Learning Opportunities For Students Research Articles

Walking the Walk: A Review of Medical Students’ Perspective of a Surgical Theatre as the New Classroom

Medical school trains eligible students for a medical degree (MD). As part of the clinical years in the MD program, students attend surgical theatre sessions to learn medical concepts from hands-on experience in the theatre. This review aims to provide a comprehensive overview of the role surgical theatre plays in the learning process and clinical experience of medical students. Google Scholar, PubMed and NCBI databases were searched for articles from 1990 to March 2022 using the search terms ‘Operating Room’ or ‘Operating Theatre’ or ‘Surgical Theatre’ and ‘Learning’, ‘Medical Students’ and ‘Surgeons’. Only articles on medical students’ perceptions on their learning experience in the surgical theatre were included. Thirty-four articles were eligible for inclusion. Unpreparedness, anxiety, lack of clear learning outcomes, fear and intimidation were the most common reported experiences by students. These demotivate medical students from attending theatre, along with poor surgical field visibility, resulting in a negative learning experience. Positive experiences during theatre time were more likely to attract students to choose a future surgical career. Limitations include the inclusion of surgical residents’ perspectives and the exclusion of other surgical team members’ perspectives. Studies included students across different clinical years, and results were primarily based on subjective perceptions. Evidently, the surgical theatre is a great learning opportunity for medical students. However, for this learning environment to be beneficial, students need to be included during surgical discussions and procedures. Additionally, clear learning outcomes need to be present whilst adequately training students prior to their first surgical attendance.

Business students’ experiences, perceptions, and motivations toward business research and information literacy: Ideas for better library practices

Based on a business student survey, this article explores students’ experiences, perceptions, attitudes, and motivation toward learning business information literacy (IL) skills. The survey received 413 responses and investigated topics including most encountered research tasks, use of research tools, most experienced feelings, self-rated research competencies, perceived research importance, interest to learn more, research scenarios, challenges, preferred learning settings and learning modes, motivational factors, the time commitment for learning, and preferred quality of a learning module. Incorporating students’ suggestions on improving their IL skills, the article proposes to create six dynamic learning opportunities for students and shares ideas for realizing these opportunities through collaboration, integration, and experimentation.

Advancing Civics-specific Disciplinary Writing in the Elementary Grades issue

Students need support through intentional writing instruction to develop their discipline-specific writing skills outside of Language Arts. Yet, we argue not all writing instruction provides the same opportunities for student learning. In this study, with the support of professional development, teachers engaged students in civic perspective-taking through writing, focusing on locally relevant public issues. Drawing from disciplinary literacy and genre pedagogy, our research team conducted a descriptive study where thematic analysis was applied to examine second and third graders’ civics writing samples. Our findings indicate that students’ engagement with key civic concepts became more complex and purposeful as they practiced argumentative writing. Development continued from second to third grade in both the sophistication of their civic perspective-taking as well as their writing. Additionally, we found that student motivation to engage in argumentative writing increased in all classrooms across both grade levels when engaging with locally relevant public issues. This article provides details about the elementary civics writing curriculum and the students’ writing outcomes as well as includes the two graphic organizers used in the curriculum.

Tecnología en la enseñanza de Licenciatura en Derecho. Percepción de los docentes de la Facultad de Derecho Mazatlán

As the legal profession begins to implement digital technology in the management of its services, more educational institutions that offer bachelor's degrees related to criminal sciences, such as Law, have included instruction with technology in their plans and study programs. The perspective of more lawyers with experience in digital tools is an advantage in offering legal services. New technologies, including the Internet, Web 2.0, multimedia, and social media, provide learning, teaching, and research opportunities for legal educators and students. In addition, they potentially streamline collaborations, sharing, and gathering information and feedback on relevant and essential topics. The benefits of computer-assisted instruction in legal education include a systematic approach, transparency, accountability, and innovative ways of communicating ideas through text and images. This paper aims to describe and analyze the use of digital technologies by teachers of the Law Degree of the Mazatlán Law School, of the Autonomous University of Sinaloa, in Mexico, in legal education. For this research, with a quantitative approach of a descriptive-cross-sectional method, a survey designed with 24 items in 3 categories, self-completed by 62 teachers, was applied. Among the main results, it was found that most study subjects consider the use of IT in the classroom necessary, but very few claims to have extensive knowledge of this technology.

Community-Academic Team Teaching in a CBPR Course: Lessons Learned about Course Instruction.

