Foundation Course Research Articles

A Student-Driven Approach to Course Revitalization.

A first-year foundational science course grew beyond its scope. Revitalization of the course was driven by second and third-year medical students, who created new learning objectives and edited cases that were well-received by course facilitators and students. The students' role in the course revitalization is a novel approach.

IJCM_379A: Inductive Thematic Analysis of responses obtained for SOAR Analysis of self by Community Medicine Professionals enrolled in Foundation Course on Leadership in public Health

Background: Foundation Course on Leadership in Public health is a newer initative of IAPSM association to generate Public Health Leaders. SOAR is an acronym for Strengths, Opportunities, Aspirations and Results. Tough SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis is a comprehensive approach and SOAR is a positivist approach still it was chosen as the task because aspirational goals are important in initial phase of an organizational or self-leadership. Risk Mitigation as facilitated by SWOT is required at a later stage. Also, SOAR is a proactive approach in interest of initiation of leadership. Also, SOAR is a less used and newer approach so it would have been a new learning for the participants and moderators as well. Objective: To qualiatatively understand responses obtained for self SOAR analysis by the participants. Methodology: The moderators obtained responses of the participants and analysed the exact verbatim as first order themes. further second order and higher order themes were generated by conseus of both the authors. these themes were further classified into SOAR categories. Results: The strengths of SOAR analysis were themed under categories of interpersonal skills, learning and adaptibility, leadership management, adapatbility and flexibilty. Major themes categorised under their aspirations were education, communication and leadership Conclusion: Young Public Health professional are seeking opportunities for career advancement, leadership anf public health research.

Awareness about basic life support among undergraduate medical students before and after clinical exposure in a tertiary care hospital attached to a medical school in South India

Background: Knowledge of basic life support (BLS) is one of the life-saving measures that every medical undergraduate student must possess. Aims and Objectives: This study focused on knowing the level of knowledge in fresh medical undergraduate entrants (knowledge A [KA]) and 3rdyear students with clinical exposure but no BLS training (knowledge B [KB]). We also assessed the knowledge in 1st-year students (retention A [RA]) soon after foundation course and compared it with retained knowledge after 6 months (retention B [RB]). Materials and Methods: This non-randomized multigroup cross-sectional study was done on medical undergraduate students in a tertiary care hospital attached to a medical school in South India. A validated questionnaire with 25 questions assessing knowledge of BLS was formulated and administered to 508 medical students. Results: After analyzing data in SPSS V24, the mean scores in KA and KB were 11.03±4.33 and 13.95±5.43, respectively, with a P<0.001 which was significant. Although both the scores were >50%, clinical exposure had some effect on mean scores in medical undergraduates. Mean scores in RA and RB were 23.16±5.09 and 16.17±6.97, respectively, with P<0.001 which was significant, implying less retention of knowledge in RB 6 months after BLS training. Conclusion: A foundation course introduced into the medical curriculum is essential and refresher courses should be conducted frequently to retain the knowledge of BLS as daily academic commitments can prevent retention of BLS knowledge.

Study regarding the influence of a student’s personality and an LMS usage profile on learning performance using machine learning techniques

Academic performance (AP) is crucial for lifelong success. Unfortunately, many students fail to meet expected academic benchmarks, leading to altered career paths or university dropouts. This issue is particularly pronounced in the early stages of higher education, highlighting the need for the instructors of these foundational courses to have access to simple yet effective tools for the early identification of students at high risk of academic failure. In this study, we propose a streamlined conceptual model inspired by the Model of Human Behavior (MHB) to which we have incorporated two dimensions: capacity and willingness. These dimensions are assessed through the definition of three variables: Prior Academic Performance (PAP), Personality and Academic Engagement, whose measurements can easily be obtained by the instructors. Furthermore, we outline a Machine Learning (ML) process that higher education instructors can use to create their own tailored models in order to predict AP and identify risk groups with high levels of transparency and interpretability. The application of our approach to a sample of 322 Spanish undergraduates studying two mathematical subjects at a Spanish university demonstrates its potential to detect failure early in the semester with a precision that is comparable with that of more complex models found in literature. Our tailored model identified that capacity was the primary predictor of AP, with a gain-to-baseline improvement of 21%, and the willingness variables increasing this to 27%. This approach is consistent over time. Implications for instructors are discussed and an open prediction and analysis tool is developed.

