Enrollment In Courses Research Articles

Continuing and online education for health professionals in Brazil: Results from UNA-SUS

Abstract UNA-SUS System was established to enforce the National Policy of Continuing Education in Health, and it is composed of a Network of 34 public institutions (mostly Universities), responsible for online educational offerings, in response to the demands generated by the Ministry of Health. The system produces courses that are committed to the 2030 Agenda for Sustainable Development (specially Goals 3, 4, 5, 10, and 16). Objectives to verify the profile of users and the penetrance of UNA-SUS online courses and their contribution to the democratization of Continuing Education of health workers. Methods Data were collected from Arouca Platform and statistical analysis was performed by the Open Free Software R 3.6. Results There were more than 2.8 million enrollments, counting more than 1 million students, from every SUS health regions, Brazilian municipalities and states. Courses with the greatest demands were related to important clinical situations faced by the Primary Care professionals in Brazil. There was a predominance of women (80%), whites (36%), followed by browns (33%), singles (57%) and in the age group of 21 to 40 years (70%). Nurses, doctors and dentists were the professionals who most sought courses at UNA-SUS. No relationship was found between enrollment in population-weighted self-instructional courses and the Brazilian State HDI, but a negative relationship was established between the Gini coefficient and enrollment in courses, showing that the more unequal the region, the fewer enrolled students it had. Conclusions The UNA-SUS is effective in providing continuing education through free, online course offerings, reaching users from different Brazilian geographic regions, including those leaving in areas with few presential or free educational opportunities, contributing to improve the service offered by the Brazilian Public Health System. Key messages Continuing education for Health Professionals in Brazil using online education courses is democratic. UNA-SUS is an effective system to consolidate the National Policy of Continuing Education.

Training Undergraduate Teaching Assistants to Facilitate and Assess Process Skills in Large Enrollment Courses

Active learning environments are ideal settings to help students develop process skills such as teamwork, critical thinking, and problem solving. However, implementing active learning pedagogies where students have the opportunity to develop these skills can be challenging in large enrollment courses. With the assistance of undergraduate teaching assistants (TAs), instructors can provide an active learning experience to a large team of students during a typical “lecture” period. Most undergraduate TAs have little to no experience with facilitating active learning environments, and even less with identifying and assessing process skills. Therefore, it is important to provide training for TAs to be effective facilitators in the active learning classroom and to help students develop their process skills. Using an iterative design process, several successful strategies have been developed to help prepare undergraduate TAs to identify, assess, and provide feedback on the development of process skills in active learning classrooms. TAs report that this training was instrumental in improving their communication skills and recognizing process skills.

An effective hybrid local search approach for the post enrolment course timetabling problem

We address the post enrolment course timetabling (PE-CTT) problem in this paper. PE-CTT is known as an NP-hard problem that focuses on finding an efficient allocation of courses onto a finite number of time slots and rooms. It is one of the most challenging resources allocation problems faced by universities around the world. This work proposes a two-phase hybrid local search algorithm to address the PE-CTT problem. The first phase focuses on finding a feasible solution, while the second phase tries to minimize the soft constraint violations of the generated feasible solution. For the first phase, we propose a hybrid of Tabu Search with Sampling and Perturbation with Iterated Local Search. We test the proposed methodology on the hardest cases of PE-CTT benchmarks. The hybrid algorithm performs well and our results are superior compared to the recent methods in finding feasible solutions. For the second phase, we propose an algorithm called Simulated Annealing with Reheating (SAR) with two preliminary runs (SAR-2P). The SAR algorithm is used to minimize the soft constraint violations by exploiting information collected from the preliminary runs. We test the proposed methodology on three publicly available datasets. Our algorithm is competitive with the standards set by the recent methods. In total, the algorithm attains new best results for 3 cases and new best mean results for 7 cases. Furthermore, it is scalable when the execution time is extended.

