Students In Education Programs Research Articles

Effect of Valsalva Maneuver on Pain Perception During Blood Sample Collection Among Patients

Background: Blood sample collection is the most frequent intrusive practise that hurts patients in hospital settings. A non-pharmacological and economical way to lessen pain during blood sample collection is the Valsalva Maneuver. Objectives; The aim of this study was to evaluate the effect of Valsalva Maneuver during blood sample collection. Methods: A quasi-experimental design (post-test only control group design). Self-structured questionnaire on Socio demographic information, clinical parameter and Wong baker face pain scale was used to observe the pain score of participants. The research population includes all the adult patients between the ages of 18 and 50 admitted in IPD. The sample size for the study comprises of 500 Participants who met the inclusion criteria. Purposive sampling technique was used to identify adult patients between the ages of 18 and 50 who were having blood sample collection admitted in IPD in IMS & SUM hospital, Bhubaneswar, Odisha. Results: The results revealed that there is significant reduction in pain during blood sample collection in experimental group with (p=0.000). No association was found between level pain and socio-demographic and clinical parameters. Discussion: The Valsalva manoeuvre is a non-invasive, non-pharmacological, and efficient way to lessen pain related to drawing blood samples. During the collection of blood samples, nurses should demonstrate the Valsalva manoeuvre to patients. In-service education programmes for nurses and students should be included by hospital administration in order to promote the non-pharmacological technique of pain alleviation during blood sample collection.

A73Using simulated general practice consultation circuits to develop medical students’ skills in managing uncertainty

Uncertainty is a prevalent concept within medicine, intrinsic to clinical decision-making. Managing uncertainty can be challenging, especially in specialties (i.e. General Practice) where unclear diagnoses are common. This has resulted in curriculums for such specialities introducing teaching on managing uncertainty [1]. With poor tolerance of uncertainty associated with negative outcomes in medical students [2], there is a strong argument that medical schools need to prepare students to manage uncertainty. Uncertainty simulation cases have been utilized to achieve immersive teaching on uncertainty [3], however this is limited by the resources made available by simulation departments, restricting the potential reach of this transformative learning. Aim: To deliver an immersive teaching programme for medical students that develops skills in managing uncertainty within a minimal resource environment. 8 teaching sessions with 46 students were facilitated, which involved students rotating through a circuit of 5 simulated General Practice consultation stations. Students firstly performed the station and then acted as the patient for the next candidate in a continuous cycle ( Circuit Rotation Design – Students started the circuit acting as either the doctor or patient for stations 1-5. After each 10-minute station, there were two minutes for feedback. Students then rotated in a clockwise direction becoming the patient for the station they had previously performed or performing a new station. The students continued to rotate according to this carousel circuit design until they had performed and examined all five stations Students responded positively to the teaching programme, rating its provision of confidence in managing uncertainty and managing GP scenarios (real and OSCE) as >95%. Enjoyment of the sessions was rated at 97% with main aspects being: variety of stations and interactivity. Usefulness of the sessions was rated at 98% with main aspects being: chance to practice, range of cases, receiving feedback. Simulations of GP consultations were rated as highly representative; this was achieved with minimal resources. This teaching programme developed medical students’ confidence and skills in managing uncertainty. They also felt better prepared for managing patients in a GP setting. Critical to the success of this programme was the enjoyment and perceived usefulness of the teaching, as this improved engagement with the learning outcomes. With the cohort being final year students that were integrating knowledge from previous clinical years, we hypothesize that the usefulness was due to students wanting to focus more on revision and opportunities to develop skills in managing less commonly taught but clinically important abstract concepts, such as managing uncertainty. Further programmes should expand on the simulated environments (ED, medical/surgical on-calls) and managing other clinically important abstract concepts (confrontations, prioritization, errors). Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

Planting Seeds of Mindfulness During Teacher Preparation

Mindful practices such as intentional breath and body awareness may benefit students in teacher education programs both in their present student roles and in their futures as educators. This mixed methods study included an 8-week online mindfulness intervention during the Spring of 2020. Quantitative data included pre- and post-questionnaires related to mindful awareness, perceived stress, resilience, and loneliness. Participants (n=16) provided weekly records of practice and attendance, and at the conclusion of the program, semi-structured interviews were conducted. Scores for mindful awareness and resilience significantly increased over the course of the program while perceived stress and loneliness decreased. A statistically significant, inverse correlation was observed between mindful awareness and perceived stress. Interview themes included that teacher education students felt their Self-Awareness and Social Connections were affected throughout the intervention. Noting aspects of transformative learning, participants also indicated an intention to integrate mindful practices into their future classrooms.

