Undergraduate Education Course Research Articles

Building Multitemporal Awareness and Reflexivity in Family Business: A Visual Sensemaking Exercise

This article presents an exercise designed for successors and other business family members with the aim to enable them to communicate their understandings of their family and family business’ past legacies and to express their future-related projections. First initiated in France in 2014, then duplicated in United States in 2019, the exercise has been used in undergraduate, graduate, and executive education courses, with national and international cohorts. While the exercise has typically focused on classes composed of successors, it has also been used in executive education courses with business family members from older and younger generations. The learning activity asks participants to draw three consecutive images of their family business—past, present, and future—to develop a visual narrative of the family and family business legacies and future. Participants are then invited to tell the story of their family business and to depict its imagined future using the three drawings as guides, within the group setting. This visual sensemaking exercise enables participants to access tacit modes of relating to past legacies and contributes to developing multitemporal awareness and reflexivity in multigenerational family businesses.

A Case‐based Laboratory Experience to Facilitate Integration of Content in a Nervous System Course

IntroductionNeuroscience courses in undergraduate medical education are often viewed as more challenging and “neurophobia” among undergraduate medical students has been well documented. Students cite neuroanatomy and a lack of patient exposure as two primary reasons that neurology is difficult. Information from these and other areas are often siloed without connecting concepts across disciplines. In short, students often fail to integrate preclinical coursework with neuroanatomy and clinical scenarios, which is a critical skill to develop before entering their clinical years. As integration continues to be highlighted in undergraduate medical curriculum, novel methods for facilitating integration continue to be explored. While clearly an important consideration across all disciplines, content integration is particularly important in a nervous system or neuroscience course. Here we describe a novel case‐based laboratory experience designed to facilitate integration of knowledge across gross anatomy, neuroanatomy, imaging, physiology, and pathology.AimTo describe a novel case‐based laboratory experience that facilitates integration across the entire Nervous System curriculum including gross anatomy, neuroanatomy, imaging, physiology and pathology.MethodsThis laboratory event occurs in week 5 of a 6‐week nervous system course at the end of the first year. Teams of 6–7 students progress through seven 20‐minute stations, each of which presents a novel case‐based exploration. Each case requires students to consider basic science questions along with continued exploration of the case through activities and/or thought questions to encourage critical thinking. Cases include identification of neuroanatomy and anatomy structures relevant to the case on models, specimens, and images. Students are able to move through each case without significant instructor guidance as each case includes instructions as well as answers/responses. Instructors are then free to insert themselves into discussions as they see teaching moments or answer student questions that go beyond the case.ResultsThis facilitated integration experience was the highest rated event throughout the entire course and received a nearly perfect review. On a 3‐point scale more traditional nervous system labs were rated at an average of 2.53. This case‐based experience was rated as 2.96. Student comments indicated that the event met the goals set by instructors, providing an opportunity for students to integrate basic science knowledge with anatomy and pathology in the context of a patient case.Discussion and ConclusionWhen creating new anatomy events, it is important to consider new ways to facilitate integration, particularly in the nervous system course, where undergraduate medical students around the world have identified neuroanatomy and clinical application as two areas of particular difficulty. This case‐based method provides instructors with another tool to help students integrate information from across the nervous system curriculum.

The pharmacology course for preclinical students using team-based learning.

PurposeA pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning.MethodsWe developed an “integrated clinical pharmacology” course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year.ResultsThe reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year.ConclusionThe study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.

Teaching Behavior Change Theory in Canada: Establishing Consensus on Behavior Change Theories That Are Recommended to Be Taught to Undergraduate Students in Courses Addressing Health Behavior Change