Predictors of College Success Outcomes in Emerging Adults: The Role of High School Dual Enrollment Courses

The current study seeks to identify the role of dual enrollment participation on college outcomes among emerging adults. Data were used from the nationally representative High School Longitudinal Study of 2009. Propensity score matching matched students who did and did not take dual enrollment courses in high school. Logistic regression analyses predicted college success from dual enrollment participation. Youth who took dual enrollment courses had an increased odds of attending college ( OR = 1.40, SE = .05), persisting in college ( OR = 1.40, SE = .06), and taking full-time course loads ( OR = 1.32, SE = .06). They were less likely to attend a 2-year institution ( OR = 0.75, SE = .05) and take remedial coursework ( OR = 0.70, SE = .05). Interactions by race and socioeconomic status found dual enrollment participation to be more strongly associated with remedial coursework for students from lower socioeconomic status households ( OR = 0.83, SE = .08). Further research should explore policies surrounding access to dual enrollment courses and strategies for increasing participation in dual enrollment courses.

Diverse Student Perceptions of Active Learning in a Large Enrollment STEM Course

The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking. However, few studies focus on student perceptions of higher order thinking activities and diverse student voices are all but absent in this regard. This study applies a combined approach of exploratory qualitative and supplementary quantitative analysis to address this gap. We examined perceptions of underrepresented and non-underrepresented students regarding their engagement in active learning to foster higher order thinking. The study was set within a large enrollment (198 students), undergraduate course in the area of science, technology, engineering and mathematics (STEM). The study sample comprised of 33 purposefully selected, ethnically and racially diverse students. Data sources included class attendance/participation, graded activity assignments, and a perception survey. Class attendance and graded assignments were used to triangulate responses on the perception surveys. The Generic Inductive Approach supported our qualitative analysis. Quantitative data were analyzed via two-way ANOVA, non-parametric Mann-Whitney Test (when assumptions did not hold) and simple linear regression. Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Quantitative data from the active learning activities and attendance supported similar engagement and achievement in higher order thinking activities across race/ethnicity groups as differences failed to reach the a priori established significance threshold. This study extends the knowledge on active learning and demonstrates that it was possible to engage underrepresented and non-underrepresented students equally and effectively in higher order thinking actives in large enrollment courses and that students perceived this as beneficial.

Engineering Essential Attributes of Cooperative Learning and Quality Discourse in a Large Enrollment Course by Leveraging Clicker Devices

Engineering Essential Attributes of Cooperative Learning and Quality Discourse in a Large Enrollment Course by Leveraging Clicker Devices

The Role of Dual Enrollment STEM Coursework in Increasing STEM Career Interest among American High School Students

Background/ContextThe United States is facing a shortage of domestically prepared STEM (science, technology, engineering, and mathematics) professionals, yet many high school graduates find they are not sufficiently prepared for college-level work in STEM subjects. Dual enrollment STEM courses count for both high school and college credit, expose students to the demands of a college course, and may be used to augment existing high school course offerings and graduate students who are better prepared to continue, and are interested in continuing, their education in STEM.Purpose/Objective/Research Question/Focus of StudyThis study investigated changes in students’ reported interest in STEM careers after taking a dual enrollment STEM course. We address the following questions: (1) Are high school students who take one or more STEM dual enrollment courses more likely than their peers to report an interest in STEM careers by the end of high school? (2) Is dual enrollment STEM course-taking more effective than Advanced Placement STEM course-taking in increasing student interest in STEM careers by the end of high school?Research DesignA quasi-experimental research design was used in this work, with propensity weights employed to account for group self-selection effects post hoc. Data were collected through a national survey of college students (N = 14,114) who provided information about their K–12 experiences.Findings/ResultsAfter controlling for demographic, academic, and background characteristics, particularly prior interest in a STEM career, the odds of a STEM career intention were 1.3 times (p < .05) greater for those taking a dual enrollment course compared with peers who did not. Students who took both dual enrollment and AP STEM courses had 2.1 times the odds of their nonparticipating peers to report an interest in STEM careers. Results show that the STEM dual enrollment intervention is equally effective for students of all demographic backgrounds.Conclusions/RecommendationsThis study is the first to examine the link between dual enrollment and career interest, revealing an additional avenue through which students may be encouraged to pursue STEM careers. Dual enrollment is a promising intervention to increase STEM career interest among all high school students, including students of different genders, races, socioeconomic status (as measured by highest parental education level), and academic achievement (as measured by math SAT score). The policy implications for this work are that dual enrollment programs should be vigorously implemented and promoted in an effort to increase the number of students, especially students from underrepresented groups, who graduate from high school with an interest in a STEM career.

