Formal Course Research Articles

An examination of middle school student learner characteristics as related to the reuse and remixing of code in two different computer science learning contexts

The goal of this study was to examine how two groups of middle school students’ self-efficacy, interest, goal orientation, and prior experience related to evidence of their building upon existing ideas and code in digital artifacts they created using MIT’s App Inventor, a computational practice that Brennan and Resnick (2012) identified as “reusing and remixing.” Participants included 110 students in a formal computer science education course and 87 students in an after-school computing club. Data sources included a learner profile survey and participants’ digital artifacts. Correlational analysis, followed by logistic regression analysis, uncovered significant relationships between self-efficacy, goal orientation, and evidence of participants’ code-oriented reusing and remixing their digital artifacts.

Academic Writing Challenges and Supports: Perspectives of International Doctoral Students and Their Supervisors

IntroductionAcademic writing is a core element of a successful graduate program, especially at the doctoral level. Graduate students are expected to write in a scholarly manner for their thesis and scholarly publications. However, in some cases, limited or no specific training on academic writing is provided to them to do this effectively. As a result, many graduate students, especially those having English as an Additional Language (EAL), face significant challenges in scholarly writing. Further, faculty supervisors often feel burdened by reviewing and editing multiple drafts and find it difficult to help and support EAL students in the process of scientific writing. In this study, we explored academic writing challenges faced by EAL doctoral students and faculty supervisors at a research intensive post-secondary university in Canada.Methods and AnalysisWe conducted a sequential explanatory mixed-method study using an online survey and subsequent focus group discussions with EAL doctoral students (n = 114) and faculty supervisors (n = 31). A cross-sectional online survey was designed and disseminated to the potential study participants using internal communications systems of the university. The survey was designed using a digital software called Qualtrics™. Following the survey, four focus group discussions (FGDs) were held, two each with two groups of our participants with an aim to achieve data saturation. The FGD guide was informed by the preliminary findings of the survey data. Quantitative data was analyzed using Statistical Package of Social Sciences (SPSS) and qualitative data was managed and analyzed using NVivo.DiscussionThe study findings suggest that academic writing should be integrated into the formal training of doctoral graduate students from the beginning of the program. Both students and faculty members shared that discipline-specific training is required to ensure success in academic writing, which can be provided in the form of a formal course specifically designed for doctoral students wherein discipline-specific support is provided from faculty supervisors and editing support is provided from English language experts.Ethics and DisseminationThe general research ethics board of the university approved the study (#6024751). The findings are disseminated with relevant stakeholders at the university and beyond using scientific presentations and publications.

The perceived business management knowledge and skills of dentists in private practice in South Africa

This study evaluated the perceived business (practice) management knowledge and skills of dentists involved in the management of a private practice in South Africa by means of a self-administered web-based questionnaire. Invited participants were members of the South African Dental Association (numbering 2,462) as well as dentists in their second and third year of practice after graduation (numbering 199). There were 533 respondents but not all ofthese were involved in management and 63 of these failed to complete the survey, leaving a total of 367 respondents. Results Overall, the respondents reported that their undergraduate training had not prepared them adequately for the nonclinical aspects of practice management; 56% had not had a formal undergraduate course. However, for those who did, 71% reported that the course was only slightly or not at all useful. Only 29% attended any form of postgraduate course, but only three of these were considered to be effective. Management knowledge and skills were also obtained from accountants as well as financial advisors, friends, family and lawyers. Conclusion In line with the opinion expressed by the majority ofrespondents (86%), it is recommended that appropriate dental practice management courses be introduced throughout the curriculum, preferably in association with a Business School, and that postgraduate courses should be made available

Death Pronouncement: Preparing Incoming Residents for Duties When Life Ends.