117 Applying the Competency Index for Clinical Research Professionals (CICRP) for Educational Program Evaluation

OBJECTIVES/GOALS: To demonstrate the value of the Competency Index for Clinical Research Professional (CICRP) as a tool in program evaluation using a pre- and post- design to evaluate student perceived self-efficacy in clinical trial competencies at program entry and at program completion. METHODS/STUDY POPULATION: Using a separate-sample pre-post study design, we administered the CICRP questionnaire to students in the entry and exit courses of the Master of Clinical Research (MCR) Program during the 2021-2022 academic year, using QualtricsTM (Provo, Utah) survey instrument for use on desktop or mobile device. We included the 20 CICRP competency items asking students to rate their self-efficacy in performing each item using a Likert Scale (from 0-10) (0=not at all confident; 10= extremely confident). Links to the survey were included in the courses for the foundational entry course and for the final culminating project course. RESULTS/ANTICIPATED RESULTS: Overall, 54 students took the CICRP during the entry course and 56 during the exit. Cronbach’s alpha for each assessment ranged from 0.93 to 0.98. Both the Welch’s two-sample t-test and Wilcoxon rank-sum test show very significant differences between the group of students entering the program and leaving the program (p value < 0.001). A significant increase in mean CICRP total score is seen at each experience level between program entry and program exit (p<0.001) A linear regression, adjusting for available covariates, individuals taking the exit course have a mean CICRP total score 92.690 (p value < 0.001) higher than individuals taking the entry course. DISCUSSION/SIGNIFICANCE: Competency indices have been used to measure self-efficacy in translational research scientists, thus the use of CICRP to measure self-efficacy can be useful in assessing whether our competency-based program is meeting the JTF Competency needs of students.

Correlation Between Health Assessment and RLE 2 Courses at Tobruk University

Health Assessment (HA) and Related Learning Experience 2 (RLE 2) are foundational courses for nursing students at Tobruk University. This study aimed to investigate the potential correlation between student performance in HA and RLE 2 to enlighten curriculum adjustments and improve student preparation for clinical practice. This study employed quantitative methodology consisting of three batches from the school year endings 2021, 2022, and 2023. A total of 263 student records were selected for this study. The collected data were measured using the Pearson product-moment correlation coefficient based on the final grades in both HA and RLE 2, together with the semester grade average (SGA). As for the mean, RLE was higher than HA in all batches. The highest correlation between HA and RLE2 belonged to batch 2021, with r=0.6197. Correlation for batch 2023 was the highest between HA and SGA with r=0.8777. Batch 2021 tops in RLE2 and SGA correlation with r=0.73119. Other study findings were also presented in terms of variation and graphical presentation. Limitations and suggestions for further research were addressed. This study sought to inform the relationship between theoretical knowledge and clinical skill development in nursing students. The research findings can contribute to decision-making potential for possible curriculum development at the University, and consequently, bring about continuous improvement in the area of nursing education and practice.

Examining the Foundation: Scaffolding “soft” skills from entry to graduation in an undergraduate business program

Critical thinking, creativity, communication, teamwork, emotional intelligence, problem-solving, empathy, resilience, ambition, grit, innovation... (Heckman & Kautz, 2012). These skills, known as a contentious four-letter “S” word (soft), are considered a requirement for employment and advancement for the 21st-century graduate (Carnevale & Smith, 2013). Within a School of Business, in an environment highly regarded for technical skill achievement in diploma and degree graduates, faculty set out to investigate the contentiousness and inclusion of human skills in curriculum outcomes. While not directly built into the curriculum, there is an institutional understanding that human skill development is innately a part of the programs. The intention is that human skills (LeBusque, 2020), or power skills (PMI, 2022) naturally occur during course delivery, creating a commonality across foundational courses to reinforce the skill sets identified, developed, and refined as students complete their credentials. However, industry reports (Lapointe & Turner, 2020; RBC, 2019) and the authors’ own institutional data collected from new graduates and employers indicated room for improvement in these skills. To gain a better understanding, the authors undertook a critical examination through a document analysis of all common core courses that form the program foundation. This involved 24 common courses, comprising 1,442-course objectives or outcomes, resulting in a range of 134 Bloom’s Taxonomy verbs. In this paper, the authors begin the first phase of this comprehensive study with a return to the course foundations. Through this analysis, the authors present a framework to better understand and strengthen the learning foundation, to proceed with realignment and strategic scaffolding of both technical and human skills from entry through graduation. Keywords: business education, skill development, course objectives, Bloom's Taxonomy, 21st-century graduate, document analysis

A Patient-Centered Documentation Skills Curriculum for Preclerkship Medical Students in an Open Notes Era.

