Master Course Research Articles

A roadmap for developing higher permafrost education in Norden

We perform a first permafrost higher education curriculum survey in Norden. Permafrost is part of the education within both bio- and geosciences and engineering, and the variation in educational activities reflect this. Five permafrost-specific geoscience and engineering permafrost courses exist, whereas there are 23 bachelor and 25 master courses with a permafrost content ranging from 1% to 50 %. The is large potential and clear needs for closer permafrost teaching collaboration. This could focus on permafrost course development, teaching methods, sharing practical experiences including fieldwork and further developing the educational offer. Such collaboration could establish: 1) An online, joint Nordic specific course on permafrost, sharing the special permafrost competences existing across the universities using digital teaching tools, 2) Nordic collaboration on developing joint, both general but also specific, PhD courses on permafrost, 3) Lifelong education in permafrost, and 4) Internships a part of active permafrost education to better meet the future employers and society’s needs. The Nordic region might also gain largely from establishing an overview-providing interdisciplinary joint Nordic course aiming to characterize the region and its diversity broadly including both natural and social sciences, and naturally covering different topics including permafrost and seasonally frozen ground. The mapping done for this paper will function as a first overall roadmap catalogue providing an overview of all offered courses on permafrost. The overall outcome of our survey shows large potential for increased and deeper inter-university collaboration for further developing joint permafrost higher education both in the form of courses and other educational activities between institutions across Norden, and potentially with ambitions for joint permafrost degrees between several institutions. Based on the presented results and the mapped different future plans for permafrost education across Norden, we discuss the implications of our results, specifically concerning the potential for increased collaboration in Nordic permafrost education. These focus on permafrost course development, teaching methods, sharing practical experiences including fieldwork and further developing the educational offer. In more detail increased collaboration could establish: 1) An online, joint Nordic-specific course on permafrost, sharing the special permafrost competences existing across the universities using digital teaching tools, 2) Nordic collaboration on developing joint PhD courses on permafrost, 3) Lifelong education in permafrost, and 4) Internships as part of active permafrost education to better meet the needs of future employers and society. The Nordic region might also gain largely from establishing an interdisciplinary joint Nordic course, aiming to characterize the region and its diversity broadly and including both natural and social sciences, and naturally covering different topics including permafrost and seasonally frozen ground.

Transdisciplinary teaching and learning in a master’s program in urban agriculture

Purpose This study aims to explore transdisciplinary teaching and learning in a transdisciplinary master’s course in an urban agriculture master’s program. Design/methodology/approach An action research approach was used, applying qualitative methods, such as reflection notes, classroom dialogues, focus group discussions and interviews. Findings The students expressed high-level inter- and intrapersonal competencies and provided thorough insights into how they developed ideas across disciplines. However, the potential for collaborating with partners outside the university (case owners) was not fully exploited and needs further development. Originality/value The study constitutes a detailed example of the benefits and challenges of transdisciplinary teaching and learning, suggesting an integral education. It adds to the knowledge of how to develop academia further to facilitate competence for sustainable development.

THE TEACHING METHODOLOGIES ON MASTER’S COURSES UNDERTAKEN BY TJPE EMPLOYEES

The education scenario has undergone major transformations in recent decades. This article addresses the master's courses taken by public servants of the Court of Justice of the State of Pernambuco (TJPE) and their status as a requirement for functional progression. It aims to draw attention to an investigation into the teaching-learning methodologies proposed by higher education institutions in the context of these master's degrees. The study gives a brief historical description of stricto sensu postgraduate studies in Brazil; the master's degree in the TJPE environment; and describes the teaching-learning methodologies proposed in this context. Among the results is to have identified a greater frequency of the use of traditional methodologies, although there are institutions that seek to include the use of active methodologies in the course programs, with planning in this sense, with objectives to achieve professional master's degrees that are increasingly significant and closer to the environment of organizations and their needs.

Development of an Online, Asynchronous Community Engagement Course for Master of Public Health Students: Theoretical and Practical Considerations

Community engagement is the cornerstone of public health and should be a central part of graduate education in the field. The growing popularity of online graduate education requires instructors and programs to carefully craft community engagement curricula in new ways that leverage opportunities and mitigate challenges presented by remote learning. This article offers a theoretical and practical roadmap for developing and implementing an effective community engagement course that encompasses both research and practical applications. It offers a review of learning theories that course designers may leverage in their work as well as real-world lessons learned from implementation of such a course in a Council on Education for Public Health (CEPH)-accredited program.

