) and mediators (i.e. team processes and emergent states). This review provides an insight into the individual (i.e. disciplinary knowledge, technical competency, and interpersonal qualities), team (i.e. team composition and leadership), and external (i.e. hierarchical arrangement and environmental factors) inputs that are necessary for team effectiveness, as well as the mediators (i.e. behavioral processes and emergent states) that translate such inputs into desired outcomes.

Exploring the architectural and spatial potential of wine culture. A systematic literature review

This article presents the results of a systematic review of the Scopus bibliographic database, during which the state of knowledge on wine architecture and urban planning accompanying vineyards was examined in light of the contemporary development of enotourism. In the 2020s, global interest in enotourism has grown, accompanied by the revival and development of wine culture. The aim of the research was to identify and verify sources of literature contributing to disciplinary knowledge on wine architecture and accompanying urban planning in light of the contemporary development of enotourism, as well as to classify the thematic literature. Based on bibliometric analysis using the VOSviewer software, thematic groups of publications were identified. The topic is an attempt to find current directions for the research concentration to match the emerging wine-related architecture.

Multimodal Academic Discourse Socialization: Examining Geoscience Students’ Disciplinary Knowledge Construction and Socialization at a Canadian University

Abstract This ethnographic multiple-case study examines how undergraduate students are socialized into the disciplinary norms, values, and practices of a geoscience course at a Canadian university. Transcending logocentric assumptions about academic discourse, this article advances a broader domain of inquiry––multimodal academic discourse socialization––which foregrounds the polysemiotic nature of academic socialization. This approach examines not only linguistic but also a wider range of semiotic resources, including gestural, visual, material, and spatial ones, among others. To understand geoscientists’ disciplinary norms, values, and communicative practices, ethnographic data (classroom observations, semi-structured interviews, course-related artefacts) were thematically analysed. Focal students’ geoscience poster presentation performances were also analysed using multimodal interaction analysis to scrutinize micro-level instantiations of disciplinary practices. Findings highlight how students were socialized into geoscience ‘observations and interpretations’ through a recurrent multimodal classroom activity, which was also reflected in micro-level multimodal practices enacted in students’ geoscience poster presentations. This study emphasizes that multimodal enactments constitute a crucial dimension of disciplinary practices and values connected with learning to think, view, and represent knowledge as geoscientists.

Argumentation and Knowledge Construction in Higher Education: A Vygotskian Perspective

Empirical research indicates that the utilization of argumentation as an educational strategy fosters the acquisition of argumentation skills and disciplinary knowledge. Furthermore, there is evidence to show that argumentation skills development mediates the effect of oral argumentation on disciplinary knowledge. However, studies have also shown that argumentation is scarce in higher education and that although lecturers see argumentation as a relevant pedagogical goal, they think that students need to first acquire knowledge in order to develop argumentation skills. Therefore, a crucial pedagogical resource to promote scientific knowledge in higher education is being overlooked. This paper is aimed at shedding light onto argumentation as a key practice in higher education teaching, disputing the idea that to argue, students first need to acquire knowledge. We elaborate further on Vygotsky’s notion of scientific concepts, highlighting their dialectic structure, which accounts for the epistemic potential of argumentation. This paper extends an invitation to higher education lecturers to prompt argumentation in classrooms as a form of disciplinary learning. Limitations and implications are discussed throughout the paper

The role of different types of knowledge and expertise in explaining recognition justice in flood defence and flood risk prevention

AbstractFlood risks worldwide are rising and it is increasingly recognised that the impacts of floods are not neutral. Socioeconomic and demographic characteristics determine people's capacity to deal with flood events. These differences in social vulnerability to floods need to be considered in flood risk management (FRM) to prevent the most vulnerable groups from being disproportionately impacted. However, due to a diversification of FRM strategies and the involvement of various policy domains, the experts working on FRM are no longer a homogeneous group. Where FRM was previously dominated by engineers, now various experts are involved that have different disciplinary backgrounds, knowledge bases and approaches to FRM. As a result, they also differ in their recognition of social vulnerability to floods. In this paper, we explore the different types of knowledge and expertise in FRM in three countries (England, Flanders and France), focussing on the strategies of flood defence and flood risk prevention. We characterise the epistemic communities supporting the domains and study to what extent experts differ in their recognition of social vulnerability to floods. We also dive into the mechanisms employed to stimulate integration between experts and consider the extent to which this integration can strengthen recognition justice.