New legislation allows patients (with permitted exceptions) to read their clinical notes, leading to both benefits and ethical dilemmas. Medical students need a robust curriculum to learn documentation skills within this challenging context. We aimed to teach note-writing skills through a patient-centered lens with special consideration for the impact on patients and providers. We developed this session for first-year medical students within their foundational clinical skills course to place bias-free language at the forefront of how they learn to construct a medical note. One hundred seventy-three first-year medical and dental students participated in this curriculum. They completed an asynchronous presession module first, followed by a 2-hour synchronous workshop including a didactic, student-led discussion and sample patient note exercise. Students were subsequently responsible throughout the year for constructing patient-centered notes, graded by faculty with a newly developed rubric and checklist of best practices. On postworkshop surveys, learners reported increased preparedness in their ability to document in a patient-centered manner (presession M = 2.2, midyear M = 3.9, p < .001), as rated on a 5-point Likert scale (1 = not prepared at all, 5 = very prepared), and also found this topic valuable to learn early in their training. This curriculum utilizes a multipart approach to prepare learners to employ clinical notes to communicate with patients and providers, with special attention to how patients and their care partners receive a note. Future directions include expanding the curriculum to higher levels of learning and validating the developed materials.

What Predicts Graduate Public Health Student Success? Evidence for Admission Committees in a Post-Affirmative Action Landscape.

A severe staff shortage and a dearth of professionals from underrepresented backgrounds in the public health workforce are contributing to poor health outcomes in the United States. Schools and programs can mitigate these problems by admitting more graduate public health students overall and from underrepresented backgrounds. We identified predictors of foundational graduate public health course grades and graduate grade point average (GPA), sharing evidence to remove application factors that are admission barriers and do not predict student outcomes. We conducted a linear regression analysis on demographic and academic factors from 564 graduate public health applications for students at the University at Buffalo who received their degree from January 1, 2016, to February 1, 2021, analyzing age, race and ethnicity, sex, income, undergraduate degree, verbal and quantitative Graduate Record Examination (GRE) percentiles, and undergraduate GPA. Outcomes were grades in foundational public health courses and cumulative graduate GPA. Undergraduate GPA was the best predictor of graduate public health student success, explaining nearly 7% of foundational public health course grades and 29% of graduate GPA. Higher undergraduate GPA contributed to higher course grades and graduate GPA. GRE scores explained <1% of student outcomes. Our findings add to the growing body of research showing that standardized test scores may not predict graduate student outcomes and provide further evidence for the field of public health to consider removing this admission barrier. By doing so, institutions could admit more students to graduate public health programs who can bring needed skills to the market, further diversifying the workforce and public health faculty, to better meet population health needs.

An Assessment of MSW Social Work Curricula: Semester-Long Courses Specifically Related to Immigrants and Immigration

ABSTRACT Social workers are well positioned to meet the needs of the immigrant population in the United States (U.S.) and social workers across all fields and specializations should both feel competent and have the appropriate skills to work with immigrant clients. In this paper, we provide context around the immigrant population in the U.S. and discuss social work’s role in helping immigrants, and the role of the MSW degree in helping to prepare social workers to work with immigrants. Using publicly available data on MSW school websites, we analyze the prevalence of courses that specifically focus on immigrants or immigration. We found a lack of semester-long immigrant-specific courses in that only 12% of the programs offered these courses. We also noted the geographic clustering of some programs that offer these courses. We propose that schools do one of the following depending on their current course offerings, faculty expertise, and other resources: ensuring that basic content and case examples about immigrants are included in foundational social work courses, and when feasible or appropriate create elective courses, or create a concentration for those wishing to specialize in social work practice with immigrants.

Research on the Teaching Construction of Bilingual Course on Financial Fundamentals

This study aims to explore the construction of bilingual teaching in financial foundation courses, and the importance and significance of the study are clarified through the analysis of the background and purpose of the study, as well as the review of domestic and international studies. In the section of research contents and methods, the main research contents and adopted research methods are elaborated in detail, and the relevant working conditions, including the research working basis and experimental conditions, are emphasized. With regard to the current situation and problems in the teaching construction of the bilingual course of financial foundation, the survey and analysis of the current teaching situation reveals the existing problems, especially the challenges in the bilingual teaching process. In the next part of the research countermeasures, a series of solutions are proposed, including the optimization of curriculum design and teaching methods, the construction of the teaching team, the guidance of students' learning strategies, and the establishment of a teaching feedback system, etc., in an attempt to improve the effect of bilingual teaching.

