Subject Knowledge Research Articles

Peer Learning in a College Student Health and Well-Being Expo: Together Again After Returning From Remote Learning.

Returning to campus after remote learning during the COVID-19 pandemic, many of us were excited about participating in interactive, hands-on health promotion for students. In response, our Office of Wellness Promotion planned a student health and well-being expo in partnership with the university's College of Health Sciences (CHS). Faculty were invited to involve their students in the delivery. Student groups were encouraged to deliver health education in an interactive format. The event was open to the campus community, and participants were able to further their knowledge and skills in health and well-being topics. The student health and well-being expo was the first of its kind at the university, where students could learn with and from their peers and share their skills in many dimensions of wellness. The interactive nature of the activities allowed participants to practice health promotion skills and engage a diverse audience. Analysis of program evaluation data yielded overwhelmingly positive results, with most attendees considering the expo an innovative campus activity that fulfilled a need. Specifically, the interactive nature, peer learning, and incentives were aspects of the event students want to see return in future iterations of the expo.

Latent class analysis of post-acute sequelae of SARS-CoV-2 infection.

Symptoms post-SARS-CoV-2 infection may persist for months and cause significant impairment and impact to quality of life. Acute symptoms of SARS-CoV-2 infection are well studied, yet data on clusters of symptoms over time, or post-acute sequelae of SARS-CoV-2 infection (PASC), are limited. We aim to characterize PASC phenotypes by identifying symptom clusters over a six-month period following infection in individuals vaccinated (boosted and not) and those unvaccinated. Subjects with ≥1 self-reported symptom and positive RT-PCR for SARS-CoV-2 at CVS Health US test sites were recruited between January and April 2022. Patient-reported outcomes symptoms, health-related quality of life (HRQoL), work productivity and activity impairment (WPAI) were captured at 1 month, 3 months, and 6 months post-acute infection. Phenotypes of PASC were determined based on subject matter knowledge and balanced consideration of statistical criteria (lower AIC, lower BIC, and adequate entropy) and interpretability. Generalized estimation equation approach was used to investigate relationship between QoL, WPAI and number of symptoms and identified phenotypes, and relationship between phenotypes and vaccination status as well. LCA identified three phenotypes that are primarily differentiated by number of symptoms. These three phenotypes remained consistent across time periods. Subjects with more symptoms were associated with lower HRQoL, and worse WPAI scores. Vaccinated individuals were more likely to be in the low symptom burden latent classes at all time points compared to unvaccinated individuals.

Enhancing effectiveness of Extension program evaluations by validating the trustworthiness of self-reported measures of Extension program outcomes

Assessment of program outcomes in extension often relies on subjective measures, such as perceived or self-reported knowledge, which are criticized for potential bias and inaccuracy. Conversely, objective knowledge, i.e., how much an individual actually knows, is considered more accurate. Studies show varying associations between subjective and objective knowledge, ranging from no correlation to high correlation, and their influence on behavior change also varies. In this study, we aim to quantify the relationship between subjective knowledge, objective knowledge, and behavior change. Data were collected from Master Gardener Volunteer training attendees. We used Pearson correlation and hierarchical linear regressions to explore the relationship between subjective and objective knowledge and their influence on behavior, i.e., engagement in gardening practices. Our findings show that subjective and objective knowledge post-training were moderately correlated, indicating that participants' self-assessments were not entirely accurate before training. Interestingly, only subjective knowledge before training predicted engagement in gardening practices after training, highlighting the significant role of perceived understanding in behavior change. Based on the findings, we suggest that extension programs should focus on addressing participants' existing beliefs to foster enduring behavior change. By designing programs that consider these pre-existing perceptions, extension can more effectively translate knowledge into practical, lasting behaviors.

The limits of curiosity? New evidence for the roles of metacognitive abilities and curiosity in learning

AbstractThe current study investigated how metacognitive abilities such as Knowledge Confidence (subjective prior knowledge estimate) and Correctness Confidence (appraisal of the likelihood of closing the gap) relate to curiosity, and examined the roles of these metacognitive measures and curiosity in learning. Using a blurred picture paradigm in which participants viewed blurred pictures and provided their metacognitive and curiosity estimates, the current study identified distinct connections between Knowledge Confidence, Correctness Confidence and curiosity. Our finding suggests that when Knowledge Confidence is at low or medium levels, curiosity is particularly heightened. In contrast, Correctness Confidence linearly influences curiosity such that the higher the Correctness Confidence, the greater the curiosity. We also find that learning is best predicted by a learner’s metacognitive appraisal of their knowledge gap, especially when they are on the verge of knowing, and this learning effect is independent of curiosity. These findings provide new evidence for the role of curiosity and metacognition in learning, highlighting limits of the effect of curiosity on learning.