Transdisciplinary research on the safety case for nuclear waste repositories with a special focus on uncertainties and indicators

In the search for a repository site for high-level radioactive waste in Germany, the perception of safety and trust in the actors are central to public acceptance. In communicating safety, methods of safety assessment and the role of uncertainties need to be addressed. Given the complexity of the issue, there is a need for indicators that are suitable both for assessing the long-term safety of repositories and for communicating with the general public. Similarly, there is a requirement to communicate uncertainties in an accessible manner. The TRANSENS project provides basic research in nuclear waste management (NWM) and utilizes a transdisciplinary approach: Non-experts who are not directly affected by the site selection process and who have no stated interest in NWM are involved in the research process, as are practice actors. A series of four transdisciplinary workshops was specifically designed to explore the perspectives of individuals with a high level of disciplinary knowledge but no system knowledge of NWM. Participants were selected from doctoral students in science and technology who had no prior knowledge in this area. Two of these workshops address the questions stated above and are presented here. The article describes the considerations underlying the workshop planning and implementation phases, and the content developed in the workshops on indicator selection and visualisation of uncertainties. The participants compiled a list of desirable indicator properties, which showed a high degree of congruence with the relevant literature. A proposal for a database to collect, administer and assess uncertainties shows similarities with the approach followed by the German implementer and complements it with an interactive visualisation. Transdisciplinary work is resource-intensive and its use in a research context must be carefully considered for each individual application. A transdisciplinary approach was successfully used for the purposes of method validation, method optimisation and the development of disciplinary impulses. An application of transdisciplinary approaches for optimising the Safety Case of nuclear repositories is feasible.

EVALUATION OF STUDENTS' TRAINING LEVEL IN THE ELECTIVE DISCIPLINE "QUALITY SYSTEMS IN PHARMACY"

The pharmaceutical industry is rapidly developing and implementing new innovative approaches and legal regulation of the quality management system of medicinal products, which includes a set of methods, processes and resources that are necessary for quality management. Therefore, the study by students of the specialty 226 "Pharmacy, industrial pharmacy" of the elective discipline "Quality systems in pharmacy" is an important area of professional training of a qualified specialist who will master the methodology of quality management, normative-legislative and organizational-economic aspects of quality control of medicinal products at pharmaceutical enterprises. Training of domestic students in the field of drug technology is an important direction of pharmaceutical education today. The main tasks of studying the elective discipline "Quality Systems in Pharmacy" are: formation of students of higher education in general knowledge about the quality indicators of medicinal products according to the stage of their life cycle by fulfilling the requirements of proper pharmaceutical practices and developing documentation in accordance with their requirements; formation of practical skills; raising the level of general and scientific development of students of higher education, forming their outlook and perspective as modern qualified specialists in the field of pharmacy. The purpose of the work was to study the assessment of the level of training of domestic students in the elective discipline "Quality Systems in Pharmacy". Materials and methods. We used an empirical research method (questionnaire). Questionnaire was a key research method, as it allows to get answers from the student audience regarding the organization of the educational process. A survey was conducted to assess the level of preparation of domestic students of the 5th year of the Faculty of Pharmacy who completed the study of the selective discipline "Quality Systems in Pharmacy". 50 full-time students and 2 distance learning students took part in the survey. Out of all the respondents, only one studies on budget forms of education. Research results. According to the curriculum, the elective discipline "Quality Systems in Pharmacy" at the Faculty of Pharmacy of IFNMU is studied in the V course in the IX semester, at the stage when students have already acquired basic knowledge of pharmaceutical disciplines. The discipline is chosen by already formed specialists who possess a large stock of theoretical knowledge and practical skills and are motivated to study a new subject, so it remains for the teacher to systematize information for the proper conduct of the discipline study course. 3 ECTS credits are provided for the study of the discipline in the curriculum. The discipline includes 20 hours of lectures, 30 hours of practical classes, 40 hours of independent student work and ends with a module. Lecture and practical material taught at the level of modern scientific and practical data with the aim of forming students' program results. We conducted an analysis of problems in the organization of the educational process for students of the Faculty of Pharmacy of the Ivano-Frankivsk National Medical University during full-time education. The success of implementing the selective discipline "Quality Systems in Pharmacy" and ensuring a high level of training depends primarily on the quality of the work of scientific and pedagogical workers.