Elevated uric acid levels as a risk factor for new-onset hypertension in newly enrolled Japanese university students (JSH46-0100).

This study aimed to determine the association between serum uric acid (UA) levels and new-onset hypertension (HTN) in newly enrolled students (aged 18 to 20 years) at a university in Gifu, Japan. We analyzed data collected over a 12-year period from April 2010 to March 2022. From this dataset, we selected individuals who were normotensive at admission and underwent a follow-up examination four years later, at the time of their progression to a master's course (n = 2859). Among these participants, 75 (2.6%) developed HTN by the second visit. Their serum UA levels (mg/dL) were significantly higher compared to those who remained HTN-free, both at baseline (6.02 ± 1.06 vs. 5.42 ± 1.17) and at the second visit (6.10 ± 1.20 vs 5.46 ± 1.22). Logistic regression analysis revealed that the odds of developing HTN were higher when considering the mean UA level across both visits (odds ratio: 1.63 per 1 mg/dL increase) compared to either the first or second visit alone. Further analysis of the relationship between elevated mean UA levels (above the cutoff value of 5.7 mg/dL) and the risk of new-onset HTN demonstrated a significant odds ratio of 3.39, which remained significant after adjusting for body mass index and sex. In summary, elevated UA levels are an independent risk factor for future HTN in young adults.

Understanding supervisory practice and development in the pre-HDR space: an ethogenic approach

ABSTRACT This article addresses the lack of support for new supervisors in the pre-Higher Degree Research space, including undergraduate honours and postgraduate capstone projects. The research provides an inter-faculty perspective on the needs of pre-HDR students and supervisors, informing an online professional learning resource to address the problem. Concepts from ethogenic social psychology were used to theorise supervision as a complex practice involving two analytically distinct domains of human behaviour: the expressive and practical domains. Semi-structured focus group interviews with alumni and supervisors from Education, Arts-Humanities, and Health Sciences provided data for a needs analysis and to stimulate deliberation amongst the research team, which included course coordinators and supervisors across the different faculties and a representative from the university’s teaching and learning centre. The findings illustrate expressive and practical aspects of supervision and elaborate salient themes for the development of pre-HDR supervisory practice through inquiry. The article advances theory by supporting a view of supervision as a process of supervisor, student, and supervisory practice co-development. The results will be of interest to supervisors, honours and masters course coordinators and providers of professional development for academics.

Different Surgical Approaches to the Treatment of Cleft Palate Fistulae as Perceived by Cleft Surgeons.

Palatal fistulas after palatoplasty could pose difficulties for both patients and surgeons. Numerous surgical approaches are available to treat palatal fistulas. In this manuscript, we investigate surgical treatment options for palatal fistula repair looking at the different anatomical locations, and we create a summary of surgical approaches to facilitate the decision-making process for palatal fistulae repair. In this cross-sectional survey, nine anonymized patient cases with palatal fistulae that differed in severity and anatomical location were presented to participants from the International Cleft Master Course in Amsterdam about "Palatal Fistulas". Participants were invited to participate in this survey. A total of 141 participants reported their preferred surgical treatment options for fistula repair at different anatomical locations. We created different options for fistula treatment, catalogued by fistula location. This overview gives the surgeon possible approaches for each location. If the soft palate is involved, this overview underscores the importance of including velopharyngeal insufficiency management into the fistula repair. For hard palate involvement, our overview lists techniques available for nasal lining repair and for oral lining repair in each region. We provide a comprehensive overview of potential surgical approaches to repair palatal fistulae. This inventory of techniques is grouped per location to support surgeons in their decision-making process when confronted with a palatal fistula.

<b>The Benefits and Weaknesses of ChatGPT on Students’ Learning Writing</b>

ChatGPT is seen as an Artificial Intelligence application of OpenAI in the industrial era 4.0. ChatGPT has been identified as possibly being used in a variety of disciplines, including education. Previous research has shown that employing ChatGPT as a learning helper can help students enhance their learner autonomy, research, and scholarship. Furthermore, studies discovered that ChatGPT poses several obstacles to learners, particularly those beginning to write, such as illusions and potential illicit authorship and copyright. Consider that there are few studies conducted in Vietnam on this topic. This study aims to identify the limitations of Chat GPT that people typically encounter when studying writing, particularly in the Research Writing Course, and explore whether Chat GPT helps learners improve writing outcomes. The author discovered qualitative data from interviews with seven Master Course students, indicating that despite the numerous problems that students frequently face when utilizing ChatGPT, this platform can help them improve their writing abilities.

