Master's Level Research Articles

Picture Your Science Educators: Through the Eyes of the Student Teachers

This study was aimed to examine and compare the opinions of science teachers studying at undergraduate and master levels in Norway and Turkey towards their instructors. 22 students studying in science fields at a state university in Norway and 28 students studying in science fields at a state university in Turkey participated in the research. The students participating in the research were selected on the basis of a easily accessible sample. Research data was collected using a structured interview form consisting of 5 open-ended questions that questioned students' opinions about the instructors. The data obtained at the end of the research was analyzed using content analysis and descriptive analysis methods. Considering the findings, the themes of student opinions were obtained: 21st century skills of the science instructors, methods and techniques they use in the classroom, the effects of the science instructors on themselves, what I would do if I were a science educator, and role modeling. While some of the participating students in Turkey found the lecturers inadequate in terms of 21st Century skills, most of the students in Norway found the lecturers sufficient. While student teachers in Turkey emphasized that science instructors ' interaction and communication with students and a strong academic infrastructure are important, participants in Norway pointed out that science instructors have positive effects that contribute to being a good teacher. However, participating students in both groups stated that more traditional teaching methods were used in the classroom. It was determined that students had negative opinions as well as positive opinions. The two most important components of the university learning environment that are meaningful to each other are students and science instructors. Therefore, it is thought that more qualified teaching activities will be realized if science instructors care about what students think about them

Using an interactive simulation tool of national energy and climate policy planning to explore environmental policy options from the perspectives of different interest groups

AbstractTo reach the Paris Agreement goals, European governments have defined national contributions to the EU binding climate goals and have developed national climate and energy plans for 2021–2030 (NECPs). NECPs are detailed strategies in which governments can flexibly emphasize specific sectors, technologies and national energy policy choices. Every country has built its own energy modelling capacity for forecasting purposes. In most countries, this national modelling relies on optimization tools such as Markal or TIMES. For Latvia's energy sector, a system dynamics (SD) model was built to complement the TIMES model. The SD model deals with an integrated energy system, including the primary energy supply and transformation sector; energy distribution and storage system; and energy demand sectors (residential, tertiary, public, industry and transportation). Sectoral policies are presented in the Stella Architect interface. This study demonstrates how the interactive simulation tool was used in the Environmental Engineering Master level course ‘Environmental Policy and Economics’ as an experiential learning approach. The student assignment involved applying this tool to develop and analyse the energy transition policy package for one of four ideological interest groups: deep greens, bright greens, light greens and greys. Students had to assume a role and adopt its perspective by applying their border‐crossing competence and reflecting on selected policy mixes for that ideology. Various transition pathways, based on different ideologies, illustrate the possibilities for application. Results show that students were successful in fulfilling the assignment.

Grading exams using large language models: A comparison between human and AI grading of exams in higher education using ChatGPT

AbstractThis study compares how the generative AI (GenAI) large language model (LLM) ChatGPT performs in grading university exams compared to human teachers. Aspects investigated include consistency, large discrepancies and length of answer. Implications for higher education, including the role of teachers and ethics, are also discussed. Three Master's‐level exams were scored using ChatGPT 3.5, and the results were compared with the teachers' scoring and the grading teachers were interviewed. In total, 463 exam responses were graded. With each response being graded at least three times, a total of 1389 gradings were conducted. For the final exam scores, 70% of ChatGPT's gradings were within 10% of the teachers' gradings and 31% within 5%. ChatGPT tended to give marginally higher scores. The agreement on grades is 30%, but 45% of the exams received an adjacent grade. On individual questions, ChatGPT is more inclined to avoid very high or very low scores. ChatGPT struggles to correctly score questions closely related to the course lectures but performs better on more general questions. The AI can generate plausible scores on university exams that, at first glance, look similar to a human grader. There are differences but it is not unlikely that two different human graders could result in similar discrepancies. During the interviews, teachers expressed their surprise at how well ChatGPT's grading matched their own. Increased use of AI can lead to ethical challenges as exams are entrusted to a machine whose decision‐making criteria are not fully understood, especially concerning potential bias in training data.

Can high-quality postgraduate Master's level programmes play a role in training dentists to deliver appropriate orthodontic treatment as non-specialists?

Can high-quality postgraduate Master's level programmes play a role in training dentists to deliver appropriate orthodontic treatment as non-specialists?

