Final Course Research Articles

Implementação de recursos tecnológicos no processo de ensino-aprendizagem em Biologia Molecular

Given the inherent difficulties in the teaching-learning process of molecular biology, active methodologies have been developed to ensure greater effectiveness. Prior research has indicated that these tools can enhance student performance across diverse areas, empowering students as protagonists in their learning processes. In this regard, to improve students' performance in the subject ZMV1482: Molecular Biology, the implementation of an alternative supplementary activity based on technological resources was proposed. The activity consisted of creating concise videos on digital platforms, covering the matter discussed in the preceding class and its application. Each week, three to four students undertook these presentations, followed by a discussion of the topic. The results obtained from the proposal were notably significant, with an average score for the complementary activity stood at 7.9 ± 2.80, which influenced the final course grade, which averaged at 7.1 ± 1.45. Furthermore, upon completing the course curriculum, an electronic survey was administered to 56.5% of the enrolled students. The results demonstrated that students were able to learn significantly with the proposed methodology and suggest that this approach exhibited superior efficacy compared to conventional forms of complementary activities, such as seminars. These findings support the notion that active and innovative methodologies should be encouraged in the field of molecular biology to enhance the understanding of the concepts covered throughout the course.

Describing the current landscape of pass/fail grading schemes within skills-based pharmacy curricula

IntroductionOptimal methods for grading students in skills-based courses within pharmacy education have not been fully explored. This research aimed to assess the current landscape of pass/fail grading schemes within pharmacy skills-based courses and explore faculty perceptions of pass/fail grading schemes. MethodsA 29-item, cross-sectional survey was electronically distributed to the American Association of Colleges of Pharmacy Laboratory Special Interest Group. The survey collected demographics, course grading schemes, faculty perceptions of student performance, and impact of implementing pass/fail grading schemes. Survey respondents were also invited to participate in semi-structured interviews, which were summarized due to limited participation. Descriptive statistics were used for analysis of survey data. ResultsFifty-five participants responded to the survey, representing 23 pharmacy institutions. Most respondents (82 %) used a traditional grading system for final course grades in skills-based courses. Some respondents (40 %) used specification grading for skills assessment, and 64 % of respondents used pass/fail grading to assess specific skills. Most respondents perceived that the change to pass/fail grading either improved or made no difference in faculty workload, wellbeing, general faculty creativity, quality of feedback, timeliness of grading, grade grievances, and faculty preparation time. The main concern was decreased student motivation and engagement. Semi-structured interviews identified a need for specific, validated rubrics, importance of faculty buy-in, and lack of impact on faculty workload as a result of the change. Concerns about residency placement and student motivation were also identified. ConclusionThere is variability in grading schemes used within skills-based pharmacy curricula. Faculty perceptions of pass/fail grading schemes are positive overall. Considering the limited number of institutions utilizing this grading scheme, additional research is needed.

Reflective Questions: Promoting Metacognition Through Discussion Board Prompts

During two semesters, a numerical methods course for mechanical engineering students at a large US southeastern university used discussion board questions to promote reflection and metacognition. The course covered eight chapters, each with a related discussion question. The students could choose to answer these questions and receive 2% extra credit for the course. This was intended to help the students who missed some of the 30 online homework assignments that comprised 15% of the final course grade. The questions were also meant to encourage the students to think deeply and creatively. The students could see other students’ responses after they posted their own. The questions ranged from making a meme, writing a nursery rhyme, and explaining a complex or easy concept. Only 64% of the total possible responses were submitted by students, and there was a small-to-medium practical but no statistical significance between the levels of participation among the high- or low-performing students. The submissions were analyzed and determined to be at the low level of Bloom’s taxonomy. They identified complex topics to inform future instruction.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study

AimTo develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. BackgroundAcademic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. DesignA Delphi study. MethodsThe Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %). ResultsThe final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes. ConclusionThe course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.