Making it happen: Development of an interprofessional deprescribing education programme.

Deprescribing is the planned and supervised reduction or discontinuation of medications that may be causing harm or are no longer benefiting a patient. The need for deprescribing to be a routine part of patient care is essential with an aging population and the rising prevalence of polypharmacy, which has been associated with increased adverse outcomes such as falls, hospitalizations and mortality. Deprescribing is a complex intervention that requires collaboration between the patient, caregivers and healthcare providers to adequately support all involved, as well as to ensure medications are not restarted in error. The objective of this article is to describe the stepwise approach to planning and ongoing development of an online, interprofessional deprescribing education programme for healthcare providers and students with the goal of enhancing deprescribing practice. There were four main planning and development components: (1) a needs assessment to provide guidance on programme design, development and delivery; (2) a consultative programme planning process with an advisory group of stakeholders and patient partners to inform programme learning outcomes and content; (3) a core development team for the creation of programme content; and (4) planning for programme evaluation. Based on the stepwise and consultative process, programme outcomes were identified, and five modules were developed.

The double pandemic: diversity, equity and inclusion at Yale University School of Medicine in the era of COVID-19

Research methodology This case was based on both primary and secondary data. In-depth semidirected interviews were conducted in 2021–2022 after receiving the institutional research board approval. The interviews took an approximate time ranging from 90 to 120 min. They were recorded and transcribed. A thematic analysis was undertaken to identify the most relevant themes for the case. The secondary sources used included various websites, scholarly and trade journals, as well as specific databases, such as Statista. Case overview/synopsis The case exposes students in multiple disciplines to the challenges created by the COVID-19 crisis at Yale School of Medicine (YSM). It describes its remarkable effects on organizational and community members as they struggled to reimagine more inclusive and supportive spaces. As one of the most severe crises humanity has ever witnessed, COVID-19 exacerbated the existing struggles of the underrepresented communities, creating a double pandemic. It has also amplified inequities among marginalized groups including black, indigenous and people of color; women; immigrants; lesbian, gay, bisexual, transgender, queer/questioning; people with different abilities; working parents; single parents; religious minorities; and people with low income. When COVID-19 hit in 2020, Yale University School of Medicine (YSM), like other pioneering schools in the field of health care, doubled their efforts to face both the public health crisis and the substantial social turmoil (racial tensions after the death of George Floyd, food insecurity, vaccine resistance, social inequalities, etc.). Professor Marietta Vazquez, MD, who was the first Latina to be named Associate Dean for Medical Students Diversity at YSM, launched with Dr Latimore (Chief Diversity Officer) and her other colleagues many strategic initiatives aiming at improving the diversity, equity and inclusion of organizational and community members. The case is an invitation to graduate students and students in executive education programs to reflect on the grand challenges leaders faced at YSM as well as in other institutions across the nation and the globe. It is also a call to reimagine ways leaders can accelerate the pace of change in their organizational ecosystems. Complexity academic level This case was written for use in graduate-level courses, including executive education dealing with Diversity, Equity, Inclusion and Belonging, Leadership and Change, Health-Care Equity/Policy, Health Sciences, Human Resource Management, Organizational Behavior, Crisis Management, Sustainability, Business and Society, Social Issues in Management, Strategy, etc. Faculty members can easily adapt the case to fit the content of the course they teach, the students’ context as well as the specific learning outcomes to be achieved.