A review of research in applied linguistics published in New Zealand (2013–2017)

AbstractThis article presents selected research on applied linguistics published in New Zealand, followingLanguage Teaching's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages,te reo Māori(the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects.

Development of an Interactive Tool based on Combining Graph Heuristic with Local Search for Examination Timetable Problem

Every university faces a lot of challenges to solve the examination timetabling problem because the problem is NP-hard and contains numerous institutional constraints. Although several attempts have been taken to address the issue, there are scarcities of interactive and automated tools in this domain that can schedule exams effectively by considering institutional resources, different constraints, and student enrolment in courses. This paper presents the development of a system as a graphical and interactive tool for examination timetabling problem. To develop the system, combining graph coloring heuristic and local search meta-heuristic algorithms are employed. The graph heuris-tic ordering is incorporated for constructing initial solution(s), whereas the local search meta-heuristic algorithms are used to produce quality exam timetables. Different constraints and objective functions from ITC2007 exam competition rules are adopted, as it is a complex real word exam timetabling problem. Finally, the system is tested on the ITC2007 exam benchmark dataset, and test results are presented. The main aspect of the system is to deliver an easy-to-handle tool that can generate quality timetables based on institutional demands and smoothly manage several key components. These components are collecting data associated with the enrolment of students in exams, defining hard and soft constraints, and allocating times and resources. Overall, this software can be used as a commercial scheduler in order to provide institutions with automated, accurate, and quick exam timetable.

Enska sem kennslumál við Háskóla Íslands og kennsla í akademískri ensku

At the same time as English as a medium of instruction (EMI) programs proliferate at Nordic universities, studies are beginning to appear that call attention to the challenges faced by teachers and students who teach and learn in their second language in such programs. A recent survey by the British Council found that this is a world-wide trend. Studies in Iceland show that more and more courses are taught in English and the number of final thesis and dissertations written in English at the University of Iceland have increased. This article describes the response by the Department of English to the changing linguistic environment of the University where over 90% of textbooks are written in English, posing challenges to Icelandic students at their national university. Many students from other departments were signing up for courses in English literature and linguistics hoping to improve their general academic English proficiency. This led to over enrollment in courses and difficulty in meeting diverse student groups’ needs. Instructor turnover was frequent and a general dissatisfaction among students and instructors. In an effort to meet students’ needs better, a new program in academic English was established and the writing program for BA students was reformed with a writing-to-read approach that targets students in EMI programs specifically. The new approach is presented in the textbook The Art and Architecture of Academic Writing. This article describes the new approach and ongoing research to evaluate whether, and if so, how, the new approach enhances students’ writing skills. In previous studies students reported that their writing had improved and that they understood the structure of thesis-driven academic texts as a result of the book and course. Finally, a new study is presented that measured improvements in students’ writing samples before and after. The new study demonstrates that not only has the course led to students’ perceptions of improvement, but that their perceptions are supported by actual improvements in students’ writing. Keywords: English as a medium of instruction in higher education, academic writing instruction, genre-based writing instruction

Exploring Species Interactions with "Snapshot Serengeti"

Authentic learning experiences are a valuable way for students to gain an in-depth understanding of the scientific process. However, implementing such experiences in large enrollment courses can be challenging. Here, we present a community ecology lab module that uses data from a long-term camera trap study to allow students to design and conduct their own scientific inquiries. "Snapshot Serengeti" is a 10+ year wildlife monitoring survey in Serengeti National Park, Tanzania. Over 200 camera traps continuously collect fine-scale spatial and temporal data on the dynamics of ~50 animal species. The charismatic subject matter (large African animals) engages students, encouraging excitement about the topic, while the ample amount of processed data enables students to conduct real ecological research. In this lab, students collaborate in all stages of the research process. We present two lab variations: a four-week in-person and five-week remote-learning online option. From this module, students learn to generate testable research questions, produce and interpret graphs, participate in peer review, and communicate their results in both oral and written format. While originally developed for a 1000-level introduction biology course for non-majors, this material could easily be adapted to provide authentic hypothesis testing and data analysis experience to biology majors. In addition to a greater awareness of community ecology principles, students will come away from this lab with a better understanding of how exploratory research fits into the scientific process and confidence in their own ability to engage in the process of science. <em>Primary image: </em>Captured by camera trap - a wildebeest and zebra grazing in the Serengeti: Using camera trap images such as this from the long-term camera trapping program “Snapshot Serengeti”, students will analyze real data on Serengeti ecosystem dynamics and generate their own questions to explore African animal behavior and ecology. This image is available under a Creative Commons 4.0 International License.

Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment

In an effort to improve student conceptual understanding and help students better connect pre-existing knowledge to new ideas, a concept map assignment was implemented in a first-year college level general chemistry course. This implementation included a quasi-experiment that was carried out in discussion group recitation sections within a third-quarter general chemistry course. Students enrolled in a single section of the course were divided into two groups in which a concept map treatment was compared to a control group that completed short journal entries. Comparison of a concept inventory post-test using an independent samples t-test indicates students in the concept map treatment appear to perform better than the students in the journal control group (t = 2.34, mean difference = 0.844, p &lt; 0.05). However, a multi-variable regression analysis in which the concept inventory post-test scores were compared between the treatment and control groups, while traits related to incoming academic preparation were held constant, suggests there was no significant difference in performance (unstandardized b = 0.222, p = 0.540). The quality of the students’ concept maps was also evaluated and correlated to student performance on the concept inventory, and it appears students who were better at concept mapping made greater gains in conceptual understanding (Pearson's r = 0.295, p &lt; 0.05). When the relationship between the quality of concept mapping and concept inventory post-test was determined while holding constant covariates related to incoming academic preparation, the unstandardized B coefficient was positive, but was not significant at the p = 0.05 level (unstandardized b = 0.215, p = 0.134) This study does not provide unequivocal evidence that a concept map treatment leads to greater gains in conceptual understanding compared to a control population, or that students with better concept mapping skills performed better on the concept inventory instrument. Nevertheless, a template for implementing a concept map assignment in a large enrollment course is provided, and the results presented herein might prompt chemistry instructors to consider including concept map assignments in their instructional toolbox.

Moving Away from Lecture in Undergraduate Mathematics: Managing Tensions within a Coordinated Inquiry-Based Linear Algebra Course

This study describes how nine university professors managed their teaching when a shift from lecturing to inquiry-based learning was mandated in a large enrollment course, linear algebra for math majors. We describe the tensions that emerged and how they were resolved, in part via the production of worksheets that were used in teaching. We describe the way in which professional obligations towards the discipline and towards the institution shaped the tensions and the ways in which they were resolved by this group of faculty. We offer a conceptualization of the enactment of instruction that was prompted by the study and implications for continued investigation of change strategies in undergraduate mathematics.

421 Addressing the diverse needs and career interests of animal sciences undergraduate students in a career preparations course

Abstract Diverse career opportunities and interests exist for undergraduate students in animal sciences. Educational programs should expose students to diverse careers and prepare them personally and professionally for future success, though individualized opportunities and effectiveness for a large enrollment course is challenging. At Kansas State University, Animal Sciences Career Preparations is a compulsory course for junior or seniors (average enrollment=232). This one-credit course meets once/week with the overarching goal being to help students describe and “move forward” in their career goals. From 2013–18, to determine their intended career path, enrolled students (n = 1394) were asked at semester onset, “Which […] most closely characterizes what you expect to be doing (position/activity) within the 1st year following graduation from [college]?” Most students (32%) selected “Begin school in a college of veterinary medicine.” while 26% selected “Work for an agri-industry/biosciences business/organization.” Fifteen percent indicated, “Begin graduate school (Master of Science, Master of Business Administration, […])” Seven percent chose “Work on [their] family’s ranch/farm/feedlot” and 11% chose “Work for someone other than [their] family on a livestock production operation.” Nine percent selected “Other,” indicating careers with zoo/wildlife organizations or military, for example. Polishing resumes and cover letters, facilitated engagement with university career services, discussion of how social media can influence their career path, and consideration of benefits packages in job offers are examples of activities that all students engage in regardless of career goals. Students can select from several “tailored” assignments/activities specifically relevant to individual paths such as generational transition planning for students returning to family businesses, GRE exam preparation insight, and mock interview participation with businesses for jobs/internships or for admission to veterinary school. Providing flexible structure to course assignments and activities helps students progress in personal and professional preparedness yet allows exploration as students continue to navigate their paths and make career-related decisions.