Promoting Geropsychology: A Memorandum for Research, Policies, Education Programs, and Practices for Healthy Aging.

This viewpoint paper reports the state of the art at a global level on research, practice and assessment, policies, and training in the clinical psychology of aging and, more specifically, in geropsychology. The main sources of information were as follows: (1) the most recent reviews of the literature available in the scientific literature; (2) the resources on the internet referable to professional and academic associations dealing with the topic; and (3) the laws, policy initiatives, and funded programs that are aimed at the diffusion and applications of mental health in aging. The present study aims to provide an updated and comprehensive memorandum highlighting the importance of prioritizing mental health in older adults. It seeks to promote health in general and disease prevention strategies, ensuring equitable access to mental health services integrated into primary care and designed for aging. This paper also aims to shed light on the slow development process and lack of consolidation in the adaptation of academic training at master's and doctoral levels in most developed countries, despite the long-declared importance of enhancing resources for the promotion of geropsychology. The results of the present study are patchy. Although the importance of enhancing resources for the promotion of geropsychology has long been declared, the development process seems very slow, and the adaptation of academic training at master's and doctoral levels in most developed countries-those that, for demographic reasons and attitudes, should be more sensitive to the issue, does not yet seem to have consolidated. Collaboration among diverse professionals is crucial for providing integrated and comprehensive care to older adults that addresses their physical, psychological, and social needs.

Factors Affecting Students' Decisions in Choosing to Study for a Master's Degree of Souphanouvong University

The purpose of this study wastoinvestigate:1)the level of students' opinions on the importance of factors that encourage students to study for the Master's program of Souphanouvong University, and 2) factors affecting students' decisions in choosing to study for the Master's program of Souphanouvong University. This study was conducted a quantitative and qualitative study, the sample group are 220 students who have graduated and are studying at the master's level of Souphanouvong University, usingthe questionnaires as a tool in the study, the statistics analysis weremean, Standard Deviation, and Regression multiple analysis. The result of the study found that 1)the level of students' opinions on the importance of factors that encourage students to study for the Master's degree of Souphanouvong University as a whole gives a high level of importance with X̅=4.15andS.D=0.46, which includes the course advertising factor at many levels with X̅=4.15and S.D=0.46, motivational factorswith X̅= 4.14andS.D=46, and maintenance factor with X̅=4.07andS.D=0.54. 2)Factors affecting students' decisions in choosing to study for the Master's degreeof Souphanouvong Universityinclude personnel development factors, teachers (professors), environmental factors and learning resources, scientific research factors and academic services with a statistical significance level of 0.05.

Examination of Postgraduate Theses on ERAS Protocol Applications in the Field of Nursing in Türkiye

Aim: This study is designed to examine postgraduate theses conducted in the field of nursing in Türkiye focusing on the Enhanced Recovery After Surgery (ERAS) protocols. Method: In this retrospective literature review, theses conducted in the field of nursing between 2011-2023, focusing on the utilization of ERAS practices, were examined. The inclusion criteria for the theses retrieved from the National Thesis Center database of the Higher Education Council were as follows: having key terms such as "Postoperative enhanced recovery protocol," "Enhanced recovery," "Oral carbohydrate," or "ERAS" in their thesis titles, and being conducted by departments of Nursing and/or Nursing Science. After categorizing the theses into master's and doctoral theses, they were examined in chronological order. Results: The screening process identified 21 theses conducted between 2011-2023, excluding one thesis that was inaccessible for full text. All theses were written within the last 12 years, with 3 theses at the doctoral level and 17 at the master's level. When examining the study designs, one these was a meta-analysis, 13 were descriptive, and 6 were conducted using experimental methods. Among the studies, 75% were conducted with patients, 10% with healthcare workers, and 10% with nursing students. Conclusion: The nursing theses conducted on ERAS have concluded that ERAS practices are effective based on their intended purposes. Additionally, it has been determined that healthcare professionals have insufficient knowledge regarding ERAS practices. Therefore, it is recommended to increase the number of studies conducted in the field of nursing to promote the widespread implementation of ERAS practices and raise awareness.