There is little guidance on which behavior change theories should be taught in undergraduate courses addressing health behavior change. Delphi consensus methods provide a formal, systematic, and reproducible method for establishing consensus among experts. Objective. Use a Delphi methodology to establish consensus regarding behavior change theories that should be taught to undergraduate students enrolled in health behavior change courses. Method. An online Delphi consensus exercise was completed by instructors who were identified through a systematic search of 94 University course calendars to be teaching health behavior change content to undergraduate students in Canada. In Round 1, 22 participants generated a list of theories taught in undergraduate courses. In Rounds 2 and 3, participants indicated their level of agreement using an 11-point Likert-type scale as to which theories should be taught. Theories that reached predetermined consensus criteria were retained in each round. Results. In Round 1, participants listed over 50 different theories being taught in undergraduate courses. After Round 2, nine theories met consensus criteria which were refined to only six theories in Round 3 (i.e., behavior change wheel, self-determination theory, self-efficacy theory, social ecological model, social cognitive theory, theory of planned behavior). Conclusions. A wide range of theories are taught in undergraduate courses. However, only a minority of these theories reached consensus criteria as being theories that should be taught to undergraduate students enrolled in courses addressing health behavior change. Findings can be used to improve the consistency and quality of instruction of behavior change theories at the undergraduate level.

PRE-SERVICE TEACHERS’ IMAGES ON THE NEIGHBOURING COUNTRIES OF TURKEY

Bu çalışmada Sosyal Bilgiler öğretmen adaylarının Türkiye’ye komşu ülkeler hakkındaki algıları, görüşleri ve coğrafi bilgi temelinde yeterliliklerini belirlemek amaçlanmıştır. Betimsel tarama modeli ile gerçekleştirilen araştırmanın çalışma grubunu, Sosyal Bilgiler Öğretmenliği Anabilim Dalı birinci ve ikinci sınıfında öğrenim gören 90 öğretmen adayı oluşturmaktadır. Çalışma grubunun oluşturulmasında amaçlı örneklem yöntemlerinden ölçüt örnekleme kullanılmıştır. Araştırmanın verileri açık uçlu soruların yer aldığı bir yapılandırılmış veri toplama aracı ile toplanmıştır. Veriler içerik analizi kullanılarak çözümlenmiştir. Elde edilen sonuçlara göre, öğretmen adaylarının, Türkiye’ye komşu ülkelerin konumu, fiziki, nüfus, ekonomik ve siyasi özelliklerine ilişkin yetersiz ve hatalı ifadelere sahip oldukları ve bu ülkelerin Türkiye ile ilişkilerini mekânsal olarak analiz edebilecek bilgi temelinden yoksun oldukları tespit edilmiştir. Öğretmen adaylarının daha çok kalıp bilgi ve önyargılar üzerinden ülkeler hakkında değerlendirmeler ve tanımlamalar yaptıkları, komşu ülkeler hakkındaki tanımlamalarının dost-düşman ülkeler anlayışından beslendiği dikkati çekmektedir. Katılımcıların öğretmen adayı oldukları gerçeğinden yola çıkıldığında, Türkiye’nin çevresindeki ülkeler ve bu ülkelerin Türkiye ile ilişkileri hakkında önyargı ya da kalıp yargılardan uzak, doğru ve derinlikli coğrafi bilgilere ve mekânsal düşünme becerilerine sahip olmaları önem taşımaktadır. Bu bağlamda, Sosyal Bilgiler Öğretmenliği lisans programı ve programdaki ders içeriklerinin düzenlenmesi önerilmektedir.

Signatures of medical student applicants and academic success.

The acceptance of students to a medical school places a considerable emphasis on performance in standardized tests and undergraduate grade point average (uGPA). Traditionally, applicants may be judged as a homogeneous population according to simple quantitative thresholds that implicitly assume a linear relationship between scores and academic success. This ‘one-size-fits-all’ approach ignores the notion that individuals may show distinct patterns of achievement and follow diverse paths to success. In this study, we examined a dataset composed of 53 variables extracted from the admissions application records of 1,088 students matriculating to NYU School of Medicine between the years 2006–2014. We defined training and test groups and applied K-means clustering to search for distinct groups of applicants. Building an optimized logistic regression model, we then tested the predictive value of this clustering for estimating the success of applicants in medical school, aggregating eight performance measures during the subsequent medical school training as a success factor. We found evidence for four distinct clusters of students—we termed ‘signatures’—which differ most substantially according to the absolute level of the applicant’s uGPA and its trajectory over the course of undergraduate education. The ‘risers’ signature showed a relatively higher uGPA and also steeper trajectory; the other signatures showed each remaining combination of these two main factors: ‘improvers’ relatively lower uGPA, steeper trajectory; ‘solids’ higher uGPA, flatter trajectory; ‘statics’ both lower uGPA and flatter trajectory. Examining the success index across signatures, we found that the risers and the statics have significantly higher and lower likelihood of quantifiable success in medical school, respectively. We also found that each signature has a unique set of features that correlate with its success in medical school. The big data approach presented here can more sensitively uncover success potential since it takes into account the inherent heterogeneity within the student population.