Enhancing Case-Based Learning In Large Enrollment Online Courses

Location: JC Room D Case-based approach as an approach proved to support students’ learning in and out of the course. It also gives them an opportunity to share their voices while discussing possible solutions. Moreover, case-based instruction in asynchronous online courses has become one of the most effective instructional strategies to support students in their learning how to solve real-world problems. However, this approach could bring more issues and challenges when it is integrated in large enrollment courses and, specifically, in asynchronous online learning environment. This panel discussion will overview techniques and tips to support student’s learning through case-based approach for large enrollment online courses for undergraduate students. Two introductory online courses in Online Program will serve as examples of how faculty facilitated cases at different levels of complexity. Particularly, an introductory online course PSYC 100 Basic Concepts in Psychology with enrollment of 150 students will serve as a practical example of structuring students’ group work when they discussed and solved different types of cases. Students worked in groups of 20 students with assigned summarizes roles throughout the fall semester. At the end of each collaborative work the group summaries were posted on class discussion board that all students could view and read other groups' work. This approach increased students' engagement and interaction throughout the week. They were able to create online community during semester while working in their own private groups. The course instructor will share recommendations how case discussions can be facilitated for 150 students and when instructional feedback should be provided. In this specific course, the course instructor provided different types of feedback including text-based feedback and video feedback. Finally, the course instructor will overview assessment of large enrollment course with case-based approach. Specifically, the course instructor will share and discuss examples of grading rubric and timeline. Faculty who are interested in using case-based approach at low and medium levels of complexity will benefit from this panel discussion. The second introductory online course PSYC 380 Forensic Psychology with enrollment of 50 students will serve as example of how to design cases for cooperative and collaborative learning. Students in this online course also worked in groups of 25 students. The PSYC 380 course design was similar to the previous course “Basic Concepts in Psychology” design but with some revisions and changes based on students' feedback. However, in PSYC 380, the design of case-based discussions were enhanced with debates where students were required to agree or disagree with solutions. Similarly, to PSYC 100, students-summarizes collected the group responses and posted the final summary on class discussion board. This approach proved to be effective and helpful because all students were able to view others’ work. The course instructor will share what types of cases were used and why; and how cases were facilitated and assessed. Finally, presenters will share the end-of-semester students’ evaluations and the course learning analytics as evidence of case-based design effectiveness for large enrollment courses. The conference participants will be able to join discussions of how they can implement case-based learning in their online courses.

Superintendents’ Perceptions of the Influence of a Statewide Dual Enrollment Policy on Local Educational Programming

This study surveys superintendents about Ohio’s ambitious statewide dual enrollment policy (“College Credit Plus”), specifically examining its local implications from superintendents’ perspectives. In particular, we find that issues of funding related to this policy have become a growing concern, and that districts are frequently struggling to identify teachers who meet the certification requirements to teach dual enrollment courses. Overall, this policy has presented several challenges at local levels, especially for smaller, rural high schools. Nevertheless, most superintendents perceive that this dual enrollment policy has provided benefits to their students. In discussion, we position our findings within the broader literature and the continued calls for expanded dual enrollment programming. As a whole, this highlights the need for researchers to attend to specific dual enrollment policy details and how they affect local school district programming.

Achieving College Readiness through a Dual Enrollment Course

To increase equitable postsecondary access and success outcomes it is critical to address the college preparedness gap. While Florida International University (FIU) continues to improve retention and graduation gaps for currently enrolled students, it became evident that the university could play a larger role in preparing high school students for college and university. In 2017, FIU developed a dual enrollment version of a currently offered course, SLS1510: Strategies for Success, to address this gap. The purpose of this article is to describe the context in which this decision occurred, the philosophy used to drive development of the course, and the steps taken to pilot the course. This article highlights the successes of the course, including enrollment of over 2,000 students over 4 semesters, along with areas of improvement for future iterations. The findings of the pilot can help to inform colleges and universities who are interested in addressing college preparedness in the k-12 pipeline.