Upaya Pengelola Melalui Program Pohon Geulis Dalam Meningkatkan Minat Baca Peserta Didik Program Kesetaraan Paket C

The change that non-formal education wants to achieve in community development is the growth of a learning society. One of the characteristics of a learning society is the formation of a reading society. The initial stage towards readability is reading interest. This research was conducted at PKBM Bhina Swakarya, Batujajar District, West Bandung Regency. The purpose of this study was to determine the interest in reading at PKBM Bhina Swakarya and the manager's efforts to increase reading interest in his institution. This study used qualitative descriptive method. The informants in this study amounted to 5 people, the selection of informants used data source sampling techniques with certain considerations. The data collection techniques used in this study used interview, observation, and documentation techniques. The results of this study obtained that, 1) the initial condition of students carrying out reading activities for five minutes, 2) efforts made by the manager to increase interest in reading by making interesting programs, making visits to reading parks, assigning students to read, summarize, and make interesting summary results, 3) It was found that there was an increase in reading interest after the “pohon geulis” program which was a form of management effort to increase the reading interest of students of the high school equivalence education program. The increase in reading interest occurs because the obligation of students to read is imitated from the aspects of time spent, reading frequency, and quantity of reading. The increase in reading interest is due to the implications of the implementation of the “pohon geulis” in terms of student curiosity, the need for information, and the principle of students that reading is a necessity.

HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD? A PROSPECTIVE STUDY FOR FUTURE EDUCATORS

Academic cheating is an action individuals take to achieve success in ways that are not right. Academic cheating is often done, ranging from basic educational institutions to universities or students. Educators must have morals to reduce the actions of Academic Cheating that often occurs at the education level. Guilt and Shame Proneness determines unethical behavior, such as whether academic cheating will occur. This study aims to determine the effect of Guilt and Shame Proneness on Academic Cheating in students of primary school teacher education study programs. The current study assessed academic dishonesty among college students in primary school teacher education programs. Two hundred and eight participants self-reported cheating behavior and completed the Guilt and Shame Proneness Scale. The regression test results for the influence of Guilt and Shame Proneness on Academic Cheating obtained a probability value of sig. (p) = 0.000 (p<0.05) so that the hypothesis is accepted: Guilt and Shame Proneness significantly influence Academic Cheating. R-square value = 0, 075 means that Academic Cheating effectively contributes 7.5% to guilt. The importance of moral inculcation in student-teacher candidates must be considered to prevent unethical behavior.

STEAM Matters for Sustainability

Students of art-based higher educational programs use artistic practices and academic methods to explore complex societal topics and produce artistic outcomes that embody new knowledge and insights. Universities have an essential role in helping to shape sustainable futures, and art-based research frequently explores complex and abstract topics, such as sustainability. In this paper, we provide reflections on 33 of the 127 undergraduate student projects we surveyed that concern sustainability over a period of 10 years at a problem-based learning (PBL) university as part of an Art and Technology degree program. Art and Technology is a STEAM education, where STEM (science, technology, engineering, and math) subjects are taught alongside artistic methods. Specifically, we investigate how students formulate sustainability problems within an art-based research framework by identifying the (1) themes within sustainability and art that were of most concern, (2) research aims of these projects within a PBL context, and (3) artistic and academic methods employed as part of the research process. Additionally, we provide select examples of the artistic outcomes of these student projects as evidence for how artistic methods and practices – by virtue of necessarily experiential work – can concretize the often abstract notion of sustainability, making it accessible to diverse student populations and the public.

Sexual risk-taking behavior amongst emerging adults in a tertiary institution of learning in Coastal Kenya: A qualitative study of stakeholders' perspectives using causal loop mapping.

It is known from previous studies that university students in sub-Saharan Africa (sSA) engage in sexual risk-taking behaviour (SRTB). However, there is paucity of data on factors contributing to SRTB among university students (emerging adults) at the Kenyan Coast thus hindering intervention planning. This study seeks to provide an in-depth qualitative understanding of the factors contributing to SRTB and their interconnectedness among university students at the Kenyan Coast combining qualitative research with a systems thinking approach. Using the ecological model, and employing in-depth interviews, we explored the perceptions of twenty-six key informants (twenty-one emerging adults and five other stakeholders) on what constitutes and influences SRTB among emerging adults at a tertiary institution of learning in Coastal Kenya. Data were analysed using a thematic framework approach. A causal loop diagram (CLD) was developed to map the interconnectedness of the correlates of SRTB. Our findings show that unprotected sex, transactional sex, cross-generational sex, multiple sex partnerships, gender-based violence, sex under influence of alcohol/drugs, early sex debut, and sharing sex toys were common SRTBs. Based on the ecological model and CLD, most of the reported risk factors were interconnected and operated at the individual level. Our study shows that emerging adults are frequently engaging in unprotected sex. Enhancing sexuality education programs for students in Kenyan universities and strengthening support systems including counselling for those using alcohol/drugs may help reduce SRTB among emerging adults in Kenyan universities.