The Impact of Online Learning during the Covid-19 Pandemic on Academic Outcomes for Newly-Struggling High School Students

The Covid-19 pandemic caused worldwide closures of schools resulting in a sudden shift to online instruction for students. For many students, this shift caused a decrease in academic performance. This study was conducted to explore whether particular demographic variables were associated with decreased academic outcomes for newly-struggling students as well as to determine if there was a relationship between these demographic variables and the frequency of D and F final course grades. Student final course grades were collected from a Midwestern United States high school’s student information system. The data were used to compare academic performance between the fall semester of 2019 during in-person learning and the fall semester of 2020 when the Covid-19 pandemic resulted in school closures and a shift to online learning. Logistic regression analysis was used to answer each of the research questions. The findings from this study suggest that there was a significant relationship between low household income status and status as a newly-struggling student. Additionally this study suggests a significant relationship between low household income status and an increased frequency of D and F final course grades between semesters when compared with sample group peers. Conversely, while special education students did see an increase in frequency of D and F final course grades between semesters it was a significantly lower increase between semesters than their newly-struggling sample group peers.

Automatic Detection of Metacognitive Language and Student Achievement in an Online STEM College Course

Metacognition is a valuable tool for learning, due to its role in self-regulated learning. However, online learning settings bring new challenges for engaging in metacognition​​ given the unique opportunities and challenges presented by the online space, especially for diverse populations and students underrepresented in STEM (UR-STEM). Thus, we investigated whether a relation existed between college STEM students’ metacognition—measured by their spontaneously produced metacognitive phrases in online course discussions forums—and their success in an online STEM college course—measured by their final course grade. Using Bayesian generalized linear models, we examined whether this relation differed for UR-STEM compared to non-UR-STEM students and whether related course behaviors (i.e., engagement and verbosity) and prior knowledge predicted variance in course grade. Metacognition plausibly predicted course grade and we found no plausible differences between UR- and non-UR-STEM students, suggesting that the online space could afford students from diverse groups the capacity to engage equally in a critical aspect of self-regulated learning: metacognition. Implications of the results for teaching and learning STEM content in the online space are discussed.

The Effect of Progress Indicators on Students' Engagement, Learning Experience and Final Grade

Student analytics dashboards are identified as a tool to bridge the gap in interaction between students and teachers, as well as to help students more efficiently monitor their own progress. This research aims to explore the connections between progress tracking of students' work in the course, their learning experience, engagement, and final grades. In total, 77 students in a blended course covering economics and informatics were involved in the study. Progress through course materials was tracked using conditional activities, and students' progress was measured using self-assessment quizzes and badges. Results indicated a strong positive correlation between progress indicators and engagement, as well as between progress indicators and learning experience. A small correlation was found between progress indicators and final course grades.

Development and validation of a virtual teaching method for minimally invasive surgery skills: a prospective cohort study.

The COVID-19 pandemic led to a significant reduction in operative exposure for surgical trainees, necessitating alternative training methods to mitigate the impact on surgical education. This study sought to evaluate whether minimally invasive surgery (MIS) skills could be taught remotely using widely available technology with objective assessments of proficiency. This was a pilot observational study with comparative assessment of face-to-face (F2F) and virtual training of novice learners in MIS skills. Performance and objective cognitive workload parameters (Surgical Task Load Index (SURG-TLX) score, heart rate and pupil metrics) were evaluated. The assessments were peg transfer (McGill Inanimate System for Training and Evaluation of Laparoscopic Skills (MISTELS)) and suturing (Suturing Training and Testing (SUTT)) tasks performed using box trainers. Virtual teaching was conducted by expert trainers using a web-based streaming platform. Technical challenges of delivering a virtual MIS skills course were addressed after a pilot course. Participants (n = 20) in the final course had similar baseline characteristics and were randomly allocated to F2F (n = 8) and virtual (n = 12) teaching groups. Participants in the online group completed the peg transfer task faster than the F2F group (11.25 minutes vs. 16.88 minutes; P = 0.015). There were no significant differences in all other MISTELS and SUTT performance measures between groups. Cognitive workload parameters (SURG-TLX score, heart rate and pupil metrics) were also similar between groups. This study has demonstrated that virtual teaching of MIS skills using a web-based streaming platform is feasible and effective, providing the foundation for low-cost, effective, and scalable MIS skills programs in the future.