IntroductionUndergraduate Medical Education (UME) prepares future residents for many aspects of medical practice, but it is rarely all-inclusive. Death pronouncement (DP), a highly important aspect of clinical training for residents, seems to be inadequately addressed and taught in undergraduate institutions. Studies have indicated that most first-year residents received minimal DP training and felt unprepared for this duty. Despite being a challenging situation, a formal teaching course is not universally taught, with most institutions merely delivering point-of-care DP instruction to medical trainees provided by supervising faculty, senior residents, and nurses. Our primary objective was to provide formal education in Duties When Life Ends (DWLE), with the goal of enhancing familiarity, knowledge, and confidence in addressing the circumstances surrounding death for graduating medical students transitioning to residency.MethodsAs a part of a Transition to Residency (TTR) course for students entering nonsurgical specialties, we developed a curriculum to provide formal education to fourth-year medical students in DWLE that included a two-hour didactic session delivered virtually, followed by an in-person simulation session. The didactic session covered the history, processes of DP, death physical examination, identification of medical examiner (ME) case, education on how to deliver death news to family, information about autopsies and organ donation, distinction between the cause and mechanism of death, and documentation of death notes and certificates, as well as provider self-reflection and appropriate coping mechanisms for patient death.In the 45-minute simulation, students were divided into small groups and given a case summary. During the first half, they performed a physical examination and a verbal pronouncement on cadavers, followed by an interactive small group session where students reviewed the case and worked to identify the cause of death, determine if the death was a medical examiner’s case, deliver death news to the family, and complete a death progress note and certificate. Pre- and post-session questionnaires were administered, assessing three components: process familiarity, knowledge, and confidence. Finally, participants assessed course usefulness and had a free response opportunity for comments and feedback. ResultsOverall, 198 students participated in all sessions, with 182 completing both pre- and post-session questionnaires. Pre-survey revealed that 70% of participants reported witnessing DP previously, with only 20% being familiar with the process of DP and 6% with documentation. Following the intervention, a comparison of the pre- and post-course questionnaires assessing process familiarity, knowledge, and confidence using a five-point Likert scale demonstrated statistically significant improvement in the mean scores in all three domains, with reported course usefulness of 96%.ConclusionA DWLE curriculum, as a part of the TTR course, was effective in improving self-reported familiarity, knowledge, and confidence regarding physician duties associated with patient death. The curriculum was well received by students. The incorporation of DWLE curriculum into TTR courses allows for vital preparation and education in the duties related to patient death. This may make a stressful process somewhat less stressful and may aid future physicians in developing competence in conducting these final physician duties.

Surgical simulation training for escharotomy: A novel course, improving candidate’s confidence in a time critical procedure

BackgroundCircumferential deep burns on the limb lead to a constrictive, tourniquet-like effect causing critical limb ischaemia. The treatment, escharotomy, is a time-critical procedure that sometimes is required before the patient arrives at a burn centre. At present, no practical method of teaching this procedure is incorporated into formal educational courses. MethodsThe feasibility of a comprehensive education package to teach upper limb escharotomy was assessed in a group of plastic and general surgery trainees in Wales. Small group workshops focused on the clinical presentation of patients requiring escharotomy. Participants then executed this on a custom-made high-fidelity simulation upper limb model. The articulated limb has subcutaneous silicone fat which bulges upon decompression and a finger-tip which turns pink indicating satisfactory reperfusion. A before and after five-point Likert scale was used to evaluate changes in participants’ self-assessed confidence in the surgical management of escharotomy. Statistical significance between scores was assessed using the Wilcoxon signed-rank test. ResultsA total of 34 participants took part. Following completion of the course, general surgery trainees’ confidence in executing the procedure increased from a median score of 1.00 “not confident at all” (IQR 1.00–2.00) to 4.00 “fairly confident” (IQR 4.00–5.00, p < 0.01). Plastic surgery trainees’ confidence increased from a median score of was 3.00 “somewhat confident” (IQR 1.75–4.00) to 4.00 “fairly confident” (IQR 3.00–4.25, p < 0.01). DiscussionWe developed a comprehensive simulator course that has been demonstrated to improve candidate’s confidence in performing escharotomy. The next stage in the course development is to confirm the results in a larger cohort. By developing this simulator course we aim to improve emergency burn care education in the UK and globally.