Policy Implementation Analysis: Examining the Effectiveness of Jambi's Teacher Certification Program

Teacher quality is crucial for improving education outcomes. Indonesia introduced the Teacher Certification Program (Sertifikasi Guru) in 2005 to enhance teacher professionalism. This study investigates the program's effectiveness in Jambi Province by analyzing its impact on teacher competencies, teaching practices, and student learning outcomes. This mixed-methods study involved 300 certified and 300 non-certified teachers in Jambi Province. Quantitative data were collected through questionnaires and student achievement records, analyzed using descriptive statistics, t-tests, and regression analysis. Qualitative data were gathered through interviews with 30 teachers, 10 school principals, and 5 education officials, and analyzed thematically. Certified teachers exhibited significantly higher pedagogical knowledge, subject matter knowledge, and classroom management skills than non-certified teachers. They were also more likely to employ active learning and student-centered approaches. However, the impact on student learning outcomes was modest. In conclusion, Jambi's Teacher Certification Program successfully improved teacher competencies and teaching practices. However, further efforts are needed to enhance its impact on student learning outcomes. Recommendations include strengthening the program's focus on practical application, providing ongoing professional development, and increasing school-level support for effective teaching.

Investigating young consumers’ acceptance of hemp fiber textiles and apparel: an analysis of Partial Least Squares Structural Equation Modeling

Purpose Concerns over environmental degradation, alongside the global legalization of hemp cultivation, have prompted applications of hemp-derived textile products. However, research examining consumers’ acceptance of such products is lacking. It is critical to understand how young consumers adopt these products as they prioritize sustainability and lead the future purchasing power. Thus, this study aims to investigate young consumers’ perceptions, attitudes, and purchase intentions regarding hemp fiber textiles and clothing based on the Theory of Consumption Value and the Spiral of Silence Theory. Design/methodology/approach A US-based research company was hired to recruit survey participants, yielding 314 valid data. Data analysis, including Exploratory Factor Analysis and Partial Least Squares Structural Equation Modeling, was conducted using the R programming language and RStudio software. Findings Purchase intentions of hemp-based clothing and textiles among young consumers are influenced by attitude, perceived social value and future trend perception. Perceived social value also impacts attitude and future trend perception. High environmental involvement correlates with positive attitudes. Consumers’ subjective knowledge of hemp and objective knowledge regarding hemp fiber impact their perceptions of future trends in such products. Originality/value This research represents a seminal consumer study focusing on the resurgence of industrial hemp fiber textiles and clothing. This study empirically validates the significant role of social factors in young consumer acceptance of such products at both personal and societal levels. This study expands current knowledge and provides actionable insights for practitioners.

Performance of ChatGPT-3.5 and ChatGPT-4o in the Japanese National Dental Examination.

In this study, we compared the performance of ChatGPT-3.5 to that of ChatGPT-4o in the context of the Japanese National Dental Examination, which assesses clinical reasoning skills and dental knowledge, to determine their potential usefulness in dental education. ChatGPT's performance was assessed using 1399 (55% of the exam) of 2520 questions from the Japanese National Dental Examinations (111-117). The 1121 excluded questions (45% of the exam) contained figures or tables that ChatGPT could not recognize. The questions were categorized into 18 different subjects based on dental specialty. Statistical analysis was performed using SPSS software, with McNemar's test applied to assess differences in performance. A significant improvement was noted in the percentage of correct answers from ChatGPT-4o (84.63%) compared with those from ChatGPT-3.5 (45.46%), demonstrating enhanced reliability and subject knowledge. ChatGPT-4o consistently outperformed ChatGPT-3.5 across all dental subjects, with significant improvements in subjects such as oral surgery, pathology, pharmacology, and microbiology. Heatmap analysis revealed that ChatGPT-4o provided more stable and higher correct answer rates, especially for complex subjects. This study found that advanced natural language processing models, such as ChatGPT-4o, potentially have sufficiently advanced clinical reasoning skills and dental knowledge to function as a supplementary tool in dental education and exam preparation.