Addition of an audience response system in a biomedical science course improves learning environment and student performance.

The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi-squared test, likelihood ratio test, Student's t-test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi-disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.

Exploring the teaching methods used in graduate teaching assistant-led calculus recitations

ABSTRACT Many universities offer recitation sections taught by graduate teaching assistants (GTAs) as a way to supplement their large enrolment calculus courses. While some mathematics departments have revamped their calculus recitations to feature more evidence-based teaching practices, other departments rely on GTAs to decide how to run the recitation and what content to cover. In this latter context, more needs to be learned about the teaching practices of GTA recitation leaders and their impact on different student outcomes. As such, this study examines the teaching methods that twelve GTAs chose to implement in their calculus recitation sections. The goal of this study was twofold: (1) to examine whether GTAs utilised evidence-based teaching practices such as student-centred instruction and conceptually-oriented instruction, and (2) whether these practices were related to calculus students' attitudes toward the recitation, student engagement in the recitation, and students' expected final course grades. Using quantitative dominant mixed-methods, findings demonstrate that GTAs used a range of student-centred practices; however, they primarily emphasised the procedural aspects of calculus. Student-centred instructional practices were found to have a positive relationship with students' course attitudes, engagement, and predicted final examination grades. Focusing on concepts, had less of a relationship with these outcomes.

Assessing the predictive validity of expectancy theory for academic performance

BackgroundDespite expectancy theory’s widespread appeal and influence as a framework for motivation in organizational and educational settings, studies that have examined the theory’s validity for performance-based outcomes, particularly with academic performance as the criterion, have been characterized by inconsistent results. Given numerous methodological concerns associated with past studies (e.g., prevalence of between-person rather than within-person design), we examined the predictive validity of expectancy theory for academic performance using methods that were consistent with the theory’s original conceptualization. Additionally, we assessed the validity of the theory for students’ study effort.MethodsThe final sample included 123 undergraduate students who reported their final grades in four courses. Study effort and other variables were measured with self-report surveys. Because course grades were nested within each person, multilevel modeling was used to test study hypotheses.ResultsBoth the valence model and the force model predicted a student’s current study effort, but contrary to expectations, neither model predicted a student’s final course grades. In contrast, both valence for academic success and the simplified force model (based only on valence and expectancy) predicted current study effort, final course grades, and explained incremental variance beyond cognitive ability. Furthermore, the predictive validity of this force model was relatively stable across the 11 weeks of the study.ConclusionsBased on methods congruent with expectancy theory’s original framework, we find that the force model does not predict academic performance. An alternative version of the model, however, predicts course grades and has incremental validity over cognitive ability. Our results have several significant theoretical and practical implications.

Perceived fairness in the peer assessment process: a focus on Iranian architecture students in design studio education

PurposeThis qualitative case study explores the challenges that architecture students encounter in grasping the concept of fair PA. The study also delves into the students' viewpoints on this matter and the strategies they utilize to navigate it.Design/methodology/approachAround 29 architecture students took part in the PA process. Data was gathered by observing PA sessions and conducting interviews with students. The data was then analyzed using the thematic method.FindingsThe study uncovers fairness challenges from the perspective of architecture students, such as concerns regarding collusion, power dynamics within friend groups, limitations of participatory culture, and overwhelming responsibility. The study suggests that a multistage PA process can be an effective approach to addressing fairness challenges. Furthermore, it sheds light on the obstacles that architecture students face in comprehending fairness and their viewpoints and tactics regarding fairness during PA.Practical implicationsThe findings indicate that increasing students' engagement in learning activities during the critique and assessment process in the DS can enhance their understanding of fairness in PA and boost their satisfaction with final course grades.Originality/valueThis study investigates the relationship between architecture students' engagement and assessment fairness, by focusing on the role of perceived fair PA within design studio settings.