STEM-PjBL Learning Model To Enhance Critical Thinking Skills of Students on Magnets, Electricity, and Technology

This study aims to enhance the critical thinking skills of fifth grade elementary school students on topics of magnet, electricity, and technology through the STEM-PjBL model. The study involved 20 students. The research design employed was classroom action research conducted in three cycles. Qualitative data analysis techniques were utilized. The analysis of students' critical thinking skills focused on five indicators: Identify Question at Issue, conceptual understanding, ideas connection, assumptions, and inferences, with five levels of achievement. The results showed an improvement in critical thinking skills, with 75% of students' responses at a very good level of critical thinking, 35% at the mastering level in cycles I and II, and 45% in cycle III, along with 35% at the competent level. Meanwhile, those at the developing level were 15% in cycles I and II, increasing to 20% in cycle III. The remainder was 5% at the emerging stage in cycle I and 10% in cycle II. There were 5% at the absent level in cycle I. Therefore, the STEM-PjBL model can be considered an effective approach for students to enhance their critical thinking skills in IPAS learning and to support their active engagement in the classroom.

Novel Machine Learning HIV Intervention for Sexual and Gender Minority Young People Who Have Sex With Men (uTECH): Protocol for a Randomized Comparison Trial.

Sexual and gender minority (SGM) young people are disproportionately affected by HIV in the United States, and substance use is a major driver of new infections. People who use web-based venues to meet sex partners are more likely to report substance use, sexual risk behaviors, and sexually transmitted infections. To our knowledge, no machine learning (ML) interventions have been developed that use web-based and digital technologies to inform and personalize HIV and substance use prevention efforts for SGM young people. This study aims to test the acceptability, appropriateness, and feasibility of the uTECH intervention, a SMS text messaging intervention using an ML algorithm to promote HIV prevention and substance use harm reduction among SGM people aged 18 to 29 years who have sex with men. This intervention will be compared to the Young Men's Health Project (YMHP) alone, an existing Centers for Disease Control and Prevention best evidence intervention for young SGM people, which consists of 4 motivational interviewing-based counseling sessions. The YMHP condition will receive YMHP sessions and will be compared to the uTECH+YMHP condition, which includes YMHP sessions as well as uTECH SMS text messages. In a study funded by the National Institutes of Health, we will recruit and enroll SGM participants (aged 18-29 years) in the United States (N=330) to participate in a 12-month, 2-arm randomized comparison trial. All participants will receive 4 counseling sessions conducted over Zoom (Zoom Video Communications, Inc) with a master's-level social worker. Participants in the uTECH+YMHP condition will receive curated SMS text messages informed by an ML algorithm that seek to promote HIV and substance use risk reduction strategies as well as undergoing YMHP counseling. We hypothesize that the uTECH+YMHP intervention will be considered acceptable, appropriate, and feasible to most participants. We also hypothesize that participants in the combined condition will experience enhanced and more durable reductions in substance use and sexual risk behaviors compared to participants receiving YMHP alone. Appropriate statistical methods, models, and procedures will be selected to evaluate primary hypotheses and behavioral health outcomes in both intervention conditions using an α<.05 significance level, including comparison tests, tests of fixed effects, and growth curve modeling. This study was funded in August 2019. As of June 2024, all participants have been enrolled. Data analysis has commenced, and expected results will be published in the fall of 2025. This study aims to develop and test the acceptability, appropriateness, and feasibility of uTECH, a novel approach to reduce HIV risk and substance use among SGM young adults. ClinicalTrials.gov NCT04710901; https://clinicaltrials.gov/study/NCT04710901. DERR1-10.2196/58448.

Comparing interteaching and discussion forums in an asynchronous online classroom.

The current study compared the effects of interteaching and discussion forum activities on quiz and assignment scores in a master's-level asynchronous research methods course. In an alternating-treatments design, six participants engaged in interteaching on half of the weeks and in the discussion forum on alternate weeks. Participants in the interteaching condition (M = 96.75) generally scored higher on quizzes than did those in the discussion forum condition (M = 75.95). The results of a paired-sample t test indicated statistically significant differences between the two conditions at p < .0001, with a substantial effect size of 0.6760. Significant differences in assignment scores were not observed between the interteaching (M = 87.28) and discussion forum (M = 89.08) conditions. Limitations and directions for future research are discussed.

Perceived cultural humility in supervision group and trainees' cultural responsiveness self-efficacy.

