Participation In Academic Activities Research Articles

Academic Engagement of Women as Orthopaedic Surgeons at the Annual Meetings of the Japanese Orthopaedic Association From 2012 to 2022.

Higher gender diversity correlates with higher patient satisfaction, higher-quality medical education, increased research productivity, and higher revenues. Although the field of Japanese orthopaedic surgery includes the lowest proportion ofwomen and lags in gender diversity, reports on the current gender diversity status in academic activities are scarce. We investigated changes in women's participation in academic activities at the Japanese Orthopaedic Association (JOA) annual meetings over the past 11 years. Data on the percentage of women in the JOA membership during 2012-2022 were analyzed to ascertain the proportion of women as first authors of oral and poster presentations, abstract reviewers, invited lecturers, seminar lecturers, general abstract oral chairpersons, symposium chairpersons, and speakers. Regarding the ratio of women among the JOA members during 2012-2022, we relied on data provided by the JOA. Data related to other categories were collected from the abstract book presented at the JOA Annual Meetings between 2012 and 2022. We analyzed the time trend for women's proportions using the Cochran-Armitage trend test. A p-value < 0.05 was considered statistically significant. During 2012-2022, the percentage of female members (4.9-6.7%), poster first authors (2.7-4.3%), abstract reviewers (0-1.5%), general abstract oral chairpersons (0-2.3%), symposium chairpersons (0-3.6%), and symposium speakers (1.6-6.8%) had increased significantly (p < 0.05). Oral first authors (2.2-4.1%), invited lecturers (0-6.8%), or seminar lecturers (0%-6.7%) showed no trend. Women engaged in academic activities at all annual association meetings did not exceed the women's proportion among the association members. Although the proportion of women members of the JOA has gradually increased and more women are involved in its annual meetings, the proportion of female presenters, invited speakers, symposiasts, and chairpersons of oral and poster presentations is generally lower than that of women as JOA members. Members should be asked to raise awareness, including more active education of women as physicians in educational institutions and the creation of positive actions to select women as physicians for more important roles (chairpersons, educational speakers, and symposiasts) in the organization of annual meetings.

The Level of Academic Flow Among 11th Grade Students at State Islamic Senior High School 2 Hulu Sungai Utara

Academic Flow is a state in which an individual is fully focused and engaged in academic work or activities. It occurs when someone enjoys their work and maintains a high level of concentration, especially if the task aligns with their interests. The level of academic flow reflects the extent to which an individual experiences a flow state during the learning process or participation in academic activities. This flow experience encompasses full concentration, excitement, and a loss of awareness of time. The aim of this research is to assess the level of academic flow among students in the 11th grade of State Islamic Senior High School 2 Hulu Sungai Utara. The method employed is a quantitative survey with random sampling, involving 176 students. Data were collected through a questionnaire survey. The results indicate that the majority of students (60.8%) experience a moderate level of academic flow, 39.2% have a high level, while no students exhibit a low level (0%).

Does school kindness lead to greater school engagement? Cross-sectional and longitudinal evidence in the Philippine context

ABSTRACT Studies have shown that kind school climates are linked to positive psychological outcomes. Yet, there is scant evidence on how school kindness relates to subjective and objective measures of academic success. This research addresses this gap by examining the associations of school kindness with academic achievement and engagement using cross-sectional (Study 1) and longitudinal (Study 2) designs among Filipino high school students. Study 1 demonstrated that school kindness positively predicted agentic, behavioral, cognitive, and emotional engagement after controlling for demographic covariates and dispositional kindness. School kindness marginally predicted subjective academic performance. Study 2 showed that Time 1 school kindness positively predicted Time 2 behavioral engagement even after controlling for demographic covariates and auto-regressor effects. Results suggest that fostering kindness in school can be a potential route to facilitate students’ active participation in academic activities.

Evaluating an inclusive program for promoting equal-status participation in classrooms with high sociolinguistic diversity: diversity valuation and multilingual cooperative activities.