Addressing musculoskeletal curricular inadequacies within undergraduate medical education

BackgroundMusculoskeletal (MSK) injuries and diseases place a significant burden on the health care system. Despite this, research indicates that physician training in the area of MSK medicine has historically been inadequate, with a majority of medical students feeling that their training in MSK medicine is lacking. The goal of this investigation was to evaluate the efficacy of a new preclinical MSK curriculum that was implemented within a nationally accredited allopathic medical program.MethodsRetrospective analysis was completed on five consecutive years (2017–2021) of preclinical MSK curricular data for 549 medical students, including mid and end-of-course examinations and end-of-course student satisfaction surveys. Both parametric and non-parametric methods of analysis were used to examine within and between class differences (P < 0.05).ResultsThe new MSK curriculum covered 15 of 16 “core or must know” topics in MSK medicine, and academic performance was consistently high over the 5-year period of analysis (final course marks ranged from 76.6 ± 7.1 to 81.4 ± 8.1; failures/year: range from 0 to 4), being equal or above levels of student performance observed for other courses delivered during preclinical studies. Likert data from end-of-course surveys demonstrated that feedback was overwhelmingly positive (overall course satisfaction ranged from a low of 3.07/4.00 to a high of 3.56/4.00) and indicated that students felt that the new preclinical MSK curriculum did effectively support medical student learning and knowledge retention.ConclusionResults are expected to help advance the current body of knowledge that is dedicated to improving physician learning and knowledge retention in the area of MSK medicine and provides a curricular model that could be used by other nationally accredited medical programs to help enhance MSK learning at the preclinical levels of physician training.

Stress Perception and Coping Strategies Among Healthcare Students: A Systematic Review

Background: The prevalence of stress among university students, particularly those studying in healthcare fields, has emerged as a significant worldwide concern. stress is characterized as a state of mental strain or anxiety stemming from challenging situations. The aim of this review is to deliver a systematic review of previous research, and knowledge on the stress perceived by healthcare students and their coping mechanisms. Methods: The articles were obtained from the online databases which are PubMed, Ovid Medline, Scopus, CINAHL, and EBSCO Discovery services. Only 40 studies were included in this review. Results: The result revealed, final year healthcare students mainly from medical and nursing course received stress from workload and assignment, lack of professional knowledge and skill and lack of free time. The students applied problem-focused, emotional-focused and avoidant coping to cope with their stressors. Conclusion: In conclusion, this review indicates the need for future research to focus on perceived stress and coping mechanisms especially for final year healthcare courses other than medical and nursing to emphasize the broader significant and potential impact on the finding.

Positive Feedback as a Lever to Boost Students' STEM Outcomes.

Although many college students intend to major in Science, Technology, Engineering, and Mathematics (STEM), dropout from these fields is high, especially among members of historically underrepresented groups, such as women and racial-ethnic minorities. We propose a minimal, yet potentially powerful intervention to broaden participation in STEM: giving positive feedback to students in STEM. Studies 1 and 2 found that giving positive feedback is less normative in math (vs. English) courses, and instructors' feedback-giving practices and students' experiences mirror these norms. However, students who received positive (vs. only objective) feedback on introductory-level college calculus exams showed greater belonging and self-efficacy in math, which predicted better STEM outcomes (i.e., increased interest in STEM and higher final math course grades, respectively, Study 3). These findings were especially strong for racial-ethnic minority students. Giving positive (vs. only objective) feedback is thus a potentially transformative tool that boosts student outcomes, especially for underrepresented groups.

Students with prior anatomy experience start out stronger in medical school gross anatomy.

Gross anatomy is a crucial course in medical school; it sets the foundation for future coursework and is highly valued by clinicians. While both medical students and faculty recognize the importance of pre-medical school anatomy experience, few medical schools require it as a prerequisite. Consequently, medical school gross anatomy courses have a diverse range of prior anatomy experience among students. Prior studies have shown mixed results regarding the impact of pre-medical school anatomy experience on medical school gross anatomy performance, often using final exam scores as the metric of analysis. In this study, we investigated the relationship between pre-medical school anatomy experience and medical school gross anatomy performance among students at New York Institute of Technology, College of Osteopathic Medicine. We surveyed students from all four matriculated years and analyzed their individual anatomy laboratory exam scores and final anatomy laboratory course scores. We found that students with prior anatomy experience performed significantly better on the first anatomy laboratory exam, leading to an overall positive effect on their final anatomy laboratory score. However, this advantage seemed to diminish in subsequent exams, suggesting that students without prior experience rapidly adjusted to the course challenges. Students with prior anatomy experience felt more prepared for the anatomy course, reported lower stress levels, and believed they had an advantage over peers without prior experience. Our study highlights the importance of pre-medical school anatomy experience, particularly for early performance in the anatomy course.