Educational paradigm shift: assessing the prospects of a master's course in green energy transition

This study examines the integration of emerging engineering technologies into STEM education with a focus on the green energy transition. Using a mixed-methods approach, including an international student survey conducted via Google Forms, the research identifies key factors influencing the demand for an innovative Master's program in Green Energy. Quantitative analysis through JASP software reveals a significant positive correlation between student interest in renewable energy related MSc courses and the perception of improved job opportunities in the green energy sector. Furthermore, the survey results indicate that students prioritize the inclusion of Mechanical, Electrical, and IT skills in the curriculum. Qualitative feedback highlights the critical need for practical skills in new research areas such as nanotechnology, quantum chemistry, Carbon capture, and Solar/Wind-based energy sources to meet the evolving demands of the green energy industry. These findings suggest that academic programs must be restructured to align more closely with the skills required for sustainable energy systems, thereby bridging the gap between academic preparation and market readiness.

Educating Students for Political Participation: Bringing “Voting is Social Work” to Life

ABSTRACT Elections have become the new battleground for democracy and civil rights. Yet few social work programs provide opportunities for students to gain competency in electoral politics and voter engagement. This article describes an elective course for Master of Social Work students offered in the runup to the 2018 and 2020 elections. Using classroom and community-based learning, students engaged in activities designed to maximize voter participation. Feedback derived from multiple sources speaks to student learning, feelings of accomplishment, a recognition that voting matters, and insights regarding the link between voting and social work. This course represents one model that can be replicated, in whole or in part, as social work programs seek to incorporate voting-related activities into their curricula.

AI chatbots in programming education: Students’ use in a scientific computing course and consequences for learning

Teaching and learning in higher education require adaptation following students' inevitable use of AI chatbots. This study contributes to the empirical literature on students' use of AI chatbots and how they influence learning. The aim of this study is to identify how to adapt programming education in higher engineering education. A mixed-methods case study was conducted of a scientific computing course in a Mechanical Engineering Master's program at a Eindhoven University of Technology in the Netherlands. Data consisted of 29 student questionnaires, a semi-structured group interview with three students, a semi-structured interview with the teacher, and 29 students' grades. Results show that students used ChatGPT for error checking and debugging of code, increasing conceptual understanding, generating, and optimizing solution code, explaining code, and solving mathematical problems. While students reported advantages of using ChatGPT, the teacher expressed concerns over declining code quality and student learning. Furthermore, both students and teacher perceived a negative influence from ChatGPT usage on pair programming, and consequently on student collaboration. The findings suggest that learning objectives should be formulated in more detail, to highlight essential programming skills, and be expanded to include the use of AI tools. Complex programming assignments remain appropriate in programming education, but pair programming as a didactic approach should be reconsidered in light of the growing use of AI Chatbots.

Problem-solving? No, problem-opening! A method to reframe and teach data ethics as a transdisciplinary endeavour

Starting from the recognition of the limits of today's common essentialist and axiological understandings of data and ethics, in this article we make the case for an ecosystemic understanding of data ethics (for the city) that accounts for the inherent value-laden entanglements and unintended (both positive and negative) consequences of the development, implementation, and use of data-driven technologies in real-life contexts. To operationalize our view, we conceived and taught a master course titled ‘Ethics for the data-driven city’ delivered within the Department of Urbanism at the Delft University of Technology. By endorsing a definition of data as a sociotechnical process, of ethics as a collective practice, and of the city as a complex system, the course enacts a transdisciplinary approach and problem-opening method that compel students to recognize and tackle the unavoidable multifacetedness of all ethical stances, as well as the intrinsic open-endedness of all tech solutions, thus seeking a fair balance for the whole data-driven urban environment. The article discusses the results of the teaching experience, which took the form of a research-and-design workshop, alongside the students’ feedback and further pedagogical developments.