Community-based participatory research (CBPR) involves community and academic partners working collaboratively to understand and address local challenges. Undergraduates who engage in CBPR through a course can learn valuable research and professional skills, but we found no studies describing the experiences of community and academic partner instructors who have co-taught undergraduate CBPR courses. We describe lessons the instructors learned from collaboratively teaching one such course. The lessons we include highlight how community-academic team teaching can 1) provide unique opportunities to teach and model partnership and collaboration, 2) incorporate nontraditional learning opportunities for students to practice skills and engage in content reflection, 3) be challenged by differing community and academic priorities, and 4) surface power dynamics in the classroom that should be explicitly discussed. Community and academic partners can successfully team teach in an undergraduate CBPR course and encourage the development of important skills that can be transferable to the real world. Focusing on offering traditional and nontraditional learning opportunities and modelling partnership and collaboration can also facilitate this. Beyond these benefits, instructors considering a model like this should be prepared to intentionally engage in discussions within and outside the classroom about respective priorities and the ways in which knowledge that is traditionally valued in academic settings can create power dynamics in the classroom. Ultimately, structural supports, such as institutional funding for community partners and consideration of benefits to community partners and organizations beyond the research itself can facilitate these types of collaborations.

한국과 미국 중학교 수학교과서 함수 단원이 학생에게 제공하는 학습기회 분석

This study aims to investigate the learning opportunities for students provided by middle-school mathematics textbooks. Apropos this, we identified learning opportunities as constructs consisting of levels of cognitive demand, types of contexts, types of student response, and big ideas of functions. We analyzed mathematical tasks in “Function” chapters or units from three Korean textbooks and Connected Mathematics_3[CMP3]. The analysis suggests the following: a) Korean textbooks provide students with learning opportunities that emphasize representing functions as tables, graphs, and equations, and finding answers to tasks; b) the tasks in Korean textbooks present big ideas of functions as fragmented or isolated procedures; c) tasks in the function unit in Korean textbooks provide little support for students to develop mathematical competencies; and d) tasks in CMP3 provide learning opportunities for students to understand functions conceptually and achieve learning goals that are established in detail.

Developing Out-of-School, Community-Based Physical Activity Programs for Youth From Communities Affected by Poverty

Partnerships between communities and institutions of higher education have become central ways in which post-secondary students and faculty members interact with teachers and students in community environments. These partnerships can be challenging to develop, however, particularly given the numerous and shifting priorities of both schools and institutions of higher education. Acknowledging that much of this work is contextual, the purpose of this paper is to discuss lessons learned developing physical activity-based teaching personal and social responsibility programs in outside of school spaces for youth from communities affected by poverty. We focus on programs that also provide curricular and co-curricular learning opportunities for university students. Overarching recommendations include approaching partnerships with a sense of humility and interest in working alongside partners, adopting a humanistic approach that recognizes youth as people first, embracing a solutions-oriented mindset in approaching anticipated and unanticipated challenges, and making all decisions with thought and intentionality.

Implementation of a virtual student placement to improve the application of theory to practice.

The primary aim of undergraduate, pre-registration nursing education is to prepare students to be nurses who can apply theory to practice, with clinical placements to support the practice element of the clinical programme. However, the theory-practice gap is a longstanding problem within nurse education, as nurses continue to practise with incomplete knowledge to support their actions. In April 2020, the COVID-19 pandemic caused a reduction in clinical placement capacity that affected student learning opportunities. Based on Miller's pyramid of learning, a virtual placement was created using evidence-based learning theories and an array of multimedia technologies with the intention of replicating real-life experiences and promoting problem-based learning. Scenarios and case studies were collated from clinical experiences and mapped against student proficiencies to produce an authentic and immersive learning environment. This innovative pedagogy provides an alternative to the placement experience while enhancing the application of theory to practice.

Https://journals.scholarpublishing.org/index.php/AIVP/article/view/14527

Effective writing is important for communicating science ideas, and for writing-to-learn in science. This paper investigates lab reports from a large-enrollment college physics course that integrates scientific reasoning and science writing. While analytic rubrics have been shown to define expectations more clearly for students, and to improve reliability of assessment, there has been little investigation of how well analytic rubrics serve students and instructors in large-enrollment science classes. Unsurprisingly, we found that grades administered by teaching assistants (TAs) do not correlate with reliable post-hoc assessments from trained raters. More important, we identified lost learning opportunities for students, and misinformation for instructors about students’ progress. We believe our methodology to achieve post-hoc reliability is straightforward enough to be used in classrooms. A key element is the development of finer-grained rubrics for grading that are aligned with the rubrics provided to students to define expectations, but which reduce subjectivity of judgements and grading time. We conclude that the use of dual rubrics, one to elicit independent reasoning from students and one to clarify grading criteria, could improve reliability and accountability of lab report assessment, which could in turn elevate the role of lab reports in the instruction of scientific inquiry.