Perceptions and Practices of EFL Pre-service Teachers about Reflective Teaching

Current theories of teacher education and teaching expertise as a process consider teacher/ student teacher reflection one of the main ways of learning how to teach effectively. Such theories of teacher expertise reinforce the claim that teachers who engage in reflective practices can develop a deeper understanding of their teaching, assess their professional growth, develop informed decision-making skills, and become proactive and confident in their teaching. Given the importance of reflective teaching, this case study focused on exploring pre-service teachers' perceptions and practices of reflection in teaching. Three student teachers took part in the study. Portfolios, reflective journals, observations and discussions were used to collect the data. The qualitative analysis showed that pre-service teachers generally believed that reflection was useful and helpful, particularly at the beginning of their teaching experience. Then, it became just a repetitive routine act. Analyzing pre-service teachers' practices, the study indicated that student teachers’ reflection was general, brief, and mostly descriptive in nature. Pre-service teachers did not really engage in effective reflection practices. The study suggested that there is a need for reconsidering reflective teaching in undergraduate courses of Teaching English as a Foreign Language (TEFL).

Implementation of a medical ethics course in undergraduate dental education and assessment of knowledge and attitudes

ABSTRACTObjectives:A medical ethics course was launched in 2012 in a French University Dental School. We compared knowledge and attitudes, before and after implementation of that course. The aim of this study was to compare students who received an ethics course (third year) to those who did not have such training, however, most of them did have some clinical traineeship.Materials and Methods:An anonymous questionnaire was sent to the second-, third-, and sixth-year students. It comprised questions with Likert item format answers and clinical vignettes with open responses. The results were analyzed by two approaches: a statistical analysis (chi-square or Fischer exact tests) and a content analysis using a predefined grid.Results:A total of 299 respondents replied (75% students) the questionnaire. The analysis showed a statistically significant association between knowledge of the law and information procedures (P < 0.0001), access to medical files (P = 0.004), and recording consent (P = 0.049). It was also significant between knowledge of the law and the principles of biomedical ethics (P < 0.0001 for autonomy and beneficence). The third-year students could state the principles of medical ethics with their percentage always greater than the sixth-year students. After the third year, the students’ attitudes switched from a social to a medical emphasis, and their point of view regarding patient’s autonomy evolved. Patient’s refusal of care raised potential conflicts between autonomy, professional judgment, information, and consent.Conclusion:Ethics teaching could offer a way to turn positive attitudes into real competencies and should be considered at an early stage.

The role of task classification and design in curriculum making for preservice teachers of mathematics

This paper reports on a research project undertaken with a group (n = 19) of Irish preservice student teachers (PSTs) during the third year of a five‐year undergraduate education course. A series of workshops were carried out on the classification and design of mathematics tasks. The research is presented as a case study using mixed methods to gather data at three points, before the workshops, after the workshops, and two years later, when PSTs were in their final year. We argue that task classification and design are curriculum‐making activities for mathematics teachers. Through critically classifying and designing mathematics tasks, PSTs developed skills of evaluating the cognitive demand of tasks and showed evidence of using these skills in curriculum making. Through using frameworks to classify tasks, the PSTs demonstrated a capacity to take a more critical role in curriculum making. Our data show that the development of skills in these areas has lasting effects on PSTs’ practices and willingness to engage meaningfully with the curriculum in mathematics. The research highlights the need for PSTs to work on evaluating and designing tasks. How frameworks can support and enhance PSTs’ capacity to make curricular decisions is evidenced.