Rôle des médecins hospitalo-universitaires de médecine interne dans la formation aux métiers de la santé et au sein des institutions en France : enquête du Collège National des Enseignants de Médecine Interne (CEMI)

RationaleOn the occasion of the General stage meeting of Internal Medicine, the National College of Internal Medicine Teachers (CEMI) conducted a survey on teaching activity among all French university hospital (HU) internal medicine specialists. MethodThe survey was carried out in September 2023 by sending an email to 101 hospital practitioners university professors (PU–PH) and 18 hospital practitioners assistant professors (MCU–PH) of internal medicine in subsection 53-01 of the National council of universities (CNU), as well as to the 11 HU internists working in immunology (subsection 47-01) or therapeutics (subsection 48-04). ResultsSeventy-three HUs (56.1%) responded to the survey, including 65 PU–PH, 7 MCU–PH and 1 university hospital practitioner (PHU). Internal medicine HUs participate in faculty teaching: 80% are responsible for teaching, 30% are responsible for the year or cycle or lead committees and 40% have had or have an elected mandate at the faculty or at university. Internal medicine HU are involved in the teaching of semiology during the first cycle of medical studies, but also in pharmaceutical sciences, dentistry, midwifery and in paramedical training. They are very invested in the implementation of the second cycle reform and 80% are involved in the preparation of Objective Structured Clinical Examinations (ECOS), mainly as examiners (90%). They also participate in teaching using simulation (60%), teaching advanced practice nurses (IPA) (25%), and writing CEMI books (75%). For ECOS, 90% participate as examiners, 60% participate in teaching using simulation, 25% are involved in teaching advanced practice nurses (IPA), 75% participated in the writing of CEMI works. Eight (12%) internal medicine HUs co-facilitate training with patients and 26 (38%) participate in master's courses at the Faculty of Sciences. Finally, 94% are affiliated with a research unit and 48% supervise university theses students. ConclusionInternal medicine universities teachers have a strong educational commitment, particularly in semiology and in the reform of the second cycle of medical studies with ECOS and simulation.

Developing leadership competencies for genomics integration through globally networked learning and education.

To describe the implementation and evaluation of an education strategy called the globally networked learning-genomics (GNL-G) used in Master's courses in Canada and Finland. The study focused on the feasibility and effectiveness of GNL-G in developing leadership competencies for integrating genomics into practice. Interpretive description qualitative methodology was used to explore how GNL-G, global exchanges and assignments standardized with the Assessment of Strategies to Integrate Genomics in Nursing (ASIGN) tool influenced competency development. The Reporting Item Standards for Education and its Evaluation in Genomics (RISE2 Genomics) framework guided the design, implementation, evaluation, and reporting of GNL-G. Data included one-to-one interviews, written assignments, and reflections. Interviews and assignment data from three cohorts of students for a total of ten Canadian and 11 Finnish master's students participated in this study. The ASIGN Tool played a crucial role in facilitating students' analysis of their practice context and the development of leadership strategies. Participation in GNL-G enhanced students' confidence to lead efforts to integrate genomics, irrespective of their genomics expertise. Engagement with global peers emphasized the importance of incorporating equity, ethics, and social justice into leadership strategies for genomics integration. The GNL-G strategy enhanced leadership competencies for genomics integration in graduate students from Canada and Finland. The ASIGN Tool and global peer collaboration highlight the importance of innovative educational methods in preparing leaders for the complexities of genomics in healthcare.

Conceptual design in a master degree course

Conceptual design in a master degree course

Creating authentic remote work integrated learning: A new approach using HyFlex classrooms

This article reflects on the experience of a multi-disciplinary teaching team delivering an applied project course in a business master’s program. This capstone course was developed to address industry and government expectations for work-ready graduates. In the course students act as consultants for business clients, completing a project over two semesters to recommend solutions for real business issues. The focus of this article is on the innovative delivery of the course utilizing newly built HyFlex technology-enabled classrooms and how this multimedia technology presented opportunities and learnings for future work-integrated learning (WIL) courses.

The Maxillary Nerve Block in Cleft Palate Care: A Review of the Literature and Expert's Opinion on the Preferred Technique of Administration.

