Guest Lectures Research Articles

Fifteen years of training courses and implementation of child and adolescent psychiatry in Jimma, South-West Ethiopia: a single site case study

In Ethiopia, as in many other low-and middle-income countries, health professionals, particularly mental health workers, are scarce. The purpose of this case study is to describe the process of establishing training child psychiatry and capacity building to implement clinical care for child and adolescent mental health. We present a case study on training of child and adolescent psychiatry embedded within the master’s degree program in integrated clinical and community mental health at the department of psychiatry in Jimma University, Ethiopia. This program is jointly developed in collaboration between Jimma University and Ludwig-Maximilian-University, Germany. The core elements of the training were to train mental state description, making decisions on possible disorders, perform occupational activities, and design psychosocial interventions. The WHOmhGAP guide is considered as appropriate knowledgebase for our teaching program. Each course was evaluated bidirectional with multiple methods. From 2010 to 2024, twelve trainings were organized. We structured the program in three phases. The initial phase (2010–2014) was to establish collaboration with guest lecturers and to develop, implement, and evaluate the training. The second phase (2015–2019) changed to mentorship and transition from guest lecturers to local trainers and included a refresher course. Phase three (2020–2024) was independent work. An outpatient clinical service for children was implemented by the lead author and now is running at Jimma University. The implementation of the training took place in small steps. A long-term commitment of local and guest lecturers enabled to develop culturally appropriate solutions for the local context. A similar approach can be applied to effectively start and expand child and adolescent mental health care in other resource limited settings.

Resilience rewritten: Ann’s journey from adversity to entrepreneurship

Research methodology None. Case overview/synopsis The case study follows Ann’s journey towards entrepreneurship, focusing on the challenges she faced and how early educational interventions influenced her life decisions. Despite numerous obstacles, Ann’s perseverance, bolstered by her family’s support and her passion, led to her successful reintegration into academia and the launch of an entrepreneurial venture in the UK. Her story highlights the dilemma of balancing educational attainment with entrepreneurial aspirations, especially for at-risk students. Ann’s experience prompts critical discussions about the intersection of education and entrepreneurship, the importance of experiential learning and the role of mentorship in realizing business ideas. The nurturing environment of her business school, through guest lectures and real-world success stories, played a significant role in shaping her academic and professional outlook. This case raises essential questions about the role of higher education in fostering entrepreneurial skills and integrating experiential learning within academic curricula. Ann’s journey exemplifies the power of resilience and determination in overcoming systemic and entrepreneurial challenges, particularly for women facing similar struggles. Her story illuminates the multifaceted process of turning a personal experience into an entrepreneurial opportunity, emphasizing the critical role of mentorship and support networks in developing a viable business idea. Complexity academic level This case study is best suited to undergraduate and graduate students enrolled in management and business-related courses that focus on entrepreneurship and entrepreneurial education. The case study is relevant in various business disciplines as it informs students of the process and challenges related to business start-ups and acquiring related capabilities. Instructors are encouraged to have students read the extensive reference list provided at the end to broaden their understanding and knowledge of entrepreneurship, including its processes, context and practices.

7.Y.2. Solidarity and public health teaching and practice in the age of new normal