A New History of Social Work: Values and Practice in the Struggle for Social Justice, John H. Pierson

What can a historical perspective teach us? Pierson argues that taking a ‘social justice’ perspective to history uncovers social work’s past prejudices and examines its relationship to a changing society. The risk is to assume that current attitudes are the ideal and to apply them to the past without properly considering the historical context but Pierson takes a more judicious approach—he’s alive to the prejudices and oppressions of the past whilst acknowledging that our progress to a more socially equitable society still has a long way to go. It’s worth noting that Pierson’s is a history of British social work—there is nothing inevitable about the way the profession has developed in the UK and some comparative case studies from other countries might have been illuminating. Pierson argues that his approach focuses on ‘street level engagement’ between professionals and service users, highlighting common themes between social work in the past and today. He begins in the post-Napoleonic period and the relatively generous provisions of the Poor Law before the 1834 Amendment. Welfare, he argues, was embedded in British society long before the post-1945 welfare state. The early chapters are the most engaging: Pierson uses historical records and case studies to bring these sections alive. Highlights for me were a balanced discussion of the Charity Organisation Society, showing how its often excellent practical and theoretical work was undermined by a rigidly individualistic philosophy of personal responsibility and a fascinating chapter on the womens’ settlement movement from which grew the first formal training courses (because, unlike with mens’ settlements, there were no subsequent career paths for the women to follow). The pioneering course at Liverpool University, established in 1905, faced dilemmas that many educators today will find familiar as—in a later chapter—did the expansion of social work courses at the London School of Economics in the 1950s. Should they be generic? Should they be dominated by a psychiatric approach? There is much to consider and reflect on in these earlier chapters as Pierson discusses the rise of psychoanalytic casework, the ‘mental hygiene’ movement, debates over exactly what sort of ‘guidance’ Child Guidance Clinics ought to offer.

Transforming the journey together: Baseline findings from a longitudinal, co-designed study on psychiatry trainee experiences of training and wellbeing.

Junior doctors have high rates of burnout resulting in downstream impacts on patient care. The aim of this study is to capture cross-sectional data on a cohort of psychiatry trainees. These data will be used to inform a wider project investigating psychiatry trainee mental health and wellbeing. This paper reports on the 2019 baseline data of psychiatry trainees enrolled in a formal education course at the University of Sydney, Australia. The data were collected with an online survey using a range of validated mental health and wellbeing scales. This descriptive study involved psychiatry trainees as co-designers. Our research findings are in keeping with the existing literature on the poor mental health and wellbeing of doctors with significantly higher levels of anxiety and exhaustion found in female trainees and carers. Despite this, the cohort had high scores on the flourishing scale. Concern around the wellbeing of junior doctors in Australia appears justified. We need to move beyond focussing on individual action to systems-based approaches to improving wellbeing and ongoing sustainability of the psychiatry trainee workforce in NSW.

Celebrating languages and cultures:

This article gives an account of the development of an event designed to motivate teacher trainee students to learn languages. The event was planned and organised by the Department of Foreign Languages and Literature at the Faculty of Primary and Pre-school Education, Eötvös Loránd University (ELTE TÓK). The department’s intention was to play a proactive role in enhancing students’ language education by crossing the boundaries of formal foreign language courses. The initial concept was to hold a language fair like a pop-up event that would be easily noticeable throughout the building, flexible for participants and cater to the students’ individual needs. Entitled ‘Drop everything and learn/teach languages’, this event was held on September 26th, the European Day of Languages, as introduced by the Committee of Ministers of the Council of Europe in 2001, the Year of European Languages (Council of Europe, 2001). The European Day of Languages aims to draw attention to the importance of language learning, promote the rich linguistic and cultural diversity of Europe, and encourage lifelong language learning in and out of school. The title of ‘Drop everything and learn/teach languages’ was additionally inspired by the ‘Drop Everything and Read’ programme initiated to promote sustained silent reading.

Assessment and Management Tools for Advancing Disease.

As the population of the United States has aged, the number of home care patients with multiple chronic diseases has also increased. A review of the literature suggested that layering palliative care principles on traditional home healthcare could improve outcomes for patients with advancing disease. The purpose of this quality improvement project was to educate home care staff on the use of assessment and management tools to identify symptoms and provide symptom control, prevent unnecessary hospitalizations, and reduce healthcare costs in patients with advancing disease. This project took place at eight offices of a national home care agency in Kentucky and Indiana. Nurses, social workers, and therapists attended mandatory education sessions over 5 months on integrating palliative care principles into care planning for home care patients and using the Edmonton Symptom Assessment Scale (ESAS) and state-specific end-of-life planning tools. Symptoms were tracked and managed. A paired-samples t-test was used to analyze ESAS scores. Hospitalization and rehospitalization rates and costs were compared and benchmarked. Some symptoms worsened from beginning to end of the episode of care, suggesting a need for additional staff training about symptom management. The wide range of symptoms and symptom worsening suggest the need for individualized care, possibly extended home healthcare, and the inclusion of a more formal palliative care course for staff on symptom management.