Lecture Capture Strategies with Embedded Retrieval Practices: Relationship with Academic Performance

Lecture capture (LC) has been implemented globally to enhance accessible resources supporting academic success. Little is known about the effects of teaching students how to effectively use LC to augment learning. This correlational pilot study used a 14-item Likert-like survey to examine relationships between undergraduate LC viewing practices and final course grade. No statistically significant findings were identified between LC use and course grades. However, the mean course grade was 3.29% higher among students ( n = 32) who implemented and maintained effective LC strategies (M = 90.61, SD = 5.68) compared with those who did not ( n = 18). Six of the 14 LC survey items revealed significant positive correlations and two of the 14 LC survey items revealed significant inverse correlations. These findings could help educators prioritize teaching students how to effectively and efficiently use LC resources to enhance academic outcomes.

Charting Cultural Fluency: Leveraging Digital Story Maps for Language Proficiency in ESP Education

Cultural cartography as a way to understand the relationship between cultural manifestations and maps involves visual, symbolic and cognitive mechanisms of inquiry referring to the interpretation of territorial landscapes. The introduction of geo-computation techniques has enabled users to approach map-like visualizations of the world under different parameters. The design and interpretation of map symbology is crucial which according to Peirce (1994) is activated by forming a relationship between three distinct elements: signs, interpretants and objects. In this light, the study aims to explore the usage of digital story maps to enhance students’ cultural and linguistic acquisition in a course of English for engineers in higher education.To cover the objective, the methodology comprises a two-phased didactic approach developed as a final course project within the English for Specific Purposes (ESP) classroom. Divided into two groups, the instruction starts for the experimental and the control groups with a set of learning sessions analysing the theoretical framework underlying the semiotic process of map making and symbol interpretation. The second step for the experimental group involves the analysis and production of digital cartographic storytelling created by learners through collaborative team work, while the control group continues to analyse and then presents their conclusions about pre-existing maps to the rest of the class. The study demonstrates that the introduction of map-creation using a web-based mapping platform provided students with the ability to create geocoded narratives through visual representations, enhanced critical and spatial thinking and fostered the development of cultural and communication skills in a foreign language

Predicting performance in a doctor of physical therapy gross anatomy course based on an exploratory factor analysis of the anatomical self-efficacy instrument.

Measuring self-efficacy can be a valuable means for instructors to predict student performance. However, it is crucial to measure self-efficacy within specific contexts to effectively gauge students' perceptions of their capabilities. This study evaluated the factors comprising the Anatomical Self-Efficacy Instrument (ASEI) and determined whether these factors could predict performance in gross anatomy. Three cohorts of Doctor Physical Therapy (DPT) students completed the ASEI at the start of gross anatomy. An exploratory factor analysis (EFA) analyzed the ASEI's dimensionality, and Cronbach's alpha evaluated the internal consistency of the extracted factors. Linear regression was used to determine whether ASEI's total or subdomain scores predicted final anatomy course performance scores. In total, 142 of 287 (49.5%) DPT students completed the ASEI. EFA revealed three distinct factors, including "cognitive," "psychomotor," and "clinical anatomy self-efficacy", and explained 44.9%, 13.7%, and 5.2% of the total variance, respectively. Only cognitive self-efficacy predicted final gross anatomy course performance (β = 0.34; R2 = 0.071; F(3,138) = 3.51; p < 0.05). Overall, the ASEI's 3-factor solution implies its multidimensionality, a finding that could inform the development of more comprehensive self-efficacy measures. Notably, "cognitive self-efficacy" was the only subdomain that predicted DPT student performance in anatomy, suggesting its potential as a tool for identifying students in need of additional learning support. The ASEI's practical usability should be further explored through additional psychometric testing.