Perceptions and Practices of EFL Pre-service Teachers about Reflective Teaching

Current theories of teacher education and teaching expertise as a process consider teacher/ student teacher reflection one of the main ways of learning how to teach effectively. Such theories of teacher expertise reinforce the claim that teachers who engage in reflective practices can develop a deeper understanding of their teaching, assess their professional growth, develop informed decision-making skills, and become proactive and confident in their teaching. Given the importance of reflective teaching, this case study focused on exploring pre-service teachers' perceptions and practices of reflection in teaching. Three student teachers took part in the study. Portfolios, reflective journals, observations and discussions were used to collect the data. The qualitative analysis showed that pre-service teachers generally believed that reflection was useful and helpful, particularly at the beginning of their teaching experience. Then, it became just a repetitive routine act. Analyzing pre-service teachers' practices, the study indicated that student teachers’ reflection was general, brief, and mostly descriptive in nature. Pre-service teachers did not really engage in effective reflection practices. The study suggested that there is a need for reconsidering reflective teaching in undergraduate courses of Teaching English as a Foreign Language (TEFL).

As reformas curriculares e a formação de professores

Este artigo tem como objeto de pesquisa a Resolução Nº 2, aprovada em 1º de julho de 2015, que define as Diretrizes Curriculares Nacionais para a formação inicial em nível superior cursos de licenciatura, cursos de formação pedagógica para graduados e cursos de segunda licenciatura e para a formação continuada, aprovada pelo Conselho Nacional de Educação. Objetiva analisar as concepções de formação docente presente na referida Resolução e suas consequências para o campo teórico-metodológico da docência. O estudo caracteriza-se como pesquisa bibliográfica e documental. A ação do Estado, por meio das Diretrizes Curriculares Nacionais para a formação docente, reforça a primazia do aprender a aprender promovendo, assim, a redução da fundamentação teórica, o que implica um esvaziamento da formação humana de professores e alunos da educação básica.

Pre-service teachers' visual images about biology

&lt;span&gt;The aim of this study &lt;/span&gt;&lt;span lang="IN"&gt;was&lt;/span&gt;&lt;span&gt; to investigate the visual images of pre-service teachers who take biology courses in undergraduate education about biology by analyzing their drawings. The research was conducted with 97 pre-service teachers, studying at the education faculty of a university in Turkey and taking biology course during undergraduate training. Science teaching and classroom teaching departments were included in the research. In the study, the data collection tool has been applied based on voluntariness of pre-service teachers. In the first part of the data collection, information about pre-service teachers' department, grade level and gender were collected. In the second part, pre-service teachers were given a blank&lt;/span&gt;&lt;span&gt;A4 paper and asked to draw a picture explaining the concept of biology. Pre-service teachers completed their drawings in approximately 20 minutes. Content analysis was used in the analysis of the drawings. Categories and codes were first determined in the analysis of the data. Drawings were coded separately by two researchers. Then, in order to ensure inter-coder reliability, the codes were evaluated together, and a decision was reached. The analysis of pre-service teachers' drawings about biology shows that ecology and ecosystem concepts came to the mind of the majority when biology is mentioned. The general result of the research can be stated as the visual images of pre-service teachers about biology are mostly shaped within the framework of ecology.&lt;/span&gt;

Learning through collaboration: A networked approach to online pedagogy

This qualitative study explores networked collaborative learning in the context of an online undergraduate education course, analyzing the talk, thinking, and media that students jointly produced during a discussion hosted via video conference. Our work speaks to recent interest in online instruction, particularly in post-secondary institutions, as well as the challenge of making online courses engaging, critical, and inclusive educational spaces. Working from a sociocultural frame on learning and development, we demonstrate how synchronous engagement online with multiple digital technologies facilitated students’ knowledge construction and analysis of assignment content. Additionally, we illustrate how the students and the technologies influenced each other, co-functioning reciprocally as elements within a broader “actor-network”. Human and non-human “actants” worked together, affording small but noteworthy shifts in students’ perspectives and thinking. We offer a definition of networked collaborative learning, positing that it is constituted by the dynamic convergence of actants working toward multiple and competing goals, and we discuss its potential for teaching and learning in online spaces.