Trainees often express anxieties when working with clients from different sociocultural backgrounds. Group supervision can provide a space to address such concerns, including managing culturally related countertransference and understanding sociocultural factors in issues faced by clients. This process requires critical consciousness and discussion of trainees' and clients' cultural identities. This study built on research highlighting the positive role of cultural humility in individual supervision and group therapy to examine cultural humility in group supervision and its contribution to trainees' self-efficacy in adapting therapy and managing relationship conflicts with a range of clients (i.e., cultural responsiveness self-efficacy), via sociocultural awareness and minimal cultural concealment about themselves and their clients. Ninety-one master's level counseling trainees in Hong Kong from 18 supervision groups in two training programs completed measures of cultural humility, cultural concealment, sociocultural awareness, and cultural responsiveness self-efficacy. Multilevel modeling indicated that, at the within-trainee level, higher group cultural humility was associated with higher sociocultural awareness and lower cultural concealment about themselves and their clients. Greater sociocultural awareness, but not cultural concealment, was, in turn, linked to higher cultural responsiveness self-efficacy. At the between-trainee level, higher group cultural humility correlated with lower trainee cultural concealment, but not sociocultural awareness, which was associated with cultural responsiveness self-efficacy, although no mediation was observed. This study underscores the value of cultural humility in the context of group supervision. Implications for multicultural group supervision are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Assessment of universities that provide education in the field of health tourism in Türkiye in the light of current data

Introduction: Health tourism, defined as travels aimed to improve the physical and mental health of individuals, is growing day by day in parallel with developing technology and transportation. Factors influencing the preference of Türkiye in health tourism include cost, tourism opportunities, and cultural characteristics, as well as health facilities, staff, doctors, and the quality level of service. Due to the focus of human health, the service delivery which is very sensitive should be carried out by qualified workforce. With their role in protecting patients from unnecessary tests and treatments and facilitating effective participation in clinical decision-making processes, family physicians are also involved in the health tourism process and advocate. It is aimed to improve the service provision both qualitatively and quantitatively to meet the predicted increase in the health tourism sector in our country. In line with the realization of these goals, education and training activities offered by higher education institutions come into prominence. It’s aimed in our study to quantitatively investigate the adequacy of education in the field of health tourism in our country and to assess it in light of current data. Methods: The data of the cross-sectional and descriptive study were collected during the 2023-2024 academic years. Education programs and the number of students in the field of health tourism between 2018-2023 at 18 institutions under the Council of Higher Education (YOK) and The Measuring, Selection and Placement Center (OSYM) were examined. Obtained data were brought together with health tourism data published by the Turkish Statistical Institute (TUIK), the International Health Services Inc. (USHAS), and the Association of Turkish Travel Agencies (TURSAB). Results: In Türkiye, for the first time in 2014, associate degree education started to be provided in the " Health Tourism Business" department within the Vocational School. This department, which is available in 9 universities today, has the highest percentage among associate degree preferences. Master's degree program level trainings in health tourism continue in 9 universities across 3 different departments: "Health Tourism", " Health Tourism Business " and "Health Tourism Management". Doctoral level education is provided in 1 university in the department of "Health Tourism". It is observed that the number of students and graduates enrolled in education programs in the field of health tourism is increasing every year. On the other hand, there is still no undergraduate program in this field in Türkiye. According to the data published by TUIK and USHAS, the number of visitors coming to our country for health tourism and the value of income is increasing every year. On the contrary, the number of students and graduates has not increased at the same rate in recent years. Conclusions: The number of programs and quotas in the field of health tourism opened in universities is gradually increasing. However, when evaluated together with the increase in the number of visitors coming to our country for health tourism over the years, it has been revealed that the number of qualified staff trained to meet the increasing need is still not at the desired level.