The inclusion of students with diverse heritage languages is an emerging issue in all OECD countries due to the global rise in international migration. With regard to their large cultural and linguistic heterogeneity, primary school classes in the French-speaking region of Switzerland are extraordinary grounds to develop inclusive teaching in context of high diversity. This research-action aims to enhance students' status among their peers and promote equal-status participation in academic activities in such classes. The research perspective focuses on valuing diversity within classes and emphasizing students' linguistic competence through cooperative activities. The tested inclusive program places value on linguistic diversity and proposes multilingual cooperative activities that involve students' family languages and require the contributions of all students. The research was conducted over the course of a school year, involving 3rd-4th grade students. It compared the evolution students' status among peers (being chosen as a groupmate for play and work) from the beginning to the end of the school year in four classes with the inclusive program (N = 77) and four control classes without the inclusive program (N = 62). The results indicated expected changes in status: status increased in classes with the inclusive program, while it decreased in classes without the program. Moreover, the intervention specifically supported the status of vulnerable pupils. In classes with the inclusive program, students with initially low status experienced the greatest improvement, whereas in control classes, there was no correlation between initial status and changes in status. At the beginning of the school year, across all classes, students with low status participated passively, experiencing higher levels of exclusion and displaying more discrete behavior, highlighting potential initial status-problems issues. This pattern persisted in control classes without the inclusive program, where low-status students were more likely to remain passive, while initially high- status students were more likely to become leaders. In contrast, with the inclusive program, the relationship between status and participation diminished by the end of the year. These findings suggest that the inclusive program contributed to reducing status-related problems and promoting more equal-status participation.

Socialization for the Formation of Young Generation Discipline

This activity aims to socialize Character Building activities at Bandung University in improving student discipline. This activity method involves analyzing quantitative and qualitative data from the results of surveys and interviews involving students, heads of study programs, and academic personnel. Socialization results show a significant increase in student discipline, reflected in positive changes in behavior, participation in academic activities, and involvement in social projects. Student awareness of the values of discipline and responsibility also increases, creating a more positive academic atmosphere. The implication of this research is that the Character Building program is effective as a character formation strategy, which can be a basis for further development. This research also highlights the importance of involving students directly in outreach and emphasizes the need for ongoing monitoring to identify long-term changes. Practical implications include continued improvements in program socialization and attention to multiple dimensions of the student experience.

Investigating The Influence of Teacher Aggression on Student Academic Motivation in Province of Sindh, Pakistan

The present study aimed to explore the impact of teacher aggressive behaviors on student academic motivation in Sindh, one of the provinces in Pakistan. A descriptive survey research design was employed, utilizing a sample of 120 public school teachers (70 female and 50 male). Data was collected using a researcher-developed instrument called the "Teachers Aggressive Behavior Survey" (TABS). The research questions were answered using descriptive statistics, including means and standard deviations, and the hypothesis was tested using t-test statistics at a significance level of 0.05. The results indicated that teachers exhibit various forms of aggressive behaviors that negatively impact student participation in academic activities. It is recommended that school administrators take steps to raise awareness among teachers about the detrimental effects of aggressive behaviors on student academic motivation.

Arabic Handwriting Vs. Keyboarding: Performance and Underlying Body Functions Among Elementary-School Students

ABSTRACT gSchool-based occupational therapists (OTs) support students’ participation in academic activities, including handwriting and keyboarding, which are major basic academic skills. To this end, it is important that OTs understand what these activities entail. Yet, only a few studies compared keyboarding and handwriting performance of elementary school students and their underlying body functions; none related to the Arabic language. The aims of the current study were: (a) to examine the relationship between handwriting and keyboarding performance of typically developing elementary school students; and (b) to investigate whether these two tasks share common underlying body functions (linguistic, cognitive, and sensory-motor). Thirty-five 4th-5th-grade monolingual students, whose mother tongue is Arabic, were individually administered handwriting and keyboarding speed assessments and tests measuring reading, attention, and sensory-motor functions. Results showed a significant moderate correlation was found between handwriting and keyboarding speed. Reading speed and attention were correlated with both handwriting and keyboarding speed. In contrast, different sensory-motor skills were associated with each of the writing modes. These findings suggest that, assessing students’ reading, attention, and sensory-motor functions is important in order to understand students’ handwriting or keyboarding difficulties. Additionally, OTs should be aware of the different language-dependent keyboard layouts, which may affect students keyboarding performance.