FORMAÇÃO E DESENVOLVIMENTO PROFISSIONAL: UMA ANÁLISE DE PERIÓDICOS NACIONAIS - 1982 - 2000

O texto analisa a palavra chave Formação e Desenvolvimento Profissional no conjunto da produção acadêmica publicada em periódicos nacionais e disponibilizada no Banco de Dados Produção do Conhecimento na Área da Administração da Educação: Periódicos Nacionais 1982-2000, de autoria de Castro e Werle (2002). Destaca-se como a sexta palavra chave considerando a ordem de freqüência do Banco de Dados como um todo com 301 artigos classificados. A importância que o tema formação e desenvolvimento profissional assume no conjunto das políticas educacionais atuais e nas discussões nacionais sobre a formação docente se expressa na sua freqüência e distribuição temporal. O tema apresenta uma distribuição ascendente com maior incidência no final da década de 1990, refletindo as modificações e o debate provocado pela LDB. Entre as palavras-chaves associadas destacam-se: educação e profissionalização do educador; conhecimento e ação administrativa, ensino superior; educação e determinantes do contexto; inovações tecnológicas; Curso de Pedagogia. Entre os periódicos analisados destaca-se a Revista Educação e Sociedade corno a de maior produção na área.

The Shared Reflective Practice of Co-Planning an Undergraduate Education Course between Online and Face-To-Face Teacher Educators

The current paper presents a reflective account of two teacher educators, from different instructional modalities, co-planning an undergraduate face-to-face education course. Wenger’s writing around communities of practice provided the theoretical underpinning for the reflections put forward and contextual information regarding how the co-planning transpired. From a critical standpoint, observations and reflections related to the communication, challenges (and successes), and pedagogical decision-making between education colleagues are considered. Three central challenges are explored through the reflective lens: length of course between modalities, norming and autonomy, and scheduling between teacher educators to co-plan throughout the academic face-to-face semester. The qualitative nature of the study provides thick and rich detail pertaining to the shared reflections of the two teacher educators. The paper concludes with recommendations surrounding the continued exploration of how the instructional modality plays part in the co-planning process. Keywords: Teacher educators, modalities, higher education, co-planning, reflective practice

The Shared Reflective Practice of Co-Planning an Undergraduate Education Course between Online and Face-To-Face Teacher Educators

The current paper presents a reflective account of two teacher educators, from different instructional modalities, co-planning an undergraduate face-to-face education course. Wenger’s writing around communities of practice provided the theoretical underpinning for the reflections put forward and contextual information regarding how the co-planning transpired. From a critical standpoint, observations and reflections related to the communication, challenges (and successes), and pedagogical decision-making between education colleagues are considered. Three central challenges are explored through the reflective lens: length of course between modalities, norming and autonomy, and scheduling between teacher educators to co-plan throughout the academic face-to-face semester. The qualitative nature of the study provides thick and rich detail pertaining to the shared reflections of the two teacher educators. The paper concludes with recommendations surrounding the continued exploration of how the instructional modality plays part in the co-planning process. Keywords: Teacher educators, modalities, higher education, co-planning, reflective practice

Evaluating the Impact of Two Dialogical Feedback Methods for Improving Pre-Service Teacher's Perceived Confidence and Competence to Teach Physical Education Within Authentic Learning Environments

This novel study investigates the effectiveness of two dialogical feedback methods, peer dialogue assessment and dialogical feedback provided by an academic, when they are used as assessment as learning tools in undergraduate physical education courses. Education students from the University of Newcastle, Australia (n=288), participated in this investigation and completed eight weeks of face-to-face on-campus physical education studies followed by a 3 or 4 week in-school teaching program (~1.5 hrs/week). Students engaged in either peer dialogue assessment or dialogue provided by an academic at the completion of each concurrent teaching session with their respective peer group or academic. Both feedback groups exhibited equivalent and significant improvements in teaching self-efficacy, teaching competence and teaching confidence. This study provides support for embedding formative assessment tasks in an authentic teaching environment in undergraduate physical education courses, and using dialogical feedback (peer or academic) to facilitate reflection and furthering learning in this context.