Proto-professionalism: Opportunities for student learning and service to homeless people

The concepts of professionalism including ethical practice, reflection, self-awareness, respect, teamwork and social responsibility are present in the healthcare curriculum but rarely learned in combination. The concepts can be combined when students receive practical experiences on the challenges of delivering health and social care to populations experiencing poverty and disadvantage. We report on work with homeless people in our local communities designed to align social accountability responsibilities with healthcare curricula through a student volunteering project; initially established in a medical school. Using an ethical approach we developed this learning through a staff-student-community partnership. The outcome was learning consisting of theoretical teaching, practice learning and the potential to volunteer. We report on the development phases over several years (2013-2017). The pedagogical evaluation used a sequential mixed methods approach. One hundred and ninety-five student participants scored pre- and post-questionnaires. Of these 75% completed reflective assignments and many went on to volunteer. Twenty of those who volunteered participated in one-to-one interviews. Scored data were analysed statistically and reflective written materials were analysed using content analysis. The interview data were analysed using thematic analysis. The learning was positively experience and students reported changed attitudes and understandings of homelessness. Practice-placements and volunteering further enhanced these insights and student’s perceptions of readiness for clinical practice. This can be described as proto-professionalism. The student-staff-community partnership offers an ethical platform on which to build sustainable local outreach projects. The students gained a deeper appreciation of social injustice for homeless people.

Engineering Design and Children: A Systematic Literature Review

Over the last two decades, a remarkable number of studies have examined the role of engineering education in supporting knowledge and skill building among children. In this paper, we present a synthesis of this literature to evaluate the added value of pre-college engineering design experiences at the elementary level, and ways researchers have gathered evidence of children’s development of this knowledge and skills. We have conducted a systematic literature review. The initial search across four different databases with relevant keywords resulted in over 3000 journal articles and conference papers. In a two-rounds screening, by applying the inclusion criteria first to titles and abstracts, and then to the full text, 78 peer-reviewed publications were included in this systematic literature review. We summarized and synthesized empirical evidence of student learning and engagement in engineering design activities, and approaches they were assessed and elicited. The thematic analysis revealed five categories of knowledge and skills: (1) disciplinary content knowledge; (2) engineering design practices, (3) engineering thinking skills; (4) professional skills; and (5) career awareness. Additionally, the assessment and evaluation approaches that were used for each of these categories were identified and discussed. The findings provide collective evidence of variety in student learning opportunities but also suggest the need to carefully define these knowledge and skills. Since a wide range of evaluation approaches were used to capture similar outcomes, we conclude that it is imperative to develop a shared research agenda by carefully defining the knowledge and skills we expect children to learn.

A longitudinal study on a place-based school-university partnership: Listening to the voices of in-service teachers

This paper reports on a longitudinal place-based study by two Australian teacher educators investigating their three-year science-based school-university partnership. The study examined key benefits, challenges, and tensions within the partnership. Data collection was drawn from focus group interviews with in-service teachers across each partnership year. While findings portray the partnership as a catalyst for increased science learning opportunities for school students, teaching opportunities for pre-service teachers, and new in-service teacher roles and responsibilities, the study highlights the evolving nature of partnership development, including the need for continuous negotiation of labor division and stakeholder expectations.

Science Learning in Nepal, Case at The Vaishnabi Secondary School

Science learning can be implemented with various approaches, strategies, models and learning methods. This implementation varies from each educational institution and even in each country. One of the secondary schools in Nepal is Vaishnabi Secondary School (VSS). This school is a public school that accommodates students at the level of kindergarten, primary education (grades 1-5), and secondary education (grades 6-10). This study aims to describe the interaction variables and their constraints in teaching science class at VSS. In this study, three interaction variables were observed, namely the sign variable (teacher), the context variable (students & schools), and the process variable (teacher-student interaction). The method used is a qualitative descriptive research method with a case study research design. Observations were carried out in science learning activities in grades 8, 9, and 10. Data collection used four data collection techniques, namely observation, interviews, questionnaires, and documents. After the data is collected, a technical triangulation process is carried out to collect data as well as to test the credibility of the data. The results of the research on the sign variable indicate that VSS has 8th, 9th, and 10th grade science teachers who are already competent in education and experience. The teacher's ability to use English is quite good. The context variable shows that student attendance and students' opportunities to study at home are constrained by the economic background of their parents who are less well off, forcing students to help their parents earn money. In addition, there is no science laboratory and supporting equipment for experimental activities. The process variable shows that the teacher has made plans for science learning in personal notes and the teacher is still teaching with the lecture method in one direction, namely from teacher to student which causes students to be passive in learning. The problem of teaching science in VSS lies in two interaction variables, namely the context variable and the process variable. The context variable is about the economic condition of students and school facilities. The economic conditions of students affect school attendance as well as student learning opportunities at home. School facilities have an impact on the absence of practical activities that will reduce the experience and abilities of students. The process variable is constrained by the teacher's teaching method. The lecture teaching method does not support 21st century education because today's education demands student activity in the learning process.