School Support Facilities, Students’ Performance and Participation in Academic Activities: A Literature Review

School Support Facilities, Students’ Performance and Participation in Academic Activities: A Literature Review

Character Building Method: An approach to Improve the Discipline for Students in Higher Education

This community service activity aims to evaluate the effectiveness of the Character Building program at Bandung University in enhancing student discipline. The methodology involves both quantitative and qualitative data analysis derived from surveys and interviews with students, program chairs, and academic personnel. The evaluation results indicate a significant improvement in student discipline, reflected in positive changes in behavior, increased participation in academic activities, and engagement in social projects. Students' awareness of discipline values and responsibility has also increased, creating a more positive academic atmosphere. This research implies that the character-building program is effective as a character-formation strategy, serving as a foundation for further development. The study also underscores the importance of direct student involvement in evaluation and emphasizes the need for ongoing monitoring to identify long-term changes. Practical implications include continuous improvement in program implementation and attention to various dimensions of the student experience.

Impact of Academic-Related Peer Influence and Fear of Missing Out From Social Media on Academic Activities of Adolescents

Aim/Purpose: The main objective of this study is to explore the relationships among social media experience processes, peer influence, and fear of missing out (FoMO), as well as their impact on adolescent students’ choice of participation in academic activities. Background: The increasing digitization of the world has consolidated social media as a dominant means of communication in the modern era. Adolescents are heavily engaged with smartphones and social platforms, resulting in substantial exposure to their influences. This exposure leads to a rise in sharing academic achievements and experiences on social media platforms. This trend has transformed academic success into a symbol of admiration, affecting how young individuals perceive their educational activities. During adolescence, a phase characterized by heightened vulnerability and intense social connections, young people become more susceptible to phenomena such as peer influence and FoMO. Social media, serving as a platform to showcase experiences and achievements, plays a pivotal role in shaping peer norms that subsequently impact peer influence and FoMO. Given the significant interplay between social media, peer influence, and FoMO, there is a need to explore whether social media experiences can predict academic-related peer influence and FoMO, as well as understand their interrelationships. This exploration is essential for understanding the cumulative impact of these factors on students’ academic pursuits. These insights hold the potential to guide the effective management of the potentially excessive effects of social media, thus promoting a more balanced and productive student life when confronting contemporary challenges. Methodology: The study employed a quantitative approach, using 5-point Likert scales to collect data via an online survey. The questionnaire was designed based on the theoretical framework regarding transformations of peer experiences in social media contexts developed by Nesi and co-researchers, which mainly interpreted the characterization of social media and how its features could amplify or alter the formation of Peer Influence and FoMO. The data from 419 valid responses from secondary and high school students in Vietnam were analyzed using reliability tests, factor analysis methods, and structural equation modeling (SEM) methods. Contribution: This research is meaningful in raising awareness of researchers, students, teachers, and parents about the vigorous impacts of social media on students’ academic activities and serves as the foundation for further research on regulation methods to secure healthy social media use and academic development. Findings: It was found that social media was characterized by two latent variables: Online Peer Norms and Novel Peer Experiences. The results showed that both factors were strong predictors of peer influence, while for FoMO, only the variable of Online Peer Norms was a significant predictor. FoMO was found to mediate the impact of social media experience on peer influence. Finally, peer influence relatively affected students’ participation in academic activities, while FoMO did not. Recommendations for Practitioners: The results suggested that social media can be a means to encourage positive academic participation and, thus, can be utilized in spreading educational programs and promoting academic motivation. At the same time, measures to counteract academic pressure should also take social media into consideration. Recommendation for Researchers: Researchers can utilize the framework of this study to investigate other adolescent media-related mental and behavioral phenomena as well. In addition, researchers should build a clearer understanding of FoMO’s interactions with academic matters. Impact on Society: Social media can either be a great assistance or a huge risk to the development of future generations of society. It is capable of spurring mental and behavioral changes that can radically impact youths’ growth on their educational paths. Future Research: The relationship between peer influence and FoMO should be delved into from more diverse dimensions. Future research should encompass peer influence and social media’s involvement in academic self-concepts and well-being.

Recreational activity leading to academic interest: A qualitative-narrative study