AHP SO02 - A Quality improvement project to improve the Nutritional teaching within the General Surgery Department

Abstract Background Malnourished patients have greater incidences of post operative complications which can prolong hospital stay. Dietitians improve the nutritional status peri-operatively to reduce complications and accelerate recovery in hospital. Given that the doctors working in surgery are junior doctors who work on a rotational basis, means that they have little time to get to know the roles of the MDT, hence they are faced with the challenge of having little knowledge of complex nutritional needs of the surgical patient. The aim of the quality improvement project is to improve the nutritional teaching within the General surgery department to improve clinical practice. Method Using Plan-do-study-act (PDSA) Methodology, a Multi-disciplinary-team was created to identify ways to improve our nutritional knowledge. An initial survey was collated and distributed throughout the department to establish the current knowledge of nutritional challenges. From the initial survey, a need to improve the teaching of nutrition to the department was highlighted. The plan implemented itself in the form of informal teaching and educational resources to provide teaching to the department. Further questionnaires were used to assess the value of the teaching sessions. Pre/Post-teaching session surveys were used to assess the participant progress and satisfaction of the teaching session. Results The initial survey showed that on average the individuals sampled had a neutral/basic knowledge of the nutritional topics. In addition the survey addressed a need for surgical nutritional teaching to which 100% of respondents answered ‘Yes’. 100% of the respondents gave a 7/10 above or higher rating for how much they would benefit from the teaching and 100% of the cohort either requested teaching sessions alone or both a teaching session and information booklet. Following these interventions; a Pre/ Post-teaching survey was conducted to provide insight of how the department responded to the teaching, which was overall well received. Conclusion The role of nutrition is an important factor that affects surgical outcome and having clinical knowledge of nutritional needs and complications allows us to improve our clinical practice and patient care. The project identified a need for educational improvement and the project has allowed the department to establish regular quarterly nutritional teaching for rotational training and provided educational resources that have been demonstrated to be an effective intervention within the department. The project provided an overall positive engagement to improve our nutritional knowledge and will undoubtedly have a marked impact on quality of care, patient outcomes and their experience.

Development and Validation of Objective and Subjective Osteoporosis Knowledge Instruments Among Chinese Orthopaedic Surgeons.

Clinicians must be knowledgeable about osteoporosis so that they can convey information regarding the prevention of fragility fractures to their patients. The purposes of this study were to develop objective and subjective knowledge instruments for osteoporosis and fragility fractures and then test their reliability and validity among Chinese orthopaedic surgeons. A 2-round procedure was used to develop the objective and subjective knowledge instruments. A cross-sectional online survey was distributed to 293 orthopaedic surgeons; 189 surgeons returned the questionnaires. We examined internal consistency, test-retest reliability, criterion validity, and discriminant validity; we also compared the subjective knowledge level with the objective knowledge level among surgeons. Our results showed that the Subjective Knowledge Scale (SKS) regarding Osteoporosis and Fragility Fractures had a high Cronbach alpha coefficient (0.915), and the objective Osteoporosis Knowledge Test for Clinicians (OKTC) had an adequate Kuder-Richardson 20 coefficient (0.64). Item analyses were conducted, and a short version of the OKTC (the OKTC-SF) was developed. The SKS, the OKTC, and the OKTC-SF all showed good test-retest reliability, criterion validity, and discriminant validity. The percentage of surgeons with a high subjective knowledge level was higher than the percentage of surgeons who selected the correct answer for several corresponding questions related to objective knowledge. The SKS, the OKTC, and the OKTC-SF all demonstrated good reliability and validity. However, the orthopaedic surgeons may have overestimated their knowledge level regarding osteoporosis. Targeted continuing medical education that is based on individual knowledge level is needed to improve the undertreatment of osteoporosis among patients with fragility fractures.

ОПЫТ ФОРМИРОВАНИЯ У ОБУЧАЮЩИХСЯ ПРАКТИЧЕСКИХ УМЕНИЙ И НАВЫКОВ, НЕОБХОДИМЫХ ДЛЯ БУДУЩЕЙ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ (НА ПРИМЕРЕ КАФЕДРЫ ПРЕДВАРИТЕЛЬНОГО РАССЛЕДОВАНИЯ МОСУ МВД РОССИИ ИМЕНИЯ В.Я. КИКОТЯ)