Health Sciences students’ experience of COVID-19 case management and contact tracing in Cape Town, South Africa

BackgroundCOVID-19 has challenged health and higher education systems globally. Managing the epidemic in Cape Town, South Africa (SA), required partnerships with universities and setting up of de novo systems for mass case and contact tracing (C&CT). Health sciences, predominantly medical students, as well as social work and psychology students formed the core of this telephone-based work over the 18 months when SARS-CoV-2 caused severe disease.MethodsThis qualitative study aimed to elicit students’ motivations for becoming involved in C&CT, their experiences, and recommendations for C&CT and curricula. After Cape Town’s first COVID-19 wave, six on-line focus groups comprising 23 students were conducted, and a further four were conducted with 13 students after the second wave. As the researchers were predominantly educators previously involved in undergraduate health sciences education, the study’s purpose was to reflect on students’ experiences to make educational and health system recommendations.ResultsStudents were largely motivated to mitigate the impact of the epidemic on society and support people affected by COVID-19, as well as hone their professional skills. While these motivations were realised, students also needed to learn new skills – to autonomously work remotely, using novel communication strategies to engage those affected and use virtual groups to connect with colleagues. They managed responsibilities within the healthcare systems that did not always work smoothly, distressed cases who were financially insecure, difficult employers, and language barriers. They were prepared through training, and supported by virtual, yet effective teamwork and debriefing opportunities. Although the work was sometimes physically and emotionally exhausting, students found the work personally meaningful. They embraced public health’s role to protect population and individuals’ health.ConclusionNew teaching and learning practices adopted due to Covid-19 lockdowns enabled this digital C&CT project. It facilitated students to become confident, work autonomously and navigate challenges they will encounter as young professionals. The programme demonstrated that novel opportunities for rich student learning, such as in telehealth, can be embedded into public health and clinical functions of health services in contexts such as in SA, deepening partnerships between the health services and universities, to mutual benefit.

123 Introducing trainees to research using an online, asynchronous course

OBJECTIVES/GOALS: Research is an important aspect of many students’ training. However, most trainees do not complete a scholarly project, and formal research training is rarely included in a degree program’s curriculum. Thus, we developed an online, asynchronous series of modules to introduce trainees to multiple topics that are relevant to the conduct of research. METHODS/STUDY POPULATION: Research 101 was utilized by first year medical students and undergraduate students conducting mentored research projects at the University of Cincinnati College of Medicine. Students’ knowledge, confidence, and satisfaction were assessed using pre- and post-module surveys with 5-point Likert scaled questions, open-ended text responses, and a final quiz. RESULTS/ANTICIPATED RESULTS: Pre-module survey results showed that learners were most confident with the Conducting a literature search and Race and racism in medicine modules and least confident with the Submitting an Institutional Review Board (IRB) protocol at UC module. Post-module survey responses were significantly increased compared to pre-module results for all modules and questions (p < 0.0001). The response to The content of this module met my needs was endorsed across all modules (84.9% yes responses). A final quiz of 25 multiple choice questions covering content from all required modules was completed by 92 students who had a median score of 21 (range: 15 to 25). DISCUSSION/SIGNIFICANCE: These data demonstrate significant learning resulting from completion of Research 101, as post-module survey scores were significantly higher than pre-module survey scores for all modules and questions. Final quiz scores were positive but also highlighted opportunity for additional student learning and will guide evolution of future modules.

Using Collaborative Online International Learning to Support Global Midwifery Education.