The effect of pandemic goes beyond inadequacy of acquisition of competency especially in modular distance learning, to non-attendance to school and non-enrolment in school. With the release of DepEd Order No. 34 series of 2022, the start of 5-day classes in all public schools nationwide has become a way of inviting learners who failed to enroll last school year because of non-readiness for distance learning become heightened. With this return of face-to-face interaction, recreation activity for kids last vacation before the start of school year 2022-2023 has become one way of increasing learners interest in social interaction. Lumban Central Elementary School took the opportunity to encourage the participation of intermediate learners, especially those who were out-of-school last year, in a badminton training organized by Lumban Badminton Club. This study focused on narrating the journey of the learners who joined a specific type of recreational activity (badminton training) and their interest in coming back to school. The reason for the establishment of the sports club was detailed in this paper, the three-week program provided to them from orientation to graduation, and the impact of the recreation activity to the learners as evidenced by their enrolment this school year and their continuing study at present. This qualitative, narrative research highlights the importance of recreational activities like sports in heightening the desire of children to socialize, and that includes participation in academic activities which will boost their confidence to achieve something in life. A program of instituting recreational activity for learners with their family was laid down in this study, as the school can implement family day in school compound or in the community this school year or in the coming years as the pandemic totally subsides. Day-to-day teaching episodes is also suggested as continuous improvement project. Recommendation to teachers, school heads, parents and community, high officials and future researchers were laid down at the end of the study.

Influence of Fishing Activities on School Attendance, Dropout and Academic Performance among Students in Lamu East Sub County, Kenya

The aim of this study was to investigate the influence of fishing activities on school attendance, dropout and academic performance among secondary school students in Lamu East Sub County. Conflict Theory by Karl Max et al. (2005) anchored this study. Mixed research methodology was employed in which both qualitative and quantitative data were collected. The researcher employed correlation research design. Target population was 5 public secondary schools with 1200 students because most of these schools have been performing below average in academics. Purposive sampling technique was used to select 4 public day secondary schools and boarding schools. Simple random sampling was used to obtain the students in each school to participate in the study. The sample size consisted of 4 day secondary schools representing 80%, 60 boys and 80 girls who represented 11% and 12% respectively. Data analysis involved the use of two statistical methods; descriptive statistics and inferential statistics with the aid of SPSS program Version 23. The results showed that fishing activities and school attendance were negatively and significantly correlated, r(121) = -.175, P=.004. Fishing activities and school dropout were positively and significantly correlated at, r (121) = .510, p =.00. Academic performance and fishing activities were negatively and significantly correlated r (121) = -.16, p =.03. The study recommends that policy makers and education stakeholders should come up with measures that will limit student involvement in fishing activities to increase their participation in academic activities and improve their academic performance.

The Policy of Supporting Students with Disabilities At Higher Education Institutions in Poland — The Example of the University of Wrocław University and Wrocław University of Technology

Abstract Students with disabilities are an important group in the academic community who should be provided with appropriate support by higher education institutions (HEIs) from the recruitment stage through education to participation in academic activities. The aim of this article is to analyse the support system for students with disabilities at universities in Poland, in the context of good practices model implementation, based on the examples of the University of Wrocław and Wrocław University of Technology. The paper uses formal-legal analysis, sources analysis and uses quantitative data for a comparative sake. The article answers the following research questions: 1. What are the legal regulations for supporting students with disabilities? 2. How do higher education institutions regulate support for students with disabilities? 3. How do higher education institutions in Poland implement inclusive education? 4. How and at what level do higher education institutions implement the good practice model? 5. Do students with disabilities receive the support they request? 6. Does the implementation of the model of good practices help to increase the accessibility of higher education institutions? As a result, an evaluation of the implementation of support at the University of Wrocław and Wrocław University of Technology was developed. Strengths and weaknesses of the support off ered were identified and the level of support for students with disabilities was assessed based on the model of good practices. In conclusion, both the University of Wrocław and the Wrocław University of Technology have implemented a model of good practice in supporting students with disabilities. However, there is a need to extend the range of forms of support and to intensify some of the forms of support implemented so far.

Mobile devices as tools for implementing digital classroom in Nigeria

The use of Internet ready mobile devices such as mobile phones, tablets and laptop computers has made access to information readily available to users of such devices. Since the privatization of the telecommunication industry in Nigeria, competition amongst the telecom companies has led to a drop in the cost of internet resources. This, with the influx of low-cost and fairly-used mobile devices from overseas, has made it possible for many Nigerians to own internet-ready mobile devices. The objective of this study to leverage undergraduates’ love for technology, to improve their participation in academic activities, and in turn increase Return On Investment (ROI), through producing graduates with technological skill. To achieve this, Some of the Courses presently in the students’ curriculum were taught using android and iOS mobile apps, and course group platforms were created using WhatsApp or Telegram, depending on class size. Technology Acceptance Model (TAM) was used to assess the undergraduates’ readiness to welcome the innovation of digital learning, the result showed no significant relationship between students’ love for technology and their ability to learn academic content. The second hypothesis tested if the use of mobile-based applications for learning affects students’ skill acquisition level. The result of this test showed that there is a statistically significant relationship, and that there exists a positive relationship between high mobile learning and skill acquisition., however, the results obtained from the two hypotheses suggest that blending Mobile device-based teaching into the present traditional mode in the absence of equipped computer laboratories is the more accepted learning method.