This article analyzes the experience of the Department of Preliminary Investigation of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot on the formation of students' practical skills and abilities necessary for them in their future professional activities. The main emphasis is on the search for such forms of education, the use of which would contribute to the training of highly qualified specialists with the necessary level of practical skills and abilities. In modern conditions, graduates are required to have skills and abilities that would allow them to navigate in a dynamically developing legal system, if necessary, quickly identify and execute the prescribed algorithm of actions that will allow them to most effectively solve a specific practical situation. It is about some of the features of the training of such a specialist that attention is paid in the content of this publication. The subject of this article is the accumulated experience of the Department of Preliminary Investigation of the Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot in conducting various types of practical training, which are combined into several groups, differing among themselves in the methodology of their conduct. In addition, the authors paid attention to the place and role of the teacher himself during the training sessions, since the effectiveness of the lesson largely depends on the personal qualities of the teacher, his theoretical and methodological readiness, intelligence, knowledge of the taught subject. The purpose of this study is to summarize and analyze the accumulated pedagogical experience, as well as to develop recommendations regarding the formation of practical skills and abilities necessary for students in their future professional activities.

Analysis of First Professional Written Short-Answer Questions of Four Public Universities of Bangladesh in Regional Anatomy

Background: Analysis of written question papers may reveal the assessment pattern and teaching- learning method of the undergraduate curriculum. Written examination is the most essential assessment tool in the MBBS curriculum and the subjective knowledge of the undergraduates’ can be well assessed by the written assessment. Therefore, analyses of written question papers may reveal the assessment pattern and teaching learning method of undergraduate curriculum. The present study has assessed the weightage given to the different components of cognitive domain in SAQs in the First Professional MBBS Examination in Regional Anatomy under four public universities of Bangladesh. Objective: To determine the frequencies of question-segments addressing different levels of cognitive domain in the First Professional MBBS written examination in Regional Anatomy of five years (2014-2018) of four public universities of Bangladesh. Methods: This descriptive type of research was conducted in the Department of Anatomy, BSMMU, Dhaka. Anatomy written short-answer questions (SAQs) both paper I and paper II from 2014 to 2018 of four public universities of Bangladesh were analyzed to determine the frequency of ‘question-segment’s addressing different levels of cognitive domain according to undergraduate medical curriculum. Results: On analysis it was found that 91.42% ‘question-segments’ were remember-level and 8.58% were understand-level. No ‘question-segment’ was found that have addressed apply-, analyze-, evaluate- or create-levels of cognitive domain. Conclusion: The research revealed that higher levels of cognitive domain was not addressed properly in the undergraduate written question papers, so, goals of undergraduate curriculum were poorly achieved. Mediscope 2024;11(2): 52-57

Immersive Learning: A Systematic Literature Review on Transforming Engineering Education Through Virtual Reality

Integrating Virtual Reality (VR) with developing technology has become crucial in today’s schools to transform in-the-moment instruction. A change in perspective has occurred because of VR, enabling teachers to create immersive learning experiences in addition to conventional classes. This paper presents a systematic literature review with an in-depth analysis of the changing environment of immersive learning. It discusses advantages and challenges, noting results from previous researchers. VR facilitates more profound knowledge and memory of complex subjects by allowing students to collaborate with digital structures, explore virtual landscapes, and participate in simulated experiments. Developing VR gear, like thin headsets and tactile feedback mechanisms, has democratised immersive engineering learning by making it more approachable and natural for a broader range of students. This study sheds light on the revolutionary potential of immersive learning via VR integration with new technologies in real-time education by examining current trends, discussing obstacles, and an outlook on future directions using the new Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). This study used four databases: Scopus, IEEE, Springer, and Google Scholar. During the selection, 24 articles were added during the review, and 53 studies were selected. It clarifies best practices for adopting VR-enhanced learning environments through empirical analysis and case studies, and it also points out directions for future innovation and growth in the field of immersive pedagogy.

Using a Random Controlled Trial to Explore the Impact of AI-Enabled Learning

Much is being made of AI’s role in learning. However, there have been few studies that evaluate AI’s ability to make learning more efficient or more effective and specifically the learner’s willingness to embrace and use AI-enabled learning tools over conventional learning methodologies. Working with a manufacturing company, we used a randomized control trial approach (matching pairs) to present two groups of employees with a course on design thinking, one presented via a traditional learning management system (LMS Group) and other through an AI enabled tool (AI Group), with the content being identical in order to compare completion rates, time to completion, learning outcomes (subject matter knowledge retained) and the learner’s perceptions of value and experience. We also were able to compare the AI enabled version of the course to the same version with the addition of a face-to-face instructional component. While we found that those participants in the AI Group completed the course in a shorter period of time, had better learning outcomes and expressed higher perceptions of course value, the AI Group significantly underperformed the LMS Group in terms of course commencement and completion rates. Our finding suggest that the adoption of AI enabled learning tools may follow similar patterns of adoption rates of new technologies -- and require educating learners regarding the use, benefits, value and limitations of new AI enabled tools before widespread acceptance and usage.

