Group Of Students Research Articles

Gender Differences in Planned Retirement Age Among Medical Students: Are Changes on the Horizon?

ABSTRACT Gender Differences in Planned Retirement Age Among Medical Students: Are Changes On the Horizon? Purpose Planned age of retirement has an important effect on the physician workforce. Earlier studies of practicing physicians have reported that the planned as well as actual retirement age was significantly younger for women. Also, previous reports had shown that rural physicians tended to retire earlier. This paper offers a view earlier in the physician pipeline and reports surveys of medical students and pre-medical college students concerning their retirement plans. Methods During 2015-2019, 70 college students and 41 medical students at a regional rural medical campus completed a career eulogy that included their planned retirement age. Results Combining both groups of students, women planned to retire at a mean age of 61.9 and men at 59.1, P=0.048. A longitudinal comparison of just medical students showed that prematriculation students just before starting medical school had the oldest planned age of 66.9, compared to college students (57.4 to 58.9) and medical students (64.0 to 64.6), P=0.049. There was no difference in planned retirement age in rural vs urban upbringing. Conclusions In this group of pathways students, women planned to retire almost 3 years later than men, which differs from earlier reports of physicians in practice. The men planned retirement almost 5 years earlier than in previous reports of planned retirement age. There was no difference in rural vs urban upbringing. Whether this is a generalizable finding will require similar studies in different student populations on other campuses, and our survey instrument is available for others to look deeper into the process of professional identity formation that may explain any differences in planned retirement age.

Vocabulary Building through Language Games: A Study among Secondary ESL Students of Ak/Al-Irfan Ladies College, Pottuvil

This research explores the role of language games as an educational tool in developing vocabulary acquisition among secondary ESL (English as a Second Language) learners at Ak/Al-Irfan Ladies College, Pottuvil. The main goal of this research is to identify whether the collaborative language games can enhance vocabulary acquisition when compared to conventional methods of teaching, such as memorization by repetition and textbook-based learning. A mixed method research design was used to collect data for this study which includes both qualitative and quantitative data. The quantitative data was gathered using the results of pre-tests and post-tests with the aim of assessing the learner’s vocabulary acquisition before and after the classroom instruction. On the other hand, the qualitative data include questionnaires, interviews and focus group discussion with students which aid in gathering valuable insights such as their viewpoints, attitudes and experiences in terms of incorporating language games in the classroom settings. According to the findings of the research, it is clear that incorporating language games in classroom settings has a very positive impact on students’ performances in terms of acquiring vocabulary. This particular group of students not only improved their vocabulary skills but also, they were more active than the other group students when it comes to classroom activities. On the other hand, the students who were taught vocabulary using the traditional teaching methods showed less engagement in classroom activities and they were only exposed to a limited acquisition of vocabulary due to the use of conventional teaching approach. The study suggests that language games foster a more interactive and enjoyable learning environment, which contributes to the students' long-term vocabulary retention. The element of fun and competition inherent in these games appears to stimulate students' interest in learning, reducing the monotony often associated with traditional methods. Consequently, the research concludes that incorporating language games into ESL instruction can offer significant pedagogical benefits, making it a viable and potentially superior alternative to conventional vocabulary teaching methods.

Comparative Analysis of E-commerce, E-wallet and Friend Environment on Student Consumptive Behavior

General Background: The rise of technology has made online shopping convenient for university students, but this can lead to prioritizing wants over needs, resulting in excessive consumer behavior. Specific Background: This study examines the influence of e-commerce convenience, e-wallet promotions, and peer environments on the consumptive behavior of accounting and management students at Universitas Muhammadiyah Sidoarjo, addressing conflicting findings in previous research. Knowledge Gap: Previous studies yield inconsistent results regarding the impact of e-commerce ease on consumptive behavior and lack comprehensive analysis on e-wallet promotions and peer influence. Aims: The research aims to evaluate how these variables affect consumptive behavior and to identify differences between accounting and management students. Results: Findings indicate that e-commerce convenience does not affect accounting students but does influence management students. E-wallet promotions and peer environments significantly impact both groups, with notable differences in their effects. Novelty: This study enhances understanding of consumer behavior among Indonesian university students by emphasizing the varying impacts of technological and social factors. Implications: Insights from this research can guide e-commerce platforms and e-wallet providers in crafting targeted strategies that promote responsible consumerism among students. Highlights: E-commerce convenience significantly affects management students' consumptive behavior but not accounting students. E-wallet promotions and peer environments positively influence consumptive behavior in both student groups. The study highlights differences in the impact of promotional strategies and peer dynamics on students' shopping habits. Keywords: Ease of E-Commerce, E-Wallet Promotions, Peer Influence, Consumptive Behavior, Friend Environment