EXAMINATION OF PARENTAL INVOLMENT ON UPPER PRIMARY PUPILS PARTICIPATION IN ACADEMIC ACTIVITIES IN PUBLIC SCHOOLS IN LAIKIPIA WEST SUB-COUNTY, LAIKIPIA COUNTY, KENYA

Purpose: The study aimed at finding out whether parents in public primary schools in Laikipia West sub-county influence pupils to participate in academic activities.&#x0D; Methodology: A mixed method research design was used where cross sectional descriptive survey was used on quantitative data and phenomenology was used to complement components of qualitative data. Population of 13 public Primary schools was sampled from the total 65 public Primary Schools in the Sub-County. Out of 2,236, pupils’ in class 6, 7 and 8, 3 girls and 3 boys were selected per class through stratification and simple random method. Parents/ guardians for the selected pupils were purposively selected regardless of their age, level of education and gender. All class teachers from the sampled schools were targeted and purposively selected. The data was collected using questionnaires, interview guide, document analysis guide and focus discussion guide. Statistical Package for Social Sciences (SPSS) version 17 was used to analyze quantitative data. Nine hypotheses that sought to find out parental influence on pupils’ participation in academic activities were tested using correlation coefficient analysis. Qualitative data was transcribed, coded, and themed and interpreted in response to research questions.&#x0D; Results: The results from the study showed that there is prevalence of parental influence on pupil’s academic activities in Laikipia West Sub- County mainly through attending school functions, assisting with homework, communicating with teachers and their children and provision of learning resources. In response to parental involvement, pupils attended school regularly; asked questions in class, joined study groups and finished homework on time. Major restrictions to parental involvement included poverty, insecurity and illiteracy.&#x0D; Unique Contribution to Theory, Practice and Policy: The recommendation was that those parents who were not actively involved on pupil’s academic related matters be sensitized on their roles of promoting child education. The County as well as national governments should support parents by establishing structures and policies that boost the standard of education in the area. According to this study such policies includes; establishing efficient and effective guidance and counseling programs in school, taking legal action on parents who keep their children at home, providing full sponsorship to needy parents and establishing boarding schools among the pastoralists communities.

Children’s Problem Behaviour and Their Effect on Class Activities in Early Childhood Centres of Effutu Municipality

The purpose of the study was to examine the prevailing children’s problem behaviour and their effects on class activities in pre-schools in Effutu Municipality of Ghana. The study adopted the concurrent mixed methods design. Data were collected through a semi-structured interview schedule and questionnaire. The stratified random sampling technique was used to aid the selection of 15 schools from the Municipality. Simple random sampling was used to select 45 respondents from schools to respond to the questionnaire and purposive sampling was used to sample 15 participants for the qualitative data. The quantitative data was analysed using frequencies and percentages while the qualitative data were analysed thematically. It emerged from the study that the predominant types of children’s problem behaviour which teachers encountered were; aggression, non-compliance, destructiveness, refusal to take instruction and intentional destruction of property. Among the effects of the problem behaviours the study revealed were inattention from class activity thereby impeding participation in academic activities; breeding of social exclusion from peers, the behaviour challenges resulting in violent actions (behaviour) and other misbehaviour against others. Based on the findings, it is recommended that Effutu Municipal Assembly, Winneba Educational Directorate and the headteachers from the selected schools for the study should organize programmes in collaboration with the early childhood unit on how to cope, prevent and deal with problem behaviour and its effects to ease the burden of parents and teachers and also help the learners to benefit from their academic activities. Early childhood education teachers should also make changes to their lesson delivery strategies by asking learners to read out loud, and by actively engaging the supposed disruptive learners more often to improve their concentration and class participation.