Does the SERVPERF instrument have reliability and validity in an academic setting: The results from Vietnam

Objective: This article aims to assess the validity and reliability of the SERVPERF scale used for evaluating the quality of training services at the Hanoi University of Public Health (HUPH). Methods: The research team used the SERVPERF scale, translated and standardized this instrument. The self-structured questionnaire based on the SERVPERF scale was administered to 350 students currently attending formal courses at the HUPH. Principal Components Analysis (PCA) was performed with Cronbach' Alpha to measure the instrument items' internal consistency to assess the scale's reliability. Confirmatory factor analysis (CFA) was used to validate the relevance of the scale. Results: All the interscale correlations were positive and significant. The overall statistical value for Cronbach's alpha was equal to 0.91 (95%CI: 0.91-0.94), and in all domains, this value ranged from 0.7 to 0.92. The factor analysis identified eight factors that explain 66.6% of the variance, 5 of which consisted of the same structure as the theoretical model's five domains. Conclusions: The University should use SERVPERF to assess the quality of training services yearly so that proper adjustments can be made to improve training quality, thereby enhancing students' satisfaction and confidence in service quality. Keywords: SERVPERF, reliability, validity, University.

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

AAIM Recommendations to Promote Equity in the Clerkship Clinical Learning Environment

STUDY AS AN EDUCATIONAL LEISURE ACTIVITY: THE CASE OF ISRAELI SOCIETY

The research literature on leisure indicates that it is perceived differently by sector and culture. In Israel, one’s affiliation with religious or non-religious groups affects one’s perception of leisure and its legitimacy. The common activities of religious and secular people include studies in general, and Torah study in particular, as activities carried out by choice and for pleasure. In this research Torah study is considered in its wide meaning, as including all traditional Jewish texts. The research sought to try and understand various characteristics of people who study Torah as a leisure activity and to illuminate aspects rarely addressed in the academic literature, mainly students' perception of study efforts, importance of studies, the contribution of studies and satisfaction with studies. The sample included 234 respondents divided into three groups: Torah students (56) who were studying in a hevruta (collaborative) format, Torah students (50) who were studying a course by participating in lectures, and a control group (128) who were studying other theoretical topics by participating in lectures. The findings of this research indicate that Torah study nowadays takes place not only as an obligation but rather also as an elective activity in formal courses and hevruta study groups – an activity that transcends the religious dimension and involves a choice and pleasure for all learners. Additionally, Torah students perceived their studies as having greater contribution, more important and more satisfying than students of non-Torah subjects. The method of study (collaborative vs lectures) did not affect these perceptions. The findings may have applied implications beneficial to society in general. The research findings illuminate the potential of Torah study as a leisure activity and its capacity to unite various sectors in Israeli society. Keywords: leisure activity, culture, religious, Israeli society, Torah study

Improving the effectiveness of embedded behavioral health personnel through situational judgment training

ABSTRACT Embedding behavioral health (EBH) personnel into operational units has emerged as a major trend within the US military. These positions require skillsets in addition to those needed in a clinic setting. Little or no empirically based training has yet been developed to ensure preparedness to serve in EBH roles. Based on the demonstrated effectiveness of situational judgment tests (SJT) in training for other domains, we developed and evaluated 60 SJT scenarios for use in the US Air Force’s formal EBH training course. SJTs were based on real-world experiences of seasoned EBH professionals, and were used for structured, scenario-based discussions during training as well as a 30-item pre- and posttest to assess learning. Use during training was associated with significantly improved scores in six EBH competencies (ethical decision-making, leadership consultation, balancing professional relationships, unit engagement, triage to correct services, and teaming). In a follow-up survey, students reported scenario-based discussions were very helpful, and reported improved abilities and confidence. This study demonstrates the potential utility of the SJT methodology to prepare mental health professionals to serve in EBH positions. Further development and possible applications are discussed, such as expansion to other training venues, job candidate screening, and assessment for readiness for EBH practice.