Entrustable Professional Activities in Medical Education: SELECT Leadership, Values-Based Patient-Centered Care, Health Systems, and Scholarly Excellence

Entrustable Professional Activities (EPAs) represent a concept in medical education that has gained significant traction over the last few years, particularly in the context of competency-based medical education. An EPA refers to a specific task or responsibility that can be entrusted to a trainee once they have demonstrated the necessary competence. EPAs provide concrete tasks that a trainee should be able to complete at various stages of training in order to clarify expectations and responsibilities they should master. The University of South Florida Morsani College of Medicine (USFMCOM), Scholarly Excellence, Leadership Experiences, Collaborative Training (SELECT) MD program pairs a unique four-year longitudinal leadership program including the domains of leadership, values-based patient-centered care, health systems, and scholarly excellence with an innovative medical degree program. Students in the SELECT program spend the first two years on the campus in Tampa, Florida, and the clinical years on the regional campus in Allentown, Pennsylvania. These additional threads of curriculum call for a unique set of EPAs. A working group of faculty, students, and administrators within the college from both the main and regional campus developed EPAs for each of the above listed areas of focus within the curriculum. In this paper, the authors describe how Entrustable Professional Activities were developed at MCOM to assess the SELECT curriculum in the areas of leadership, values-based patient-centered care, health systems, and scholarly excellence.

Implementation of Case-Based Learning in 1st-Year MBBS Students -Future of Medical Professionals Learning Methods in Indian Medical Colleges?

ABSTRACT Background: Case Based Learning (CBL) is the best method for correlation of knowledge with clinical scenarios. The present study is planned to implement case-based learning in 1st-Year MBBS students and find out the perception of the students as a guideline to incorporate this activity in the curriculum. Material and Methods: The study was conducted among 1st-Year MBBS students. The students who consented to participate were divided into 23 groups each containing 5-6 participants. The case along with the reference material was allotted to the groups of students sequentially. Faculty was allotted to each group of students for their help and discussion on the given case. The completed activity was uploaded on Moodle for all the students to go through. After 25 weeks, students’ perception of the activity were obtained with the help of validated questionnaire through Google Forms. Data was analyzed in SPSS software. Results: 85% of students felt that CBL helped them understand clinical applications, enhanced problem-solving skills and retention of knowledge. More than 85% of students were comfortable with CBL in terms of relevance to the curriculum, mode of conduction, and development of interest. Over 90% of students mentioned that provided resources and faculty were helpful. Conclusion: The study concludes that successful implementation of case-based learning is possible for 1st-Year MBBS medical students. Students perceived CBL as a motivating and effective teaching-learning method.

The Extracurricular Classroom. Student Groups in Early American Colleges

The Extracurricular Classroom. Student Groups in Early American Colleges

Work-integrated learning in the humanities, arts and social sciences: where to from here?

ABSTRACT Amidst increasing pressures on Humanities, Arts, and Social Sciences (HASS) disciplines regarding graduate career readiness, this study examines HASS student participation in work-integrated learning (WIL) and its impacts on employability and short-term employment outcomes, using data from the Australian Graduate Outcomes Survey from 2020 to 2023. The research examined the extent of participation across WIL types (work-based, non-workplace and global) and its influence on graduates’ perceived employability and employment outcomes (full-time employment and perceived overqualification), while investigating demographic differences using descriptive analysis and logistic regression models. Results indicated rising WIL participation yet identified disparities by activity type and among student groups. Work-based WIL (e.g. internships) was the most effective type for enhancing employability and facilitating transitions into professional roles and work aligned to degree study. Non-workplace WIL (e.g. projects), while beneficial for skill development, showed limited impact on immediate employment outcomes and there was relatively low participation in global WIL (e.g. industry study tours) across all discipline groups. The study illuminates the need for more inclusive WIL programmes and flexible models to accommodate diverse student needs. Recommendations for HASS faculties include integrating career development learning, optimising industry engagement and providing targeted support for underrepresented groups. By aligning WIL experiences with emerging labour market opportunities, HASS faculties can prepare graduates for successful careers, addressing both individual aspirations and broader economic needs. Future research regarding WIL in HASS could focus on postgraduate participation and industry perspectives on scaling programmes to ensure initiatives effectively bridge the gap between academic learning and professional practice.