How to Begin a Successful Study Abroad Course

As employers seek to build a comprehensive work environment and prioritize not only subject matter discipline knowledge and its relevant application, they also desire to hire students with a wider breath of skills. These skills include considerable “soft- or people-skills”, now being referred to as “career- or world-readiness skills. Employers certainly value and assess a students’ knowledge base, but in addition successful employers want employees to demonstrate the ability to “apply relevant information to assist others in solving challenges and being more productive”. Study abroad experiences provide an excellent opportunity for students to develop these skills. In preparation for a study abroad course just as with any course, the instructors must apply critical curriculum design components to this experience if it is to be meaningful. Careful attention must be paid to the expected learning outcomes using Bloom's Taxonomy verbs and background design to select content, preparation needed, relevant assignments/activities and assessments. It is also critical to establish trusted on-the-ground collaborators to ensure the experiences can be planned and executed in a well -organized and intentionally educational manner.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

Multi-source domain adaptation for EEG emotion recognition based on inter-domain sample hybridization.

Electroencephalogram (EEG) is widely used in emotion recognition due to its precision and reliability. However, the nonstationarity of EEG signals causes significant differences between individuals or sessions, making it challenging to construct a robust model. Recently, domain adaptation (DA) methods have shown excellent results in cross-subject EEG emotion recognition by aligning marginal distributions. Nevertheless, these methods do not consider emotion category labels, which can lead to label confusion during alignment. Our study aims to alleviate this problem by promoting conditional distribution alignment during domain adaptation to improve cross-subject and cross-session emotion recognition performance. This study introduces a multi-source domain adaptation common-branch network for EEG emotion recognition and proposes a novel sample hybridization method. This method enables the introduction of target domain data information by directionally hybridizing source and target domain samples without increasing the overall sample size, thereby enhancing the effectiveness of conditional distribution alignment in domain adaptation. Cross-subject and cross-session experiments were conducted on two publicly available datasets, SEED and SEED-IV, to validate the proposed model. In cross-subject emotion recognition, our method achieved an average accuracy of 90.27% on the SEED dataset, with eight out of 15 subjects attaining a recognition accuracy higher than 90%. For the SEED-IV dataset, the recognition accuracy also reached 73.21%. Additionally, in the cross-session experiment, we sequentially used two out of the three session data as source domains and the remaining session as the target domain for emotion recognition. The proposed model yielded average accuracies of 94.16 and 75.05% on the two datasets, respectively. Our proposed method aims to alleviate the difficulties of emotion recognition from the limited generalization ability of EEG features across subjects and sessions. Though adapting the multi-source domain adaptation and the sample hybridization method, the proposed method can effectively transfer the emotion-related knowledge of known subjects and achieve accurate emotion recognition on unlabeled subjects.

Professional development in teacher education: (Vocational) teacher students’ descriptions

This article focuses on a learning objective, as part of a teacher education course at a Swedish university, where student teachers should be able to discuss their own professional development and identify further development needs. Since both research and policy documents highlight professional development as an important part of teacher education, it is important to study professional development from the perspective of student teachers. The theoretical starting point is Communities of Practice (CoP), and the study focuses on knowledge and learning within a social community. Ten subject teacher students and six vocational teacher students are interviewed about their descriptions of what the professional development for teachers in teacher education means for them, which results in six prominent themes: 1) the developmentof identity formation, 2) the development of subject specific and vocational knowledge, 3) the development of leadership, 4) the development of relationship-building, 5) the development of knowledge about policy documents, laws, rules and regulations, 6) the development in relation to changes in the society. Despite common denominators in the students’ descriptions of professional development, there are also nuanced differences that can be understood by positioning actors about the (vocational) teacher education community. The vocational teacher students frequently connect their professional knowledge to industry and working life, whereas the subject teacher students often connect their subject knowledge to university courses and research. Both the vocational teacher students and the subject teacher students in the study describe that they need to stay up-to-date and continue developing their competence in pedagogy. However, the vocational teacher students specifically highlight the need for pedagogical knowledge within the school environment, rather than in the context of working life and workshop settings. This may be because some vocational teacher students are accustomed to training and teaching interns in these environments as part of their professional practice.