Adjectival Retention: Persuasive Texts Students Universitas Negeri Makassar

This research contributes to language development, especially adjectival retention as a very basic resilience in the text. Research on adjectives has been conducted by (Kennedy, 2013), (Schiff et al., 2014), (Sharma et al., 2015), (Sato et al., 2016), (Cutillas & Tolchinsky, 2017) Compared to the previous studies, however, the present study focuses on adjectival retention. In addition, the research findings also provide an understanding of the use of adjectives with the meaningfulness contained in the sentence. This research is a qualitative one, using a content analysis method. The data consist of persuasive essays written by 83 students of Indonesian Language and Literature Education Program in the Faculty of Languages and Literature at State University of Makassar, submitted during March to September 2019 period. While the research data were in the form of adjectives in the essays submitted, the research instrument was the researchers themselves. Data collection was done by giving assignments to the students to write persuasive essays. Data analysis techniques were identifying, reducing, presenting the data, verifying, and drawing conclusions about adjectival retention. The findings of the study indicate the following cases of adjectival retention: (a) weakening of positive adjectival retention; (b) intensive retention occurring not only with the precursor which precedes it, but also with the constituent following it; (c) elative retention appearing only after the use of verbs in the sentence; (d) excessive adjectival retention having a formation that occurs due to a conjunction stating the cause; (e) retention of argumentative adjectives placing emphasis on the part of the core sentence; (f) retention of attenuate adjectives reinforcing one another and not weakening the other parts. Overall, some 42% of the essays contain adjectival retention and 58% of them were without adjectival retention.

An Attribution Theory Lens on Plagiarism: Examining the Beliefs of Preservice Teachers

Academic misconduct is a prominent issue at postsecondary institutions. This issue includes the act of plagiarism, which has received considerable attention on campuses. There is a growing body of research examining why students engage in plagiarism, and what they know about plagiarism, but little of this research is guided by a theoretical framework. Although all students may be tempted to plagiarize, students in teacher education programs represent a unique population because they are concerned with developing their own academic performance alongside the skills necessary to manage situations of academic misconduct as future teachers. Therefore, our first aim was to examine preservice teachers’ beliefs about plagiarism. Then, following the principles of Attribution Theory, our second aim was to investigate how beliefs of controllability related to acts of plagiarism impacted participants views on responsibility, emotions, help giving, and reporting. We used a within-person repeated measures design with three levels of controllability manipulated through hypothetical scenarios of plagiarism to collect data from 201 preservice teachers. Overall, preservice teachers had strong beliefs about plagiarism. Moreover, when scenarios included students who engaged in plagiarism that was controllable, participants were more likely to view the student as responsible, feel anger towards them, support punishment, and recommend reporting the student, than when the act of plagiarism was not seen as controllable. We provide recommendations for instructors and administrators for supporting students and highlight limitations and directions for future research.

Assessing associations and predictors of COVID-19 vaccine uptake among college students in a university setting

Objectives: This study assessed the uptake of the COVID-19 vaccine and factors related to vaccination coverage among college students in a university setting. Methods: A cross-sectional study design included undergraduate and graduate students in a university community as study participants. Survey questions assessed the uptake of the COVID-19 vaccine and various predictor variables related to vaccination decision-making. Data analysis included descriptive statistics, correlation statistics, and binary logistic regression. Results: Of the 385 participants, most were undergraduate students. Participants who received the influenza vaccine in the past flu season were more likely to receive the COVID-19 vaccine. Participants with perceived susceptibility to COVID-19 were five times more likely to receive the COVID-19 vaccine. Conclusions: Influenza vaccination coverage and perceived susceptibility were associated with the uptake of the COVID-19 vaccine. Study findings may serve to inform behavior change interventions and educational programs for students in university communities.