SOCIOLINGUISTIC PROFILE RESEARCH PAPER

This research paper explores the sociolinguistic profiles of learners in a sixth-grade classroom, focusing on the intersections between language, society, and individual characteristics. The study investigates the linguistic diversity within a group of Uzbek and Russian pupils learning English as a foreign language, highlighting the role of factors such as language background, socioeconomic status, and cultural identity in shaping their learning experiences. Two distinct learner subgroups are identified: one group of bilingual Russian-speaking students from urban, educated backgrounds, and another group of Uzbek-speaking students from monolingual, low socioeconomic backgrounds. Through analysis of these subgroups, the paper examines the influence of sociocultural dynamics on language learning behaviors and challenges. The study provides pedagogical and assessment implications, aiming to offer educators insights into adapting instructional techniques to accommodate the diverse needs and backgrounds of their students. By addressing these sociolinguistic dimensions, this paper contributes to understanding how language variety and social context affect language education and the notion of pedagogical implications and assessment implications are discussed.

Penerapan Permainan dalam Meningkatkan Gerak Lokomotor pada Siswa Kelas VI SD Negeri 4 Bubutan Surabaya

This study aims to improve the locomotor movement ability in grade VI SDN Bubutan 4 Surabaya with the application of games, The problem is that students in grade VI B still have difficulties in locomotive movement, In cycle 1 using the application of games such as relay games and jumping rope, data is collected through direct observation and assessment of student skills before and after the implementation of the activity, analysis shows that some students still do not show significant improvement in locomotor movement ability, In cycle 2 the game is simplified. The results of the analysis showed that the improvement of locomotor movement ability became more consistent across all groups of students. The conclusion of this study is that the application of the game method is effective in improving locomotor movement skills in grade VI B SDN Bubutan 4 Surabaya. Classroom action research (PTK) with Cycle I and Cycle II. The subject of this study is 32 students of class VI B SD Negeri 4 Bubutan, the application of the game aims to improve the locomotor motion of students in class VI B SD Negeri 4 Bubutan. From the results of the Implementation of Cycle I, students in class VI B reached a percentage of 43% and the Implementation of Cycle II reached a percentage of 87%, with this the application of the game method in improving the locomotor movement of students in class VI B has reached a classical value with a provision of 85%.

Interdisciplinarity through internationality: Results from a US-Mexico graduate course bridging computational and plant science.

Interdisciplinarity is used to integrate and synthesize new research directions between scientific domains, but it is not the only means by which to generate novelty by bringing diverse perspectives together. Internationality draws upon cultural and linguistic diversity that can potentially impact interdisciplinarity as well. We created an interdisciplinary class originally intended to bridge computational and plant science that eventually became international in scope, including students from the United States and Mexico. We administered a survey over 4 years designed to evaluate student expertise. The first year of the survey included only US students and demonstrated that biology and computational student groups have distinct expertise but can learn the skills of the other group over the course of a semester. Modeling of survey responses shows that biological and computational science expertise is equally distributed between US and Mexico student groups, but that nonetheless, these groups can be predicted based on survey responses due to subspecialization within each domain. Unlike interdisciplinarity, differences arising from internationality are mostly static and do not change with educational intervention and include unique skills such as working across languages. We end by discussing a distinct form of interdisciplinarity that arises through internationality and the implications of globalizing research and education efforts.

A Self-Determined Learning Approach: Enhancing Workplace Adaptability for Overcoming Inequality

A new era of student-centered learning, fueled by the power of digital tools and advanced teaching methods, means that classrooms are no longer entirely defined by four walls and a teacher at the leadership. At the same time, the educational landscape of African countries is very slowly adapting to these changes: the traditional face-to-face approach to learning dominates, student groups are overcrowded, and there is a significant gap in digital skills between students from urban and rural areas. Today, the development of online education becomes an important prerequisite for addressing the problem of educational disparity, a tool for meeting individual educational needs, increasing students’ motivation and responsibility for their learning outcomes. The Self-Determined Learning Approach allows for a personalized learning environment in which students can choose what, how and when they learn, work at their pace, choose or receive learning tasks in an order that makes sense to them, which allows for the individual interests of each student, learning style, cultural identity, life experience and personal challenges. The research is based on the results of in-depth interviews with students aged between 25 and 37 years with work (2‒5 years) and study experience, who fit the profile of self-determined learners, have part-time distance learning experience, are employed in different positions and are currently studying different programs, and are also registered with one of the three Distance Education Institutions. All participants are in their final year of study and have experienced digital transformation in distance education. This qualitative study is based on a constructivist paradigm employing a phenomenological strategy to explain the perceptions of students regarding how self-determined practices are applied at their institutions. The phenomenological approach aimed to capture the lived experiences of these students, focusing on their descriptions and interpretations of encountering self-determination practices in their educational environment. The results of the study confirmed the value of a self-determined approach to learning and its positive impact on enhancing students’ workplace adaptability. However, at the same time, the survey revealed that African higher education institutions are not ready for the effective implementation of self-determined learning technologies, the main reasons being the lack of technology and the unpreparedness of teachers.