Analysis of the Relationship between Learning Environment and Student Engagement 个体背景和学习环境因素对来华本科留学生学习投入的影响

Drawing on the data generated by a survey involving 1,428 international undergraduate students in China, this article analyzed the relationship between the participants’ perceived learning environment and their self-reported engagement in academic activities. The findings revealed the participants’ uneven participation in academic activities. Based on their self-reported levels of student engagement, the participants were categorized into three types: i.e. active engagement (23.2%), lack of engagement (45.8%) and inadequate engagement (31.0%). In line with the previous research findings, this research confirmed a significant relationship between international students’ perceived learning environment and their engagement in academic studies. Suggestions were given for the enhancement of international student education in China. 本研究应用对1428名来华本科留学生的调查数据，探讨了来华留学生的学习投入状态，以及个体因素和学习环境因素对其学习投入的影响。研究发现，就总体而言，来华本科留学生感知的学习环境处于良好状态，他们的学习投入程度则处于一般偏低水平；根据来华本科留学生学习投入情况，可将其学习投入类型分为高投入型、低投入型和欠投入型三类，分别占比23.2%，45.8%，31.0%；个体因素和学习环境因素对来华本科留学生的学习投入程度具有一定的显著影响。为提高来华留学生的学习投入程度，一方面要从来华留学生自身出发，提高学习自觉性，增强学习投入水平；另一方面，要根据来华本科留学生的个体背景采取胡针对性的策略，同时通过营造良好的学习环境来提升来华本科留学生的学习投入水平，帮助其获得更好的在华留学经历。

Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom

Educational linguists and educators have long challenged hegemonic ideologies of appropriateness and intellectual ability, and yet these ideologies continue to underpin many aspects of language education, including academic language theories and pedagogies. In this paper, I argue for an alternative perspective by outlining a framework for what I call “indexical competence,” which highlights how language users’ variously normative and creative language practices are indicative of their understandings of indexical meanings in discourse. I apply this framework to a discourse analysis of the indexically competent language practices of Noelle, a participant in an ethnographic study of a California second-grade classroom. The analysis demonstrates how Noelle's indexically competent use of both “academic” and “non-academic” language supported her participation in academic activities and her negotiation of social identities and relationships. I conclude by discussing some of theoretical and methodological implications of the study's findings and framework.

The national system of researchers in Mexico: implications of publication incentives for researchers in social sciences

This article explores the effects of the Mexican National System of Researchers (SNI) on social science researchers’ scientific output and publication practices. SNI operates as a system of pecuniary bonuses for scientific activity; these are granted monthly and calculated according to a combination of an ex-post peer review with bibliometric assessment of researchers based on five criteria: scientific output, participation in academic activities, academic initiatives, infrastructure and popularization of science. The admitted members are classified in a ranking system in one of the four categories: SNI III (seniors), SNI II (established), SNI I (early-stage), and candidates (young researchers). The SNI appointment provides the recognition of national investigator that constitutes the most prestigious reward among researchers in the country. The distribution of the 2977 active members in 2013 in the area of social sciences shows a greater concentration of seniors and established researchers within the federal public higher education institutions, while early-stage and young researchers were mostly affiliated with states public universities. Our analysis focuses on general characteristics of SNI members: affiliations, gender, country of graduation, and scientific output. Also, we identify their career pathway through revocation, promotion and retention rates for each category: SNI III, SNI II, SNI I, and Candidates.

Residents Feedback on Faculty and Working Environment: the Urology Training Program in India

The purpose of our study was to know the residents’ feedback regarding urology residency in India. Such information is presently scarce. The feedback included evaluating domains like faculty participation in academic activities and resident-friendly learning workplace. It also asked residents what change they wished to see in faculty and an overall rating of their residency program. An online survey was conducted using SurveyMonkey® platform. E-mails with an online link to survey were sent to 1469 associate members of Urological Society of India. There were 12 queries. The responses between residents in M.Ch. and D.N.B. programs, the two officially recognized teaching programs in India, were also compared. Seventy-eight current residents or those who completed residency within 1 year finished the survey. The unfavorable responses towards faculty involvement in academic activities, teaching and creating a friendly work place varied from 20 to 30% for most questions. When asked about what change in faculty the residents wanted, 45.5% reported “better involvement in teaching” followed by creation of a friendly workplace environment (37%). The overall mean satisfaction rating with the program on a scale of 0–100 was 66.04 ± 22.51. The responses of residents from the M.Ch. and D.N.B. programs were similar (p > 0.05). Our results provide some insight on the resident’s perspective of their training/teaching programs in Indian urology centers. Although, a comprehensive validated questionnaire was not used but our observations can be used to improve the learning of students doing residency in urology.