Rational Drug Usage Status of Nursing Students

ÖZAmaçAraştırma hemşirelik bölümü öğrencilerinin akılcı ilaç kullanma durumunu belirlemek amacıyla yapıldı.YöntemTanımlayıcı olarak yapılan araştırmanın evrenini, İstanbul’da bulunan bir hemşirelik fakültesinde öğrenim gören 1177, örneklemini ise 303 öğrenci oluşturdu. Veriler, Şubat-Mart 2016 tarihleri arasında veri toplama formu ile toplandı. Verilerin analizinde, frekans, ortalama, Pearson Ki-Kare ve Fisher’s Exact testi kullanıldı.BulgularAraştırmaya katılan öğrencilerin %11.6’sının sürekli ilaç kullandığı, en sık ilaç kullanma nedeninin (%69) ağrı olduğu, %93.7’sinin kullandığı ilacın prospektüsünü okuduğu, %70.6’sının ilaçları zamanında aldığı, %86.8’inin ilaç kullanırken açlık tokluk durumuna dikkat ettiği, %78.5’inin ilaç dozunda kendilerinin değişiklik yapmadığı, %63’ünün hastalık semptomları bittiğinde ilacı kullanmayı bıraktığı, %62’sinin ilaçları her zaman reçete ile almadığı, %97.3’ünün reçetesiz olarak en fazla ağrı kesici kullandığı saptandı. Öğrencilerin cinsiyet değişkenine göre ilacı kullanmadan önce prospektüsünü okuma; kronik hastalık varlığına göre sürekli ve sık ilaç kullanma; alkol kullanma alışkanlıklarına göre sık ilaç kullanma durumları arasında anlamlı fark olduğu belirlendi (p<0.05).SonuçHemşirelik öğrencilerinin akılcı ilaç kullanımına ilişkin bazı konularda (ilacı reçete ile alma, ilaçları zamanında alma, hekim önerisi dışında ilaç dozunda değişiklik yapmama) yetersizliklerinin olduğu saptandı. Bu Bağlamda, hemşirelik öğrencilerinin akılcı ilaç kullanma davranışlarını geliştirmeye yönelik rehberlik ve danışmanlık programlarının geliştirilmesi, hemşirelik lisans eğitimi ders müfredatlarında bu konuya detaylı olarak yer verilmesi önerilebilir.

Forming a Mutually Respectful University-Community Partnership through a “Family as Faculty” Project

In this paper, we, a university special education professor and an executive director of a parent-to-parent non-profit organization, describe our collaborative partnership built on a common understanding that parents of children with disabilities are educational leaders. We address how we work collaboratively to locate and establish families as co-educators in an undergraduate special education course on families for pre-service special education teachers. In line with the Individuals with Disabilities Education and Improvement Act (IDEIA), we understand that parents have the right to make educational decisions regarding their child with a disability [Section 300.300(a)(2)(iii)]. Through a “Family as Faculty” (FAF) approach, families’ voices and expertise are positioned centrally in special education teacher preparation university courses. In this paper, we detail the ways in which we have worked together to construct a solid foundation for the first and subsequent FAF projects. We highlight the ways in which our partnership began through establishing trust, respect, and clear, common goals. These mutually created goals, built on the premise that we were committed to sustainable efforts to support the parents and families involved in FAF projects, are fundamental in ensuring that all stakeholders involved receive long-term support.

Short- and Long-Term Impact of an Undergraduate Suicidology Course.

Suicide prevention models emphasize the importance of education as a foundational element for success. Yet, courses on suicidology are rare and those that do exist focus on clinical intervention skills at the graduate level, missing a critical population of undergraduate students. The current study evaluated the short and long-term impact of a semester long liberal education undergraduate course in suicidology. Students enrolled in either the experimental (Understanding Suicide) or control course completed pre- post- and 4-month follow-up surveys assessing objective knowledge about suicide, suicide stigma, attitudes towards suicidal persons, and suicide prevention advocacy. Mixed repeated measures ANCOVAs indicated significant interactions between course enrollment over time for all the outcome variables. Students in the suicidology course showed significant pre- to post- increases in knowledge and suicide prevention advocacy, alongside reductions in suicide stigma and negative attitudes compared to students in the control course, who showed no significant pre-/post changes. All effects were maintained over time. Providing general education undergraduate courses in suicidology may be an important avenue for building a motivated and informed public that can sustain suicide prevention efforts in their communities.