Abstract This workshop will address the concept and topic of solidarity as it pertains to public health (PH). The objectives of the workshop are: • To explore what is understood by solidarity in the context of PH; • To consider the PH scenarios in which solidarity may be an important construct; • To consider how solidarity is understood by PH experts and practitioners, and • To profile investigate how solidarity is represented in educational and training programme in PH. Solidarity is a social determinant of health. It is proven as a crucial factor in achieving PH objectives such as: compliance with vaccination campaigns; donations of bodily samples to biobanks; or refraining from polluting. It can be defined as a cost taken upon oneself for the sake of a group with which one identifies (Prainsack and Buyx 2017). As PH is about achieving health objectives through public participation, solidarity can be seen as the kernel of PH practice. In an era with emerging PH threats, from pandemics to climate crises, the importance of understanding the many meanings and uses of solidarity is essential to PH practitioners. There is much more in solidarity than meets the eye. Solidarity is largely a mystification of a collective identity, a boundary-making mechanism that draw the line between ‘us’ and ‘them’, and most importantly, it is the generator of what is understood as ‘public’. Facing increasing challenges in PH, solidarity is a concept to be thoroughly apprehended. Is there one solidarity, or rather multiple solidarities? What are the referent publics of different solidarities and how do they interact? Can be a global solidarity? Is solidarity a normative or descriptive concept? Is solidarity the outcome or the generator of pro-social behaviour. These are questions that will be discussed in this round table workshop session. Curious to learn about PH views on solidarity, we conducted structured interviews with PH experts to ascertain views on solidarity as a key concept in PH; whether the concept should be incorporated into PH education programme, and if so, how best to do that. Preliminary findings suggest that all interviewees agreed that solidarity is a key concept in PH but when asked to define solidarity, provided diverse answers. They acknowledged that solidarity should be taught in different stages of PH education, but admitted that it rarely appears in current curricula. Many interviewees stated that solidarity may be culturally and politically determined and should be discussed through case studies and guest lectures as well as theory. The added value of this workshop is to raise awareness about the importance of the concept of solidarity and its importance in PH education and training programmes. The workshop will run as a Round table discussion, in which each panellist will make a short presentation on a specific subject, which will then be discussed between panel members and audience. Key messages • Solidarity is considered a key concept for the practice of public health, yet has been constantly contested as too vague and even too political. • Presenting key challenges facing the teaching of solidarity as competence in public health; its conceptual ambiguities and cultural differences and the different uses of solidarity as a value and tool. Speakers/Panelists Farhang Tahzib Faculty of Public Health, Haywards heath, UK Mary Codd University College Dublin, Dublin, Ireland Alison Mc Callum University of Edinburgh, Edinburgh, UK Hagai Boas Van Leer Jerusalem Institute, Jerusalem, Israel

If We Care, We Should Take Care of Them: Social Justice Pedagogy in Directness of Collaborative Learning

Abstract This study argues that initiating education on social movements and justice in higher education with an understanding of students’ social vulnerabilities and alienation is crucial. Addressing feelings of disconnectedness and apathy, this pedagogical approach fosters an environment where students feel safe to express personal grievances, thus deepening their engagement with the curriculum and enhancing the relevance of social justice education. This foundation encourages a profound, empathetic interaction with the subject, promoting an inclusive and transformative learning experience. Moreover, maintaining student interest in these complex subjects necessitates innovative teaching strategies, including guest lectures, multimedia integration, and interactive sessions. Regular feedback mechanisms further allow for the dynamic tailoring of course content, ensuring responsive and effective teaching. This research offers critical insights and practical tools for educators to refine their creative pedagogical practices, contributing to more holistic and impactful educational outcomes.

A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement.

For physician associate/assistant (PA) educators, the path of least resistance often is to focus our cognitive energies on topics with which we are most comfortable and to deliver content in the style in which we are most accustomed. The consequence of this approach is that many didactic curricula are delivered in a traditional, lecture-based format, which then aligns with how the faculty were taught. Studies show that lecture-based teaching may not be the most effective and that blending teaching modalities can improve knowledge acquisition. In addition, scheduling several classroom lectures week to week can be challenging, especially in a program that uses numerous guest lecturers to deliver the curriculum. One solution to this problem may be through innovative, engaging resources that enable faculty to deliver content asynchronously. Developing and implementing such tools can be challenging to PA faculty because they are often not formally trained in education nor are they up to date on the most current innovations in educational technology. Furthermore, change can be difficult, and it could seem an insurmountable feat to step outside the comfort zone of a traditional lecture. This work describes a collaboration between PA faculty and a University Instructional Support Specialist where the Analysis, Design, Develop, Implement, Evaluate ADDIE model, a widely used system for developing training tools, was used to create an asynchronous lecture for students in the form of an interactive series of modules to replace a traditional classroom lecture.

Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment.

Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.

Building Bridges: Integrating Entrepreneurial Education into Professional Development

This research investigates the incorporation of entrepreneurial education into professional development programs for university teachers and its influence on equipping students for future professions. The study reveals primary obstacles faculty encounters, such as limited involvement in guest lectures and speaker series, reluctance towards creative teaching approaches, perceived insignificance of entrepreneurship in specific fields, time limitations, and absence of well-defined goals and results. The research employed faculty members and a heterogeneous group of students. The study used a mixed-methods approach, integrating quantitative data from surveys with qualitative data from interviews. This technique enabled a complete comprehension of the involvement of teachers and students in entrepreneurial activity. The results emphasize the significance of customizing programs to particular demographic groups and executing optimal strategies to improve efficacy. Suggestions include enhancing the frequency and diversity of guest lectures, delivering specialized professional development workshops, creating multidisciplinary resources, providing adaptable online courses, and defining explicit objectives and criteria for entrepreneurial education endeavors. These initiatives are designed to cultivate an environment that encourages creativity, enhances the involvement of teachers and students, and provides students with the necessary skills and mindsets to thrive in today's ever-changing labor market. The research results emphasize the crucial importance of entrepreneurial education in higher education and provide practical insights for institutions to improve their professional development programs and overall educational influence.