Fundamentals Of Horticulture And Crop Production In 2-Year B.Ed Course:A Challenge For Prospective Teachers.

Abstract With a vision to develop excellence in the Horticulture for Research and Development field, Nagaland University has introduced a foundational course entitled “Fundamentals of Horticulture and Crop Production” for B.Ed student teachers. The major topics covered in the course are Introduction to Horticulture, Soil and Climate requirements, methods of propagation of horticultural crops, Nursery preparations, principles of preservation,etc. The present study focused on the impact of the horticulture course in B.Ed course and explored on the activities initiated by the college related to the course through Observations and Interviews. The study revealed that the student teachers were actively engaged in various meaningful activities which enhanced their knowledge and skills and also developed their critical thinking abilities enabling them to analyze complex issues related to sustainable agriculture.

Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction

In the evolving landscape of higher education, challenges such as the COVID-19 pandemic have underscored the necessity for innovative teaching methodologies. These challenges have catalyzed the integration of technology into education, particularly in blended learning environments, to bolster self-regulated learning (SRL) and higher-order thinking skills (HOTS). However, increased autonomy in blended learning can lead to learning disruptions if issues are not promptly addressed. In this context, OpenAI's ChatGPT, known for its extensive knowledge base and immediate feedback capability, emerges as a significant educational resource. Nonetheless, there are concerns that students might become excessively dependent on such tools, potentially hindering their development of HOTS. To address these concerns, this study introduces the Guidance-based ChatGPT-assisted Learning Aid (GCLA). This approach modifies the use of ChatGPT in educational settings by encouraging students to attempt problem-solving independently before seeking ChatGPT assistance. When engaged, the GCLA provides guidance through hints rather than direct answers, fostering an environment conducive to the development of SRL and HOTS. A randomized controlled trial (RCT) was employed to examine the impact of the GCLA compared to traditional ChatGPT use in a foundational chemistry course within a blended learning setting. This study involved 61 undergraduate students from a university in Taiwan. The findings reveal that the GCLA enhances SRL, HOTS, and knowledge construction compared to traditional ChatGPT use. These results directly align with the research objective to improve learning outcomes through providing guidance rather than answers by ChatGPT. In conclusion, the introduction of the GCLA has not only facilitated more effective learning experiences in blended learning environments but also ensured that students engage more actively in their educational journey. The implications of this study highlight the potential of ChatGPT-based tools in enhancing the quality of higher education, particularly in fostering essential skills such as self-regulation and HOTS. Furthermore, this research offers insights regarding the more effective use of ChatGPT in education.

Impact of Foundation Course on First MBBS Students and Their Level of Satisfaction – A Programme Evaluation

Abstract Background: The competency-based medical education new curriculum stresses on the foundation course at the beginning of the MBBS programme, with an objective to orient the students on new knowledge and skills that will aid them in adapting to the new professional environment, providing the opportunity for faculty and peer interactions and sensitisation towards various teaching–learning methods. Aims: The Aim of the study was to analyse the student’s feedback on the foundation course and to determine the level of satisfaction of the learners towards the course. Patients and Methods: This was a programme evaluation of foundation course for newly joined MBBS students in Mamata Academy of Medical Sciences, Hyderabad, Telangana, India, during December from 12th to 19th for 7 days. Results: On feedback analysis, around 90% of the students were satisfied with all the sessions and the students have expressed a high level of satisfaction towards the sessions of teamwork, leadership skills, interpersonal communication skills, Basic Life Support (BLS), first aid, field visit and Indian Medical Graduate (IMG) goals. A statistically significant difference between the mean scores of pre and post test was found. Conclusions: The overall feedback on the foundation course was satisfactory. Students have gladly received the foundation course and they were well sensitised by the topics covered and activities conducted. There was a significant improvement in their assessment scores. Thus, the impact of the foundation course will definitely help in accomplishing the goals of IMG effectively.

On the Application of Digitized Virtual Reality Technology in the Teaching of Landscape Architecture Design

Landscape garden design is an important design foundation course for undergraduate students of landscape architecture in China, but the current classroom teaching has the problem of limited spatial dimension of the course. This paper proposes a virtual scene model construction method through the computer software with the creation of the need to display the scene. This virtual reality technology has immersive, interactive, and risqué characteristics. This paper focuses on the key points of virtual reality technology, discusses the specific implementation method of virtual reality technology in the “landscape garden design” course, and introduces the interactive control principle. The results of the research show that virtual reality technology to assist teaching can cultivate students' spatial thinking and enhance students' spatial simulation experience, greatly reducing the cost of traditional teaching.

Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

Nordic Pioneers of Biodynamic and Organic Agriculture

Fifty Nordic pioneers of biodynamic (BD) agriculture, and hence of organic agriculture, are identified. These individuals, from Norway (n = 23), Sweden (n = 12), Denmark (n = 10), and Finland (n = 5), joined the Experimental Circle of Anthroposophical Farmers and Gardeners in the years 1924–1946. These pioneers comprised both men (n = 35) and women (n = 14), with one member of undetermined gender. The Experimental Circle was headquartered at the Goetheanum, Dornach, Switzerland. One of these pioneers (Anna Wager-Gunnarson) attended the foundational course of biodynamic and organic agriculture, presented by Dr Rudolf Steiner (1861–1925), in eight lectures at Koberwitz (now Kobierzyce, Poland) in June 1924. The core element of the course was that agriculture was properly a biological rather than a chemical pursuit. The ‘Agriculture Course’ was subsequently issued (in German from 1926) as a subscriber-only published book to members (of the Anthroposophical Society) who joined the Experimental Circle. Each Circle member signed a non-disclosure agreement (NDA) and committed to testing the ideas of the course. A milestone was the 1938 book by Ehrenfried Pfeiffer, ‘Bio-Dynamic Farming and Gardening,’ which arguably released Experimental Circle members from their NDA. Nordic members joined progressively over the two decades following the Koberwitz course, with new memberships peaking in 1932 (n = 7), and continuing through the years of World War II (WWII). Biodynamic agriculture is still practiced in the Nordic countries of these pioneers, with Denmark presently accounting for 2,998 hectares, Sweden 873 ha, Norway 548 ha, and Finland 384 ha. The Nordic countries have developed strong organic sectors, with Sweden accounting for 610,543 ha of certified organic agriculture (which is 20.2% of its agricultural land), Finland 315,112 ha (14.4%), Denmark 299,998 (11.4%), and Norway 45,181 ha (4.6%). Iceland has no identified BD pioneers, presently no BD hectares, and 6,440 ha of organic agriculture (0.4% of total agriculture land). The identification of the 50 Nordic pioneers of the present paper provides recognition as early-adopters and invites further research on their life, legacy, and role in founding BD and organic agriculture in the region.

An early-curricular team learning activity to foster integration of biochemical concepts and clinical sciences in undergraduate medical education.

The ability to connect key concepts of biochemistry with clinical presentations is essential for the development of clinical reasoning skills and adaptive expertise in medical trainees. To support the integration of foundational and clinical sciences in our undergraduate health science curricula, we developed a small group active learning exercise during which interprofessional groups of students use clinical cases to explore the biochemistry, diagnostic strategy, and evidence-based treatment options of inborn errors of metabolism (IEM). We designed multistage learning modules consisting of (1.) low-fidelity case simulations of pediatric patients presenting with IEMs, (2.) guided group discussions on clinical biochemistry, differential diagnoses, and diagnostic strategies, (3.) oral presentations of clinical reasoning strategies, and (4.) discussion of relevant evidence-based medicine topics related to the cases. These modules Scientific Knowledge Integrated in Patient Presentations (SKIPPs) were added to a first-semester foundational sciences course serving five health professions programs. The assessment of learning outcomes by students and faculty shows that SKIPPs sessions are well-received activities that significantly improve trainees' ability to integrate foundational science concepts into clinical scenarios, to practice interprofessional teamwork and to develop clinical reasoning skills.

Embedding systemic training into a DClinPsy programme: The possibilities and restraints

‘The clinical psychology trainee requires support not only with systemic ideas and their application, but also with the process of transition in which new ideas come into contact with and challenge old assumptions’ (Hill, 2014, p.280)John Burnham (2017) created a quadrant to map out how any situation holds possibilities and draws on/creates resources, but in parallel, problems and restraints need to be considered. This has been our experience of embedding systemic training in a DClinPsy programme. As many DClinPsy programmes now offer, or plan to offer, embedded systemic Foundation and Intermediate courses, we share our learning from Exeter in the hope of supporting others on this journey. We include the voices of trainees who we invited to be part of this article.

Blended learning at scale: co-designing a large postgraduate finance course

PurposeThis paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.Design/methodology/approachA design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.FindingsThe results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.Practical implicationsThis paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.Originality/valueThe use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.