Higher education and the new role of the teacher: the relevance of soft skills to enhance the professional identity

Introduction: The labor market is defined today by permanent changes that are transforming the curricula in Higher Education Institutions (HEIs). HEI professors are becoming teacher-mentors who focus on improving students' perception of professional identity. Four European universities created the “Teach-BEASTs – Teaching to BE Aware STudents (Teach-BEASTs)”, an Erasmus+ program focused on this redefinition of the role of the teacher. The objectives are to demonstrate the practical value of transferred knowledge and skills in STEM subjects. Methodology: is based on a solid literature review of the article's theoretical framework and key concepts. On the other hand, it focuses on the analysis of the role of academic teachers, professors, officials in charge of academic career directions and the educational process, as well as deans and directors. Results and discussion: focus on Career Awareness Pills, which are modules that encourage students to reflect on the material covered from the perspective of their interests, passions, aptitudes, and the market value of the skills and information obtained that will be examined and constitute the core of the methodology. Conclusions: the first conclusions corroborate the objectives, specifically highlighting the value of activities to develop social skills or interpersonal skills.

Perception of Undergraduate Students and Faculties Regarding Elective

Background: National medical commission of India introduced electives in the medical curriculum for M.B.B.S. batch 2019 while they completed 3rd phase part-I (before commencement of 3rd phase part-II). An elective module was introduced by NMC for universal implementation of this new concept in the Medical Colleges of India. Our college under the guidance of our Dean/Principal and MEU Co-ordinator implemented the ELECTIVES for students. This study has been done to observe the perception of medical undergraduates regarding electives and faculties who have been assigned to be the Internal preceptors. A cross-sectional survey was done to observe the effectiveness and importance of electives according to students and faculties. Aim and Objectives: To evaluate the perceptions of undergraduate students and faculties regarding ELECTIVE programme and its effectiveness. Methodology: The study was conducted on 24 students of phase 3 part II (BATCH 2020) and 19 faculties of various departments involved as internal preceptors in elective programme of K.D. MEDICAL COLLEGE MATHURA. Questionnaire having both closed ended objective questions and open ended questions was used to assess the perspective of students and faculties with questions inter-related with respect to elective programme. Findings: 95.8% students and 100% internal preceptors (faculties) have suggested that an orientation/sensitization is the necessary prior to initiate the Electives, to achieve more learning from the concept. 87.5% students and 73.7% faculties have accepted that the goal of elective programme is being realized Conclusions: A positive perception was observed amongst students as well as amongst faculties as internal preceptors regarding elective programme. This observation thus suggests that elective has provided a good tool to learn of choice topics, but most of the study participants also agreed to the fact that an orientation/sensitisation programme is necessary for both students as well as faculties prior to the beginning of the elective. Also, elective is a good initiative to gain in depth knowledge of respective subjects and develop an interest in the respective field for higher studies.

Technology of creating an innovative textbook for teacher education system

The transformation of education, caused by the constantly changing demands of society and the avalanche growth of information, necessitates the search for new means of training future teachers, focused on the formation of universal qualities of a specialist. The creation of psycho-pedagogical classes requires expanded research into ways to improve pedagogical training with continuity at all levels, starting from school. Considering the focus on professional training, it is important to model the structure and content of educational tools that allow forming not only subject knowledge but also the readiness of future teachers to “learn to teach” adequately to the cognitive characteristics of modern students and the trends in the formation of digital content.The aim of the article is to substantiate the method of creating end-to-end inversion textbooks that allow forming and developing the readiness to learn to teach in students planning their future professional activities in the educational field (by the example of studying the topic of the informatics course “Information and information processes”).The literature analysis allowed us to identify three tools for modeling the format of presentation and structuring of the textbook content: the “inverted” or inversion (question-task) format of the structural composition of educational content; the end-to-end or vertical selection of educational content according to the principle of “vertical lever”, the principle of “transparent” box” based on structural mental diagrams for visualizing all components of educational material (theory, tasks, control methods). Using the example of the topic “Information and information processes”, the article shows the technology of applying these tools in compiling of innovative teaching resources is shown.An expert assessment of the created textbook confirmed the possibility and feasibility of its use in psycho-pedagogical classes and pedagogical universities for training, self-study, and self-control of students.