The integration of queer-related curriculum in psychology training in Aotearoa/New Zealand: a survey with programme directors

ABSTRACT As a key profession within the mental health workforce, psychologists can offer affirmative services that lead to positive therapeutic outcomes for queer clients. This study examined how training programmes to become a registered psychologist in Aotearoa New Zealand currently provide content on working with queer clients. In 2022, all (N = 17) programme directors of psychology training were invited to participate in a survey that assessed the cultural responsiveness of their training programmes and 15 responded. One-fifth (19%) classified their programme as containing at least ‘a moderate amount’ of queer content. Four-fifths (79%) reported that knowledge of caring for queer clients would be ‘very’ or ‘extremely’ important in psychology practice and/or thought more time should be dedicated to such content. Over half (57%) adopted an ‘add on’ approach to deliver queer content (e.g. guest lectures). During a time when queer communities experience drastically high rates of mental health issues and high exposure to minority stressors, there is a critical gap in the meaningful threading of queer content across the psychology curriculum. We have outlined ten points for reflection on developing this aspect.

Dynamic Student Feedback Management System Using PHP (Tech Feed)

Tech Feed is a comprehensive and efficient student feedback system designed for educational institutions. It utilizes rating scales, multiple-choice questions, open-ended responses, and comment boxes to capture diverse student perspectives. Upon submission, the system automatically collates and organizes the data, generating reports and analytics accessible to administrators, faculty members, and department heads. This enables stakeholders to identify strengths and weaknesses in their programs and teaching methodologies. Feedback is categorized into levels such as very good, good, average, below average, and needs improvement. The system features a unified feedback form for all subject faculties, streamlining the process for students. Additionally, Tech Feed includes specialized feedback systems for guest lectures and industrial visits, allowing students to provide valuable insights and suggestions. This facilitates the improvement of future events and enhances the overall learning experience. By transitioning from paper-based to online feedback, Tech Feed significantly accelerates the feedback process

SCIENTIFIC FOREIGN LANGUAGE ETIQUETTE AS AN IMPORTANT FACTOR IN FORMING THE HUMANITARIAN CULTURE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

SCIENTIFIC FOREIGN LANGUAGE ETIQUETTE AS AN IMPORTANT FACTOR IN FORMING THE HUMANITARIAN CULTURE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Building hybrids between higher education and society

In this study, the changed context for higher education institutions is analysed through the lens of various approaches to collaboration between higher education institutions and society. Three different approaches are discussed: the ivory tower, the factory, and the network. Although these approaches differ, higher education institutions are complex organisations and can embrace a mix of approaches. Nevertheless, depending on the approach applied, this impacts how collaboration between higher education institutions and organisations in society plays out. The study contextualised these approaches in a joint higher education-industry project focusing on developing work-integrated learning (WIL) in a Business Administration program. WIL should embrace practice-based pedagogical methods and strategies by integrating theoretical knowledge in the workplace. To achieve WIL, a network of stakeholders needs to be engaged actively in practice-based activities. The study aimed to report preliminary results from a higher education work-integrated learning project. The following research question was posed: How can higher education institutions, together with organisations in society, apply a networked approach to work-integrated learning? Thus, this paper contributes to knowledge regarding the networked aspects of the design and development of a preliminary framework, including the following themes: Exchanges of experiences and knowledge, Guest lecturers and Bring-Your-Own-Data (BYOD) assignments. These themes manifest a networked WIL framework as a hybrid between higher education and society. First, the networks of experiences and knowledge within academia merge with those of experiences and knowledge in society. Between these two, a hybrid networked work-integrated framework links higher education and society. Second, the same can be said to be true for guest lecturers. Here, guest lecturers became a link between higher education and society and therefore merge the two networks of learning through information and knowledge exchange. Third, BYOD assignments provided further manifestations of a networked WIL framework. Authentic data from the workplace meet the theories of higher education and a hybrid is created. When practice meets theory, they, too, become a link between higher education and society.