From gavels to algorithms: The Vidhii Partners GenAI evolution

Learning outcomes This case study exposes students to the process of decision-making given the market uncertainty, evolving shareholder expectations and other variables that executives and managers must consider ensuring business continuity and growth and helps students develop an appreciation of the impact emerging technologies are having on organizational digital transformation. This case study evaluates the strategic considerations for whitespace digital solutions into existing organizational operations, balancing innovation with core operating principles; exposes the students to the drivers of fostering a culture of innovation and employee buy-in during strategic digital transformation initiatives; and evaluates and appreciates the role of key stakeholders, such as customers, employees and executive management, in shaping a successful digital transformation strategy and promoting sustained business growth. Case overview/synopsis Vidhii Partners, a leading Indian law firm, grapples with the burgeoning demand for legal services in a rapidly evolving market. Traditional methods may struggle to keep pace, prompting Vikram Wadehra, a partner, to champion the adoption of Generative artificial intelligence (GenAI) technology. Vidhii Partners embarks on the development of two GenAI tools: VidAI, an AI-powered chatbot designed to democratize access to legal information, and VidAI Pro, a business-to-business offering aimed at streamlining legal research and drafting. Wadehra envisions these tools not only enhancing efficiency but also fostering a culture of legal awareness and generating new business opportunities. However, crucial decisions remain. Can Vidhii Partners bridge the potential gap between innovation and the firm’s established practices? How can they effectively integrate GenAI into their operations while ensuring user trust and employee buy-in? This case study presents a rich opportunity to explore the challenges and opportunities associated with digital transformation in the legal sector. Students will grapple with themes such as navigating market uncertainty, fostering a culture of innovation within a traditional organization and developing effective strategies for stakeholder management during change initiatives. Through the lens of Vidhii Partners’ GenAI journey, students gain valuable insights into the complexities of embracing disruptive technologies within a dynamic business landscape. Complexity academic level This case study is designed for masters level (MBA). Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

OPPORTUNITIES FOR DEVELOPING RESEARCH SKILLS IN MASTER STUDENTS

The article examines in detail the requirements for research activities, the role of research activities in the formation of graduate students-teachers. At the master's level, the pedagogical and research work of masters, as well as opportunities for activities outside the classroom, are taken into account as the main forms that ensure the effectiveness of the research activities of future teachers. Carrying out research tasks, preparing scientific articles and dissertations, participating in seminars on the basics of experimental methodology, processing its results, as well as compiling and defending master's theses, working in student scientific associations, participating in conferences, seminars, olympics, etc.. forms of training are considered as components of the organization of research activities. It is concluded that research activity is aimed not only at obtaining new knowledge, but in a broad sense includes all types of work, its organization and, to a large extent, scientific activity.

Evaluating the perceived impact and legacy of master’s degree level research in the allied health professions: a UK-wide cross-sectional survey

BackgroundPost graduate master’s degree qualifications are increasingly required to advance allied health profession careers in education, clinical practice, leadership, and research. Successful awards are dependent on completion of a research dissertation project. Despite the high volume of experience gained and research undertaken at this level, the benefits and impact are not well understood. Our study aimed to evaluate the perceived impact and legacy of master’s degree training and research on allied health profession practice and research activity.MethodsA cross-sectional online survey design was used to collect data from allied health professionals working in the United Kingdom who had completed a postgraduate master’s degree. Participants were recruited voluntarily using social media and clinical interest group advertisement. Data was collected between October and December 2022 and was analysed using descriptive statistics and narrative content analysis. Informed consent was gained, and the study was approved by the university research ethics committee.ResultsEighty-four responses were received from nine allied health professions with paramedics and physiotherapists forming the majority (57%) of respondents. Primary motivation for completion of the master’s degree was for clinical career progression (n = 44, 52.4%) and formation of the research dissertation question was predominantly sourced from individual ideas (n = 58, 69%). Formal research output was low with 27.4% (n = 23) of projects published in peer reviewed journal and a third of projects reporting no output or dissemination at all. Perceived impact was rated highest in individual learning outcomes, such as improving confidence and capability in clinical practice and research skills. Ongoing research engagement and activity was high with over two thirds (n = 57, 67.9%) involved in formal research projects.ConclusionThe focus of master's degree level research was largely self-generated with the highest perceived impact on individual outcomes rather than broader clinical service and organisation influence. Formal output from master’s research was low, but ongoing research engagement and activity was high suggesting master’s degree training is an under-recognised source for AHP research capacity building. Future research should investigate the potential benefits of better coordinated and prioritised research at master’s degree level on professional and organisational impact.

Research approaches in master-based teacher education preparing student teachers for professional work

Student teachers have been found to be critical toward the research approaches they learned from their master's-based teacher education programmes. Our aim is to discuss how certain research approaches learnt during a 5-year academic master's level teacher education, may bring student teachers close to practice and provide them with conceptual and practical tools for a thorough understanding of the practice of teaching. The argumentation is based on an elaboration of master's-based teacher education programs in Finland and Norway and the essential characteristics of teachers' work. We elaborate on student teachers' need to understand constative, critical and constructive research approaches. This includes critical approaches such as observations and interviews for understanding and interpretation, and constructive approaches such as action research and lesson studies. Finally, we argue that, through these approaches, student teachers make use of research knowledge in teachers' work with an inquiring orientation as well as develop and change their practice.