The Relationship Between Spiritual Well-Being and Psychological Capital Among Nursing Students: A Cross-sectional Study

Background: University students’ spiritual well-being (SWB) is a potentially decisive factor in strengthening positive concepts, such as psychological capital (PsyCap). Objectives: This study investigated the relationship between SWB and PsyCap among nursing students. Methods: The present descriptive cross-sectional study was conducted on 383 nursing students of a four-year educational program using a convenience sampling method from July to December 2021 in Iran. The tools applied in this study were the psychological capital (PsyCap) questionnaire and the spiritual well-being scale (SWBS). Pearson’s correlation coefficient and hierarchy of multiple regressions were used to analyze the data. Results: The results of Pearson’s correlation coefficient showed a positive and significant relationship between religious well-being (RWB) and self-efficacy, hope, optimism, and resilience (r ranging from 0.36 to 0.45, P < 0.01). Also, the correlation coefficients between existential well-being (EWB) and self-efficacy, hope, optimism, and resilience (r ranging from 0.41 to 0.61, P < 0.01) were positive and significant. Hierarchical multiple regression revealed that two areas of SWB were explained: 26.6%, 37.7%, 29.6%, and 17.9% of the variance in the students’ self-efficacy, hope, optimism, and resilience, respectively. Conclusions: SWB is a substantial issue in promoting the students’ PsyCap, and it is possible to improve their PsyCap through spirituality-based interventions.

Challenges Faced by International Students in Pursuing Doctoral Study: A Case Study of Saudi Students in American Higher Education Programs

Many international students aspire to seek admission to higher education and pursue their studies, especially in the US. Therefore, institutions in general and American institutions in particular must realize the students' perspectives and offer support so they can face their unique problems during their education. This review aims to look into specific learning and adaptation-related experiences of international higher education students during a challenging transition to a large, public research university in the United States. The study was conducted at an American university in the southwest. The program enrolls students worldwide seeking master's and doctoral degrees in languages and social studies. Students may select from a wide range of concentrations, such as teaching English as a Second Language, bilingual education, and social justice, to name a few. These students are often encouraged to study interdisciplinary subjects to improve their understanding of the realm of education and how it is affected by society and politics. Professors teaching these interdisciplinary subjects who descend from various countries and teach in multiple disciplines hold controversial and sometimes even contradicting visions on education and research issues. This review explored the challenges and problems that Saudi international students face while pursuing higher education. A qualitative data collection and analysis method was followed to arrive at conclusions. 6 Saudi students were interviewed in detail. Study findings revealed various academic, social, cultural, financial, and family implications. It is concluded that Saudi international students encounter specific difficulties in US institutions, such as mentoring hardships, adjustment to a new educational system, lack of administrative support, and communication gaps between the supervisors and the researchers.

What changes are university students seeking? Bringing employers to classrooms to facilitate post-graduation opportunities

ABSTRACT University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students’ eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a ‘change maker’ in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students’ personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates’ access to post-graduation opportunities.

Artificial intelligence and its impact on job opportunities among university students in North Lima, 2023

Introduction: Artificial intelligence is a technology that replaces human activities, favors business productivity and raises concerns about job losses and economic and social challenges. Method: The research uses a quantitative approach and a non-experimental study design with correlational scope. It identifies two variables: artificial intelligence (AI) and job opportunity. It evaluates students of the Adult Education Program (PFA) of the Universidad César Vallejo. Data collection was done through a virtual survey with Likert scale questions. Results: The study conducted a descriptive analysis of two variables: artificial intelligence and job opportunities. A moderate and positive correlation was observed between both variables, suggesting a significant relationship between the level of artificial intelligence and job opportunities of the respondents. Discussion: The study reveals a positive and moderate correlation between the knowledge of artificial intelligence and the perception of job opportunities. It is important to adapt to this global technology to improve employability. Conclusion: The findings support that artificial intelligence transforms society and the labor market. Although 86% of students know AI, most need more training in this field, even in areas with projected growth in AI-related employment.