CONTRIBUȚII LA O ISTORIE A COMUNISMULUI: OFIȚERUL DE SECURITATE ÎN EPOCA CEAUȘESCU – MIT, MODEL, FORMARE, ACTIVITATE (I)

This study aims to detail some aspects of the fieldwork of the security officer in the 1980s – especially that of the intelligence department – based on testimonies, which also involve interviews and archival documents. In addition, this information is linked to current studies on the training of security officers along with training manuals for officers, used in the form of courses. Some of the documents used are “Instructions for Surveillance and Investigations” from 1978 and “Current Issues and Changes in the Foreign Intelligence Service v. R.S.R.” Both documents were published electronically by Remus Mircea Birtz on his personal blog; therefore, the task of researching and extracting these documents from the archives – often demanding and cumbersome – does not belong to us. It should be noted that the Security, as a body of utmost importance for the functioning of the R.S.R. In the foreseeable parameters for the regime of that time, it has known important fluctuations and transformations, even radical ones, on the current ones of what historiography is almost in the form of definition, “the history of communism in Romania”. So, we can capture several stages in the evolution of the Security – almost a history segmented at intervals of ten years each.

Perception of Pharmacy Teachers About Their Roles and Current Practice at Governmental Universities in Sudan.

BackgroundPharmacy educator has a number of roles and responsibilities, an information provider, clinical trainer, role model on-the-job, formal teaching settings, course planner and resource material creator, student assessor, and curriculum evaluator.ObjectiveThis study aimed to assess the perception and commitment of pharmacy teachers in Sudanese governmental universities about their roles and educational responsibilities.Materials and MethodsDescriptive cross-sectional study was conducted at governmental pharmacy colleges in Sudan from November 2020 to July 2021. Data were collected using an online self-administered questionnaire adapted from the Association for Medical Education in Europe (AMEE) Guide No. 20. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 26 and Microsoft Excel version 16.ResultsOut of 125 participants, 61.6% were female and 65.6% were lecturers. Approximately half of them had less than five years’ experience. The most important role perceived and the highest committed one was a lecturer in the classroom setting. Only half of the participants had good perceptions and commitment regarding teachers’ roles. Age, designation, and continuous professional development were significantly associated with participants’ commitment. Also, a significant association was found between the perception and practice of the participants.ConclusionOnly half of pharmacy educators were found to have a good perception and good commitment regarding their role as teachers.

Knowledge, attitudes and practices regarding patient safety among surgical trainees in Sri Lanka

IntroductionSurgical trainees play an integral role in the perioperative workup and safety of patients undergoing surgery. This study was aimed to assess surgical trainees’ knowledge, attitudes and practices on perioperative surgical patient safety. MethodsA descriptive cross-sectional study among 105 surgical trainees (males 96%, mean age 33 years, range 30-40 years) was performed using self-administered validated questionnaires on knowledge, attitudes (Safety Attitude Questionnaire-SAQ) and practices (Questionnaire on evidence-based safety practices and reporting of medical errors). Responses were marked on a 5-point Likert scale and were analysed.ResultsApproximately two thirds (n=72, 69%) were junior registrars and the rest (n=33, 31%) were senior registrars. The median knowledge score was 60 (range 10-90). The Median SAQ score was 74 (151/205, range 57-95). Approximately 65% (n=68) claimed they were aware of the protocols of marking the surgical site. Nearly three quarters (n=78, 74%) have read the WHO safe surgery guidelines. Eighty-seven participants (84%) had not attended a formal risk management course/ teaching activity. Only 53% (n=56) believed that medical errors were handled appropriately and less than a third (31%, n=33) believed that the work environment was favourable to discuss errors. Only 54% (n=57) had received appropriate feedback about their performances. ConclusionOverall, the patient safety culture among surgical trainees was found to be suboptimal. Formal teaching sessions, workshops and local guidelines may help improve knowledge and attitudes on patient safety among surgical trainees. Furthermore, working conditions need to be improved to encourage discussion of medical errors and allow frequent feedback.