Guest Faculty in the University System: Issues and Challenges

Why there is a shortage of teachers in the education system of our country, especially in the Higher Education Institutions (HEIs) across the country? Is there a lack of qualified teachers or is there any problem with the recruitment mechanism of our university system? Answers to these questions lie in the fact that there is a lack of regular recruitment. The tentative solution to this problem, which has been found by the Indian Universities, is the hiring of ‘Guest lecturers and ad-hoc lecturers temporarily.

Undergraduate Student Feedback Related to Diversity, Equity, Inclusion, and Belonging in the Department of Animal Science

The Department of Animal Science at Iowa State University strives to support students from diverse backgrounds. Therefore, to assess the current departmental climate regarding diversity, equity, inclusion, and belonging, a survey instrument was developed and distributed to students with a primary major in the department. The survey consisted of scale questions, one "select all that apply" question, and one open-ended question. This report focuses on the open-ended feedback provided by undergraduate Animal (AN S) and Dairy Science (DY S) students. Based on participant responses, some students felt behind in their introductory AN S courses because they did not come from an agriculture background. Students expressed their desire for more hands-on livestock experiences but also noted the need for more diverse guest lecturers who have various views and backgrounds. Additionally, students expressed interest in creating a physical space for student collaboration. These findings have provided insight in the experiences of our undergraduate students. It is important to take this feedback into consideration when developing academic resources and opportunities for students to gain hands-on experiences in the AN S and DY S fields.

Pendampingan Program Technocreator dan Perancangan Kurikulum Ekstrakurikuler Robotik untuk SMAK 1 BPK Penabur Bandung

This community service establishes a collaborative effort between Parahyangan Catholic University and SMAK 1 BPK PENABUR Bandung to enhance the TechnoCreator program through community involvement. The program aims to enhance students' understanding of electronics by incorporating advanced technologies like the Internet of Things (IoT) and machine learning. It also introduces the concepts of Industry 4.0 and technopreneurship. The research entailed conducting a series of focused group talks, often known as focus groups, to ascertain the material and learning requirements. Additionally, an extracurricular curriculum for robotics was developed. The outcomes are the creation of novel educational programs, maintenance of guest lectures, strategic planning for the construction of an ESP32-based Internet of Things kit, the design of a prototype industrial automation system, and the implementation of a supplementary robotics program aimed at enhancing students' preparedness for advanced studies in electrical engineering. The activity also seeks to facilitate the transfer of students from secondary education to college. The result implies that this project effectively enhances student learning experiences and can be used as a blueprint for comparable technology education programs in the future.

Social Media Use in Dermatology in Turkey: Challenges and Tips for Patient Health.

Social media has established its place in our daily lives, especially with the advent of the COVID-19 pandemic. It has become the leading source of information for dermatological literacy on various topics, ranging from skin diseases to everyday skincare and cosmetic purposes in the present digital era. Accumulated evidence indicates that accurate medical content constitutes only a tiny fraction of the exponentially growing dermatological information on digital platforms, highlighting an unmet patient need for access to evidence-based information on social media. However, there have been no recent local publications from Turkey analyzing and assessing the key elements in raising dermatological literacy and awareness in digital communication for patients. To the best of our knowledge, this study is the first collaborative work between health care professionals and a social media specialist in the medical literature. Furthermore, it represents the first author-initiated implementation science attempt focusing on the use of social media in addressing dermatological problems, with the primary end point of increasing health literacy and patient benefits. The multidisciplinary expert panel was formed by 4 dermatologists with academic credentials and significant influence in public health and among patients on digital platforms. A social media specialist, who serves as a guest lecturer on "How social media works" at Istanbul Technical University, Turkey, was invited to the panel as an expert on digital communication. The panel members had a kickoff meeting to establish the context for the discussion points. The context of the advisory board meeting was outlined under 5 headlines. Two weeks later, the panel members presented their social media account statistics, defined the main characteristics of dermatology patients on social media, and discussed their experiences with patients on digital platforms. These discussions were organized under the predefined headlines and in line with the current literature. We aimed to collect expert opinions on identifying the main characteristics of individuals interested in dermatological topics and to provide recommendations to help dermatologists increase evidence-based dermatological content on social media. Additionally, experts discussed paradigms for dermatological outreach and the role of dermatologists in reducing misleading information on digital platforms in Turkey. The main concluding remark of this study is that dermatologists should enhance their social media presence to increase evidence-based knowledge by applying the principles of patient-physician communication on digital platforms while maintaining a professional stance. To achieve this goal, dermatologists should share targeted scientific content after increasing their knowledge about the operational rules of digital channels. This includes correctly identifying the needs of those seeking information on social media and preparing a sustainable social media communication plan. This viewpoint reflects Turkish dermatologists' experiences with individuals searching for dermatological information on local digital platforms; therefore, the applicability of recommendations may be limited and should be carefully considered.