No sleep, no dreams: imaginings and expectations in online student mobility to Japan during the Covid-19 crisis

The Covid-19 pandemic radically accelerated the digitalization dynamics that were already in motion in many areas of society, from teleworking to e-commerce, online leisure and e-learning. This resulted in a contradictory redefinition of place as a heterotopic site in which different times and spaces were simultaneously juxtaposed. In the case of higher education, universities had to suddenly digitalize their classes in a broader attempt to ensure the continuity of their curricula. Study abroad programs thereby found themselves in the paradoxical situation of being forced to change to an online format, despite having been fully designed for physical mobility. Through a qualitative approach, the article focuses on a group of undergraduate students of Japanese Studies in Spain, who eventually dropped out of their online mobility placement, which they had started in the belief they would be able to finish it in person in Japan. Drawing on ethnographic interview data, it reveals how they managed to regain their autonomy of action over the narrative of their experience – in a self-liberating process in which empowerment and agency were fundamental – and thus rise above an immobility regime whose chronotopic nature had placed them out of line with their previous imaginings and expectations.

Large Language Model Displays Emergent Ability to Interpret Novel Literary Metaphors

ABSTRACT Despite the exceptional performance of large language models (LLMs) on a wide range of tasks involving natural language processing and reasoning, there has been sharp disagreement as to whether their abilities extend to more creative human abilities. A core example is the interpretation of novel metaphors. Here we assessed the ability of GPT-4, a state-of-the-art large language model, to provide natural-language interpretations of a recent AI benchmark (Fig-QA dataset), novel literary metaphors drawn from Serbian poetry and translated into English, and entire novel English poems. GPT-4 outperformed previous AI models on the Fig-QA dataset. For metaphors drawn from Serbian poetry, human judges – blind to the fact that an AI model was involved – rated metaphor interpretations generated by GPT-4 as superior to those provided by a group of college students. In interpreting reversed metaphors, GPT-4, as well as humans, exhibited signs of sensitivity to the Gricean cooperative principle. In addition, for several novel English poems GPT-4 produced interpretations that were rated as excellent or good by a human literary critic. These results indicate that LLMs such as GPT-4 have acquired an emergent ability to interpret literary metaphors, including those embedded in novel poems.

The Progress and Trends in Overseas Education: A Bibliometric Analysis

With the rapid development of economic globalization and educational internationalization, overseas education has emerged as a pivotal trend in the current global education landscape. Employing bibliometric methods, this study conducts co-citation and co-occurrence analyses using VOSviewer and Bibliometrix software to scrutinize 1985 publications related to overseas education retrieved from the Web of Science database from January 2000 to November 2023. Statistical findings reveal a steady growth trend in overseas education research over the past two decades, with the USA, China, and England identified as the highest contributors. Co-citation analysis unveils that the knowledge foundation of overseas education research primarily emanates from the fields of linguistics and education, giving rise to research themes such as language acquisition, identity, and learning experiences. Co-occurrence analysis demonstrates that research hotspots in overseas education are concentrated in six directions: higher education and international students, internationalization and intercultural competence, language acquisition, identity, and study abroad, student mobility, globalization, and internationalization of higher education. Based on bibliometric analysis, this study proposes future research recommendations, including enhancing research on the mobility of specific groups of international students, strengthening studies on the overseas education market, addressing new dynamics in overseas education in the post-COVID-19 era, and intensifying research on the academic achievements of international students. This study provides scholars in the field of overseas education with an in-depth understanding of the knowledge structure and developmental trends, offering a solid foundation for future research.

Black Informational Past: History, Data, and Archives of Chicago's ‘New Negro’ Wonder books

ABSTRACTIn 1927, an organized group of Black college and graduate students from the Washington Intercollegiate Club of Chicago compiled a rich informational reference text reflecting the mosaic of Black life in Chicago, IL, USA. This effort resulted in the publication of two editions of the Intercollegian Wonder Book in 1927 and 1929. These books are reflective of the New Negro movement and cultural renaissance of the Black urban population in the early 20th Century. Our project examines the influence of the Wonder Books through methods that express the layered informational context of a Black community. The poster reflects the iterative development of a phased descriptive, archival, data and visual analysis of an historic Black Community. such as citation tracking, genealogical research of individual members, and analysis of data usage by the club's active students.