Beyond Eurocentrism: lack of social justice and non-western perspectives in sexuality education classes

ABSTRACT To date, there has been very little discussion about social justice and non-Western, European and Anglo-American perspectives in formal sex and sexuality education courses. However, engagement with these issues is vital to counter ever-growing health inequities due to class, race, ethnicity, gender, sexuality and ability in the USA. This commentary highlights the importance of efforts to improve the quality of the sex and sexuality education provided to offer a more nuanced picture of issues studied. It argues that the use of a Eurocentric framework in sex and sexuality education maintains, supports and reproduces racist stereotypes and racism, and serves as a barrier to understanding and addressing health disparities and other key aspects of sexuality. The article also critiques the biomedical model which connects poor health outcomes to individual lifestyle choices and downplays the importance of economic, political, social, environmental and historical factors in creating fragmentation, stratification and exploitation. To advance the aim of achieving accurate, unbiased and more inclusive forms of sex and sexuality education, and to achieve a just and fair society, it is important to include non-Western and social justice perspectives in teaching and learning. Doing so will help make classrooms and courses more inclusive.

Developing Resident Course Directors for MS4 Geriatric Psychiatry

<h3>Introduction</h3> Geriatric psychiatry interest among medical students and residents is waning. This poses an existential crisis to the field and to AAGP. Fresh creative teaching modalities are needed to re-invigorate and sustain learner interest in geriatric psychiatry. Fourth year medical student rotations are one space amenable to creativity and leadership development for residents interested in academic teaching careers. The purpose of this quality improvement project was to improve the Geriatric Psychiatry fourth year medical student rotation by introducing a PGY-2 resident with a passion for education and geriatric psychiatry as the "assistant course director". Our goal is to sustain resident enthusiasm for geriatric psychiatry and to inspire students to consider careers in geriatrics. <h3>Methods</h3> We identified a PGY-2 resident with a passion for education and geriatric psychiatry to review the MS4 Geriatric Psychiatry course with the course director. This resident was appointed assistant course director and mentored by senior education leadership. The assistant director identified faculty enthusiasm and diverse clinical sites as course strengths. They identified the following deficiencies and opportunities of improvement: poor course orientation materials, minimal inclusion of high interest reading material, no formal assessments of knowledge, and no student specific didactic instruction or case conferences. The assistant course director developed a formal orientation packet with goals and expectations, identified key readings for four weekly didactics with quizzes to assess knowledge and guide discussion, and developed pre- and post-course written exams to assess student knowledge. The resident coordinated student clinical rotation schedules between VA and university clinics and APS home visits. The success of these course quality improvements was measured using learner interviews and formal course and resident evaluations. <h3>Results</h3> Twelve students enrolled in the course. Pre- and Post-course test evaluations show improved and retained geriatric psychiatry medical knowledge. Qualitative feedback yields positive results in terms of overall clerkship organization, clinical experience, and quality of didactics. Students specifically appreciate didactics focused on neurocognitive assessment and clinical opportunities to implement the learned skills. The PGY-2 "assistant course director" reports an enhanced education portfolio and ongoing interest in a geriatric psychiatry academic career. <h3>Conclusions</h3> Mentoring resident interest through formal course directorship may be one path to enhance student interest in geriatrics and sustain resident interest in academic geriatric psychiatry. We observed improved medical knowledge and favorable rotation and resident evaluations. Resident-student learning may generate new enthusiasm for geriatric psychiatry while growing the academic skills of future geriatric psychiatrists. <h3>This research was funded by</h3> N/A

Search for approaches and tools to improve the efficiency of distance learning

The article presents the problems of distanced educational process implementation in SSUGT and proposals to the problems overcoming. There are also links to examples of the implementation of the proposed approaches to optimizing the educational process in the form of courses in the Google Class service.

Current ways of structuring courses of academic disciplines

The article substantiates the need to revise not only the content, but also the structure of courses of academic disciplines, provides some terms of self-directed and goal-oriented learning. Options for building a tree of courses, various tools for organizing the structure of courses, such as electronic information and educational environment, interactive textbook, channels on platforms for organizing the workspace, corporate messengers (Google Class, Slack, Teams, etc.), intelligent map, and intelligent learning system are considered. The advantages and disadvantages of each approach are analyzed in detail, the recommended forms of organizing the information structure of courses for full and part-time students are derived. A promising method of registration of distance courses is highlighted and the problems of its implementation are identified. The examples of the implementation of the proposed approaches to organizing the structure of the educational process in the form of courses in the Google Class service are given.