Chinese Language and Culture Pedagogy at the University of Latvia

The article gives a detailed analysis of Chinese language and culture studies at the Department of Asian Studies of the University of Latvia from the foundation of the department in 1991 and the enrolment of first students in 1993 up to the year 2023. The textis divided in six chapters: institutional history; students and graduates; local teaching staff; guest lecturers and Chinese-speaking language teachers; academic mobility; and research and international cooperation. This is the first in-depth introduction to Latvian Sinology studies in the English language, and its special value lies in the unique perspective of the author (former Sinology student and current associate professor of the Department of Asian Studies) who has witnessed and experienced nearly the entire history of the institutional development. The article combines a historical approach with biographical (at times autobiographical) descriptions, analyses of statistical data, and a personal case study.

The Evolution of an Undergraduate Course in Engineering and Social Justice

In recent years, core and elective engineering courses have been developed which address broader social and humanities considerations. The purpose of this Engineering & Social Justice (ESJ) course is to build an understanding of the relationships among engineering (process & outcomes) and the social, cultural, economic and environmental conditions of society. This course (in its sixth year) leverages facilitated group discussions based on materials drawn from readings, videos and case studies to frame various social concepts and how they may influence engineering (education) and vice versa. The course was framed as a humanities-oriented course designed for engineering students to take. Positive feedback previous student included students feeling like they truly had a voice in the classroom and empowered them to be able to structure and communicate their positions at the intersection of social justice. Future iterations of the course could consider more guest lecturers and multiple modalities for course engagement.

An Experiential Learning Opportunity in Norway: Computation for Bioengineering and Mechanical Engineering Students.

The global learning initiative at Northeastern University is focused on fostering intercultural communication skills. The Dialogue of Civilization (DOC) program serves as a mechanism to achieve such a goal by offering faculty-led international experiences. In this paper, we have presented a detailed account of a DOC program that took place in Norway. The primary objective of the program was to teach mechanical engineering and bio-engineering students computational skills while stimulating critical thinking about the cultural and social aspects of technology and engineering in Norway. The program focused on two courses: a technical course and a special topics course. The technical course introduced students to finite element analysis, with practical applications and site visits in Norway to enhance experiential learning. In the special topics course, the interplay between modern technologies, like green energy, state policies, and the rights and traditions of the indigenous Sámi people was explored. The course highlighted both the progressive social policies in Norway and the historical discrimination against the Sámi. Student feedback was positive and experiential learning components such as guest lectures and site visits were particularly appreciated. Additional surveys showed that students' self-confidence was higher following the DOC program. In addition, female-identifying students had higher confidence in their future success after completion of this program as compared to their male-identifying counterparts. Our paper is expected to serve as a resource for educators seeking to integrate technical education with intercultural experiences and discussions on social and cultural impacts in engineering.

The better health club: A model for global, interdisciplinary learning in lifestyle medicine

AbstractContemporary students increasingly benefit from non‐hierarchical education, including peer‐led work, which moves beyond more ridged traditional educational structures. Such approaches encourage engagement, two‐way communication, diversity of thought and collaboration. This piece shares the stories and experiences of students with a shared interest in health promotion and lifestyle medicine who took part in a peer‐led, internationally based online student group. The forum aimed to provide a space for students to explore and discuss diverse topics within the health sphere in an attempt to bridge the gap between areas of expertise and education. The group capitalised on the normalisation of remote video meetings following the COVID‐19 pandemic to bring together a small group of diverse students from across the globe on a weekly basis for journal clubs, presentations, debates and guest lectures. Group member feedback was obtained and highlighted key gaps in much traditional education, which the group addressed. These included moving beyond educational and research silos, the importance of preventative health approaches and the need for more judgement‐free and inclusive learning environments. Alignment with the current health landscape and potential for scaling the group format more widely is discussed. The article concludes by emphasising the advantages of this approach in fostering a network of learners prepared to tackle future health challenges.

In Search of a More Balanced Engineering Curriculum: The Perspective of Students, Teachers, Alumni and Employers

The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area.