Using Videos as Authentic Material to Encourage University Students’ Autonomy in Reflective Writing

This research investigates the impact of incorporating videos as a pedagogical tool to encourage reflective writing among university students and enhance their writing autonomy. This study aims to address the challenges students face in reflective writing tasks, by exploring how videos can be effectively integrated into the writing curriculum to promote reflective thinking and independent writing skills. The research methodology involves a mixed-methods approach, combining qualitative analysis of student reflections and writing samples with quantitative data on student engagement, writing proficiency, and perceived autonomy in writing. A group of university students in the Written English discipline participates in a writing activity incorporating video prompts, reflective prompts, and self-assessment and peer feedback opportunities. Data is collected through a survey, a writing task, and focus group discussions to assess the impact of video-based interventions on students' reflective writing practices and writing autonomy. Preliminary findings suggest that using videos as a stimulus for reflective writing can enhance student engagement, deepen reflection, and improve writing quality. Furthermore, students report increased confidence in their writing abilities and greater ownership over their writing process. However, challenges such as varying levels of digital literacy, and the need for support in interpreting and analyzing video content is identified. The implications of this research extend to curriculum design, pedagogical strategies, and educational technology integration in higher education settings. By leveraging the affordances of videos to stimulate reflection and promote autonomy in writing, educators can create more engaging and effective learning experiences that empower students as self-directed learners and proficient writers.

Knowledge, Attitude and Perception Regarding the Future of Artificial Intelligence in Pediatric Dentistry in a Group of Egyptian Dental Students. A cross sectional study.

Knowledge, Attitude and Perception Regarding the Future of Artificial Intelligence in Pediatric Dentistry in a Group of Egyptian Dental Students. A cross sectional study.

A Game-Based Approach to Teach Basic Python Programming

Abstract : This paper presents an innovative and interactive game-oriented educational platform employing the Unity game engine and C# scripting. The aim of this interactive 2D platform is to impart fundamental programming skills, specifically focusing on the Python language. This platform comprises of four challenging levels, each increasing in difficulty, providing a captivating and dynamic learning experience. The distinctive feature of the proposed platform is the usage of string matching with regular expressions to instantly evaluate the accuracy of the code entered by users, enabling them to develop their coding skills in a practical and interactive manner. The visually appealing graphics of this platform offer the user the ability to see the real-time effects of their code, rendering it more intuitive and user-friendly with real-time feedback. This platform is designed to be accessible to a diverse audience, including children and adults, making it an inclusive learning tool for people of all ages and backgrounds. The proposed platform is employed to instruct Python programming to a group of undergraduate students and the achievement of course outcomes (CO) is evaluated and contrasted with a traditional learningapproach. The comparative results are presented. The levels of attainment of COs experienced a notable improvement, demonstrating the effectiveness of the proposed learning platform, making it a valuable educational tool for coding novices. K e y w o r d s : G a m e d e v l o p m e n t ; p y t h o n programming; serious games

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

AN EXAMINATION OF PERCEPTIONS REGARDING ONLINE STUDENT COMMUNITIES: A METAPHORICAL ANALYSIS FOR LEARNERS AND GRADUATES OF OPEN EDUCATION SYSTEMS

The aim of this study is to determine the metaphorical ideas held by learners/graduates who engage in online student communities within the Anadolu University Open and Distance Education System, specifically with the concept of “online student communities”. The study utilized a qualitative research methodology, specifically employing the phenomenology design, which is a well-established qualitative research strategy. The research sample consists of 637 students/graduates who are associated with student groups of the Anadolu University Open Education System. The acquired data underwent scrutiny through the content analysis method. The study revealed that participants evaluated online communities by taking into account multiple features instead of relying on a single notion. Hence, the metaphors used by individuals in virtual student communities were categorized into seven main groupings. The aforementioned areas include the exchange and generation of information, social connections, hobbies, advantages and life experiences, communication and engagement, technology, and monotony or boredom. After examining the participant responses on metaphors related to online student communities and their motivations, it became clear that the participants had positive views on acquiring information, building social connections, facilitating communication and interaction with other students and alumni, as well as personal enjoyment and benefits.