Comparative Study SPOC vs. MOOC for Socio-Technical Contents from Usability and User Satisfaction

According to literature, usability and user satisfaction directly influence learning achievement. However, few studies address those elements in MOOCs (massive open online courses). Relevant questions such as “Are drop-out rates similar between SPOCs (small private open courses) and MOOCs?” and “Are there significant usability and satisfaction differences between both formats?” may help improve initiatives and dissemination policies regarding open knowledge. This study aims to upgrade guidelines for the conversion of SPOCs into MOOCs, by exploring usability and satisfaction in both formats. A quantitative research based on a questionnaire was designed, and the validated SUSE (Satisfaction and Usability of Software in Education) instrument was applied to 7 courses of each type, with the same contents, and 5,192 students. The results revealed validity and reliability, with higher satisfaction scores on the open platform. Genders, regions of residence, and age groups also provided interesting findings: students are predominantly male, young, and from diverse geographic locations. Women, the younger, and residents of economically disadvantaged regions evaluated their experiences more positively. Both formats present significantly lower dropout rates (47.50% in MOOCs and 36.94% in SPOCs) and higher completion rates (52.50% in MOOCs and 63.06% in SPOCs) compared to those generally observed in free enrollment courses.

Instructor Attitudes within the SCALE Efficiency Projects

This paper presents the results of interviews with the principal investigators of the current Sloan Center for Asynchronous Learning Environments (SCALE) Efficiency Projects. There are six such projects: Spanish, Microbiology, Economics, Math, Chemistry, and Physics. The paper reviews each project individually, summarizes the results, and then discusses some common lessons learned as well as some still open issues. The paper considers satisfaction both from the perspective of the course director/designer and from the perspective of other instructors and graduate teaching assistants. Theevidence appears to show that all of these groups are satisfied with ALN, relative to the prior situation. Nonetheless, it is not clear whether these results would translate to other high enrollment courses.

Challenges and benefits of integrating diverse sampling strategies in the observation of cardiovascular risk factors (ORISCAV-LUX 2) study

BackgroundIt is challenging to manage data collection as planned and creation of opportunities to adapt during the course of enrolment may be needed. This paper aims to summarize the different sampling strategies adopted in the second wave of Observation of Cardiovascular Risk Factors (ORISCAV-LUX, 2016–17), with a focus on population coverage and sample representativeness.MethodsData from the first nationwide cross-sectional, population-based ORISCAV-LUX survey, 2007–08 and from the newly complementary sample recruited via different pathways, nine years later were analysed. First, we compare the socio-demographic characteristics and health profiles between baseline participants and non-participants to the second wave. Then, we describe the distribution of subjects across different strategy-specific samples and performed a comparison of the overall ORISCAV-LUX2 sample to the national population according to stratification criteria.ResultsFor the baseline sample (1209 subjects), the participants (660) were younger than the non-participants (549), with a significant difference in average ages (44 vs 45.8 years; P = 0.019). There was a significant difference in terms of education level (P < 0.0001), 218 (33%) participants having university qualification vs. 95 (18%) non-participants. The participants seemed having better health perception (p < 0.0001); 455 (70.3%) self-reported good or very good health perception compared to 312 (58.2%) non-participants. The prevalence of obesity (P < 0.0001), hypertension (P < 0.0001), diabetes (P = 0.007), and mean values of related biomarkers were significantly higher among the non-participants. The overall sample (1558 participants) was mainly composed of randomly selected subjects, including 660 from the baseline sample and 455 from other health examination survey sample and 269 from civil registry sample (constituting in total 88.8%), against only 174 volunteers (11.2%), with significantly different characteristics and health status. The ORISCAV-LUX2 sample was representative of national population for geographical district, but not for sex and age; the younger (25–34 years) and older (65–79 years) being underrepresented, whereas middle-aged adults being over-represented, with significant sex-specific difference (p < 0.0001).ConclusionThis study represents a careful first-stage analysis of the ORISCAV-LUX2 sample, based on available information on participants and non-participants. The ORISCAV-LUX datasets represents a relevant tool for epidemiological research and a basis for health monitoring and evidence-based prevention of cardiometabolic risk in Luxembourg.