Evaluating the impact of students' generative AI use in educational contexts

PurposeThe purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.Design/methodology/approachThe study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.FindingsThe study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.Research limitations/implicationsThe small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.Originality/valueThe study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.

AN ANALYSIS BASED ON CONTENT ANALYSIS ON FEEDBACK-ORIENTED POSTGRADUATE THESES

Feedback has always been an important element of learning-teaching processes and has always been at the centre of research on this subject. In this context, a significant number of studies in the literature have examined the feedback element with different dimensions and revealed important clues on the subject. The main purpose of this study is to conduct a content analysis of the postgraduate theses on the theme of feedback from past to present in terms of subject and methodology. For this purpose, 68 theses made between 2000 and 2023 within the scope of Institute of Educational Sciences and Institute of Social Sciences programmes in state universities in Turkey were analysed. According to the results of the content analysis technique, it was determined that the theses were mostly conducted at the Master's level (n=51), the theses mostly focused on teachers' in-class feedback practices and their views on feedback, the theses were mostly in the fields of English language teaching and Computer and Instructional Technologies; limited studies were conducted on this subject within the scope of teacher education and teaching practice. The results of the research showed that new researches are needed to examine the element of feedback, which has an important place in the field of education, with different dimensions.

A WAY TO COMPENSATE PHD STUDENTS' INSUFFICIENT EFL PROFICIENCY: FLIPPED CLASSROOM APPROACH

Background. The shift in standards in Russian education has led to certain changes on the tertiary level of higher education. Most notably the consequences have concerned the aspect of teaching a foreign language to postgraduate students. In particular Samara State University of Economics now does not have language entrance exams anymore and foreign language class time has been rather limited. Nonetheless the level of final exam requirements is yet quite high. The article is relevant due to the need to find a possible remedy to overcome a problem of a fairly low level of previous language training among a certain category of postgraduate students. Purpose. The research purpose was to determine the effectiveness of a flipped classroom strategy as a way to compensate insufficient level of English mastering among the students of postgraduate courses. Materials and methods. Flipped classroom acts as a well-proven approach that could solve the problem. The results of summative assessment are presented in this paper. The methodology adopted in this study is based on the needs analysis, mathematical statistics and content inspection of students' interviews. The range of students, whose needs to improve their language level were determined at the first stage of the experiment then took part took part in a flipped classroom project. At the final stage of the experiment the students were examined for their language performance. Results. The results of the experiment prove the effectiveness of the proposed format for teaching a foreign language for postgraduate students in a non-linguistic university as it increases the efficiency of mastering the skills for the successful exam pass. This study suggests that flipped classroom approach could be an effective remedy to overcome the challenges that teachers and students at postgraduate level are facing today.

A Tailored Virtual Program for Alcohol Use Disorder Treatment Among Liver Transplant Candidates and Recipients Is Feasible and Associated With Lower Post-Transplant Relapse.

Alcohol-associated liver disease (ALD) is a leading indication for liver transplant (LT) in the United States. Rates of early liver transplant (ELT) with less than 6 months of sobriety have increased substantially. Patients who receive ELT commonly have alcohol-associated hepatitis (AH) and are often too ill to complete an intensive outpatient program (IOP) for alcohol use disorder (AUD) prior to LT. ELT recipients feel alienated from traditional IOPs. We implemented Total Recovery-LT, a tailored virtual outpatient IOP specific for patients under evaluation or waitlisted for LT who were too ill to attend community-based alcohol treatment programs. The 12-week program consisted of weekly group and individual counseling delivered by a master's level Certified Addiction Counselor trained in the basics of LT.Treatment consisted of 12-Step Facilitation, Motivational Interviewing, and Cognitive Behavioral Therapy. We report on program design, implementation, feasibility and early outcomes. From March 2021 to September 2022, 42 patients (36% female, 23 in LT evaluation, 19 post-transplant) enrolled across five cohorts with 76% (32/42) completing the program. Alcohol relapse was more common among noncompleters versus those who completed the program (8/10, 80%vs. 7/32, 22%, p = 0.002). History of trauma or post-traumatic stress symptoms were associated with lower likelihood of completion. Patients' desire for continued engagement after completion led to the creation of a monthly alumni group. Our integrated IOP model for patients with high-risk AUD in LT evaluation or post-transplant is well-received by patients and could be considered a model for LT programs.