The COVID-19 pandemic created a gap in global health learning, requiring creative solutions to bridge the divide. Collaborative online international learning (COIL) is a program between universities located in different geographic areas that aims to build cross-cultural learning and collaboration. Faculty members from Uganda and the United States worked collaboratively to plan a 2-session COIL activity for nursing and midwifery students. Twenty-eight students from the United States and Uganda participated in the pilot quality improvement project. Students completed a 13-question REDCap survey measuring satisfaction, time commitment for the activity, and increase in knowledge about differently resourced healthcare systems. Students also were asked to provide qualitative feedback in that survey. Survey results indicate a high level of satisfaction and an increased understanding of a new healthcare system. The majority of students wanted more scheduled activity times, the opportunity to meet face to face, and/or more robust sessions in the future. This COIL activity between students in the United States and Uganda was a no-cost activity that provided global health learning opportunities for students during the global pandemic. The COIL model is replicable, adaptable, and customizable for a variety of courses and time spans.

Профессиональные компетенции специалистов по экономической безопасности в образовательных программах вузов

The problem of the formation of professional competencies of specialists in economic secu-rity is caused not only by new technologies, but also by the transformation of existing spheres of professional activity. Russian universities provide training economists in the field of Economic Security in the lack of a corresponding professional standards set offi-cially approved by the Ministry of Labor of the Russian Federation. Thus it updates the search for evidence-based practices that allow formation of majors' professional competen-cies based on corresponding job functions, occupational profile and adequately responding to the labor market demand. To solve it, a theoretical justification is given and an algorithm for the formation of professional competencies. The aim of the study - is to justify the link between theory and practice for implementing a competency-based approach to training economic security professionals by developing an algorithm formation of professional competencies in unity with the sequence of determin-ing indicators of their achievement based on the consistency of the provisions with the re-quirements of the labor market. The methodology and methods of the study are based on the application of the following general scientific and special research technique: gathering of empirical data, comparison, abstraction, specification, analogy. Research results provides a short summary of recommendations for ensuring the effective-ness of the indicators of professional competencies formation during university tenure based on the experiential learning and theory opportunities for students in the field of eco-nomic security to apply the needed knowledge and skills set they gain. A model has been developed for the formation of professional competencies of an economic security specialist, which provides universities with tools to determine the necessary knowledge, skills and abilities in the field of professional activity, which can be diagnosed using appropriate indicators.

중학교 정보 교과서 프로그래밍 과제가 제공하는 학생의 학습기회 탐색

중학교 정보 교과서 프로그래밍 과제가 제공하는 학생의 학습기회 탐색

The use of virtual reality technologies to increase motivation in professional activities

The experience of using VR-technologies in the educational process of branch, and the advantages of an immersive (virtual) approach to teaching are considered.Theoretical aspects of the use of virtual simulators are given, their effectiveness is shown. The types of simulation simulators used in the branch are presented: “Inspector-repairer of wagons”, “Electrician of signaling devices”, “Model of a traction substation”. These simulators are successfully used in the educational process and in preparation for the WorldSkills championships, professional skill competitions.The advantages of virtual reality technology in comparison with other educational technologies are the ability to immerse the student in the broadcast material, to perform actions with virtual objects and objects, to perform work safely, to acquire practical skills within the framework of mastering a specialty, which contribute to the formation of general and professional competencies.As part of the monitoring of the use of virtual reality simulators, there is an increase in the quality of the educational process by 17 %. During the monitoring, students of the branch noted an increased motivation to study professional modules, the possibility of modeling real experience in a safe environment, as well as maximum involvement in the learning process.The use of VR technologies in the classroom will create an improved modern educational environment and expand student learning opportunities.

ChatGPT in higher education: Considerations for academic integrity and student learning

The release of ChatGPT has sparked significant academic integrity concerns in higher education. However, some commentators have pointed out that generative artificial intelligence (AI) tools such as ChatGPT can enhance student learning. Consequently, academics should adapt their teaching and assessment practices to embrace the new reality of living, working, and studying in a world where AI is freely available. Despite this important debate, very little academic literature has been published on ChatGPT and other generative AI tools. This article uses content analysis to examine news articles (N=100) about how ChatGPT is disrupting higher education, concentrating specifically on Australia, New Zealand, the United States, and the United Kingdom. It explores several key themes, including university responses, academic integrity concerns, the limitations and weaknesses of AI tool outputs, and opportunities for student learning. The data reveals mixed public discussion and university responses, with a focus mainly on academic integrity concerns and opportunities for innovative assessment design. There has also been a lack of public discussion about the potential for ChatGPT to enhance participation and success for students from disadvantaged backgrounds. Similarly, the students’ voice is poorly represented in media articles to date. This article considers these trends and the impact of AI tools on student learning at university.