Although the maxillary nerve block (MNB) provides adequate pain relief in cleft palate surgery, it is not routinely used globally, and reported techniques are heterogeneous. This study aims to describe relevant anatomy and to present the preferred technique of MNB administration based on the current literature and the expert opinion of the authors. First, a survey was sent to 432 registrants of the International Cleft Palate Master Course Amsterdam 2023. Second, MEDLINE (PubMed interface) was searched for relevant literature on maxillary artery (MA) anatomy and MNB administration in pediatric patients. Survey response rate was 18% (n=78). Thirty-five respondents (44.9%) used MNB for cleft palate surgery before the course. A suprazygomatic approach with needle reorientation towards the ipsilateral commissure before incision was most frequently reported, mostly without the use of ultrasound. Ten and 20 articles were included on, respectively, MA anatomy and MNB administration. A 47.5% to 69.4% of the MA's run superficial to the lateral pterygoid muscle and 32% to 52.5% medially. The most frequently described technique for MNB administration is the suprazygomatic approach. Reorientation of the needle towards the anterior aspect of the contralateral tragus appears optimal. Needle reorientation angles do not have to be adjusted for age, unlike needle depth. The preferred anesthetics are either ropivacaine or (levo)bupivacaine, with dexmedetomidine as an adjuvant. Described MNB techniques are heterogeneous throughout the literature and among survey respondents and not routinely used. Further research is required comparing different techniques regarding efficacy and safety.

Skin and Digital–The 2024 Narrative

The global burden of skin diseases affects over 3 billion individuals, posing important public health challenges worldwide, with profound impacts in both high-income and low-income and middle-income countries. These challenges are exacerbated by widespread disparities in access to dermatologic care and the prevalence of misinformation. This article, derived from the Skin and Digital Summit at the International Master Course on Aging Science critically evaluates how digital technologies such as artificial intelligence, teledermatology, and large language models can bridge these access gaps. It explores practical applications and case studies demonstrating the impact of these technologies in various settings, with a particular focus on adapting solutions to meet the diverse needs of low-income and middle-income countries. In addition, the narrative highlights the ongoing conversation within the dermatologic community about the role of digital advances in health care, emphasizing that this discussion is dynamic and the one that is continuously evolving. Dermatologists play an essential role in this transition, integrating digital tools into mainstream care to complement a patient-centered, culturally sensitive approach. The article advocates for a globally coordinated digital response that not only addresses current disparities in skin health care but also promotes equitable access to digital health resources, making dermatologic care more representative of all skin types and accessible worldwide.

A Self-Study Action Research Approach to English for Academic Purposes

This study examines the effectiveness of a course for international Master’s students integrating second language acquisition (SLA) content with English for Academic Purposes (EAP) development, using a two-layered action research approach. The students in the course created self-study action research plans to achieve their EAP goals, and designed instruments to assess their progress resulting from the implementation of their plans (the first layer). The instructor also used an action research lens through which to investigate this pedagogical approach and make adjustments to the course (the second layer). The research aimed to investigate the EAP developments that students achieved through their action research plans, and the aspects of the course that contributed to those improvements. Four focal student participants' electronic portfolios were analyzed using Scarcella's (2003) academic English framework. Findings suggest that the action research model benefited students by helping them develop their linguistic, cognitive and sociocultural/psychological dimensions of academic English, and encouraging learner autonomy. Furthermore, this model benefited the instructor and her future students in terms of insights gained which allowed for improvements to the course curriculum and delivery. Implications for supporting graduate students’ EAP development and cultivating their research skills through action research are discussed.

Exploring the landscape of AI adoption in cosmetic medicine and surgery: Insights from the 25th IMCAS Congress (International Master Course in Aging Science).

The integration of artificial intelligence (AI) into cosmetic medicine promises to revolutionize the field by enhancing diagnosis, treatment planning, and patient care. This manuscript explores the current adoption and perceptions of AI among professionals in the realm of cosmetic dermatology and plastic surgery, utilizing insights from the IMCAS Congress 2024 attendees. A survey employing a digital questionnaire with 14 questions was distributed among attendees of the IMCAS Congress 2024 to evaluate their familiarity with AI, usage in clinical practice, perceived advantages, and concerns regarding data privacy and security. The survey revealed that a majority of respondents are familiar with AI's potential in cosmetic medicine, yet there is a notable discrepancy between awareness and actual application in practice. Concerns over data privacy and a pronounced need for further training were also highlighted. Despite recognizing AI's benefits in cosmetic medicine, significant barriers such as data privacy concerns and the need for more comprehensive training resources must be addressed. Enhancing education on AI-applications and developing strategies to mitigate privacy risks are imperative for leveraging AI's full potential in improving patient care and outcome in cosmetic medicine.