The Role of Higher Education and Training in Entrepreneurial Development in Afghanistan

Education and training stand as pivotal factors in the growth and development of entrepreneurship, capturing global attention. Various studies have demonstrated that entrepreneurial traits are predominantly acquired rather than inherited, underscoring the current emphasis on entrepreneurship education. Today, entrepreneurial education has become one of the most crucial and widespread activities within educational institutions, especially universities, worldwide. Given the substantial impact of entrepreneurship on economic and social development, governments invest considerable efforts in providing entrepreneurial education to their populace. In recent years, Afghanistan has witnessed significant endeavors by institutions and universities, establishing entrepreneurial centers and conducting various educational programs for students.
 This article, based on qualitative data and employing a descriptive research method, endeavors to explore the significant role and influence of higher education and training in entrepreneurial development within the country. The research aims to shed light on the intersection of education and entrepreneurship, addressing topics such as the definition of entrepreneurship, the importance and necessity of entrepreneurship education, research objectives, questions, and hypotheses, the goals of entrepreneurial education, the need for entrepreneurship courses in universities, universities' objectives in promoting entrepreneurship, entrepreneurial characteristics of universities, social and cultural indicators of entrepreneurship at the university level. Finally, the study concludes with findings and recommendations.

예비사회복지사 만학도의 학습참여동기가 참여지속의도에 미치는 영향에 대한 자기효능감의 매개효과

Objectives The purpose of this study was to examine whether the self-efficacy has a mediating effect on the effect of the learning participation motivation of preliminary social workers as mature-age students on their participation continuance intention.
 Methods To this end, it administered questionnaires to 259 preliminary social workers as mature-age students enrolled in collages located at D- and J-si, K-do, and it tested the relation among variables, the mediating effect and the significance level from the data collected by using SPSS/PC(21.0) and Process macro.
 Results First, it was fond that the learning participation motivation of preliminary social workers as mature-age students has an effect on the self-efficacy and the participation continuance intention, and the self-efficacy also has a significant effect on the participation continuance intention. Second, it was found that the self-efficacy mediates the relationship between the learning participation motivation of preliminary social workers as mature-age students and their participation continuance intention. The findings suggest that the higher the learning participation motivation and the self-efficacy of preliminary social workers as mature-age students, the higher the participation continuance intention.
 Conclusions On the basis of the findings, this study suggests that academic advisers’ interest and communication are required to enhance the learning participation motivation and the self-efficacy of preliminary social workers as mature-age students, and the participation continuance intention for learning can be also improved based on the effort to develop education programs for mature-age students.

The Effects of an Gender Sensitivity Education Program for Middle School Students

The Effects of an Gender Sensitivity Education Program for Middle School Students

201 The Surgical Hour: Improving the Surgical Footprint of Undergraduate Surgical Teaching

Abstract Aim To deliver an online surgical teaching programme for medical students to enhance undergraduate surgical education and evaluate its effectiveness. The drive was for increasing the surgical footprint in a curriculum surgeons felt lacked exposure during the COVID-19 pandemic. Method Surgical speakers across 9 different surgical specialties were recruited via email. Topics included basic surgical principles, common pathologies, the surgical portfolio and surgical innovation. The programme was advertised to students via social media and a newsletter. Quantitative and qualitative feedback was collected via attendee feedback forms. Attendees’ knowledge in topics covered before and after each lecture was measured via self-assessment using a 5-point Likert scale. A paired t-test was performed to measure pre- and post-session knowledge. Results 17 lectures were delivered between October 2021 and May 2022. 463 feedback forms were completed across the series by students across all years. Mean knowledge ratings improved after each session. 16/17 teaching sessions produced a statistically significant improvement in surgical knowledge (p<0.05). The most statistically significant improvement was seen following the acute abdomen lecture (p = 0.00) Vascular surgery showed an increase from 2.8 to 4 (p = 0.07). Common themes in written feedback were relevance to clinical practice, enthusiastic speakers, and exposure to content not otherwise taught in the curriculum. Conclusions Supplementary surgical series successfully address the demand for increased surgical teaching within the undergraduate curriculum. They improve insight into a career in surgery with exposure to positive role models, significant improvement in knowledge and practical advice on career development, empowering students to pursue surgery.