Student Participation Research Articles

Patient Consent for Medical Student Pelvic Exams under Anesthesia: An Exploratory Retrospective Chart Review.

We conducted an exploratory retrospective chart review of electronic consent forms at a single academic medical center using contingency tables, logistic regression, and nonparametric tests to explore relationships between patient and physician characteristics and consent. We identified and downloaded electronic consent forms for a census of 4,000 patients undergoing gynecologic surgery from September 2020 through calendar year 2022. Forms were linked to anonymized medical record information. Of the 4,000 patients, 142 (3.6%) were removed from analysis because consent forms were incomplete. Of 3,858 patients, 308 (8.0%) were asked for EUA consent more than once, 46 of whom were not consistent. Overall, 3,308 (85.7%) patients consented every time asked, and 550 (14.2%) refused or limited EUA consent at least once. Nine patients limited their consent to female students, and two patients refused medical student participation at all. We performed exploratory multiple logistic regression analyses exploring differences in rates of consent across patient and physician demographic groups. We find that some patients are more likely than others to refuse a pelvic EUA, magnifying the dignitary harm from a nonconsensual invasion of intimate bodily integrity and perpetuating historic wrongs visited upon vulnerable people of color and religious minorities. Patients' rights to respect and control over their bodies require that physicians take seriously the ethical obligation to inform their patients and ask them for permission.

Learning Transformation in the Digital Era: Development of Virtual Reality-Based Learning Media to Increase Student Efficiency and Creativity

During the COVID-19 pandemic, its impact was felt in Indonesia's education world, especially when learning was online or offline. Every lecturer in educational institutions is expected to provide the latest innovations to create an effective learning process. In the post-COVID-19 pandemic era, the digitalization of education in Indonesia is experiencing rapid growth, and advances in information technology are an opportunity to increase creativity in learning media. One proposed method is the development of Virtual Reality-based learning media, which can support the quality of the teaching and learning process. The development of Virtual Reality-based learning media includes intelligent systems for the Informatics Engineering Study Program, and Agro-Industry Plantation Management for the Agro-Industry Management Study Program, especially at Campus 4 PSDKU Sidoarjo – Politeknik Negeri Jember. The results of the development of Virtual Reality-based learning media are in the form of visualization illustrations of students' understanding of the Intelligent Systems and Plantation Agro-Industry Management courses. This technology is expected to facilitate student participation with learning resources more efficiently than conventional learning media which only allows one-way communication. Based on the results of evaluations via questionnaires to students, it is known that learning efficiency reaches 82% when using Virtual Reality-based learning media.

Research on the Current Situation of Student Management and Countermeasures in Chinese Higher Vocational Colleges and Universities

As an important part of China's higher education system, student management in higher vocational colleges and universities is of great significance for cultivating high-quality technical and skilled talents. Through an in-depth analysis of the current situation of student management in China's higher vocational colleges and universities, this paper reveals the problems that exist in the current management process, including the insufficiency of policies and regulations, the deficiencies in management organisational structure and staffing, the lack of adaptability of the student management methods, and the insufficiency of student participation. Aiming at these problems, this paper puts forward corresponding countermeasures and suggestions, such as improving policies and regulations, optimising management organisational structure and staffing, innovating student management methods and improving student participation. Through the research of this paper, it aims to provide useful reference for student management in China's higher vocational colleges and universities and promote the development of higher vocational education.

Study on Education Quality Improvement based on the Participation and Cognition of Primary and Secondary School Students in Community Education under the “People Oriented” Concept

Study on Education Quality Improvement based on the Participation and Cognition of Primary and Secondary School Students in Community Education under the “People Oriented” Concept

Developing university students’ personal skills: the role of business–university partnership programmes

Purpose This study aims to explore the influence of Mutqen programmes on university students’ personality and skills development. It evaluates the cognitive attitudes of university student participants in Mutqen training programmes. The research was analysed thematically, and this paper reports on the roles businesses and universities play in enhancing students’ personality and skills and the importance of knowledge acquisition to develop students’ career prospects. Design/methodology/approach Using a quantitative research approach, the study used a descriptive survey design. A total of 1,039 respondents based in Saudi Arabia participated voluntarily in the survey. Findings The results revealed a positive impact from Mutqen programmes on students’ personality and skills development. Moreover, the outcomes demonstrated that the Mutqen programmes promote knowledge acquisition, which enhances future career readiness by enabling students to positively develop their awareness of potential future career requirements. Originality/value The critical contribution of this paper is that it empirically evaluates the perceived impact of social corporate training programmes on students’ personality and skills development from the perspective of the students themselves.

Moving Beyond Official Cultural Diplomacy: Unleashing the Potential of Moroccan Students as Unofficial Cultural Ambassadors

Cultural diplomacy plays a pivotal role in international relations, enabling states to project their soft power and shape their global image. This paper explores the current state of Moroccan cultural diplomacy, highlighting the need to go beyond official approaches and embrace unofficial cultural diplomacy. While extensive research exists on official cultural diplomacy, little attention has been given to the contribution of Moroccan study-abroad students in bolstering their country's cultural diplomacy and soft power. More specifically, this paper argues that Morocco's cultural diplomacy is primarily politically oriented and institutionally based, relying heavily on the monarchy and the Ministry of Foreign Affairs. The strategic utilization of Morocco's cultural and religious heritage and diaspora politics showcases the government's efforts to secure its regional and global influence. However, these initiatives are largely driven by official institutions and lack the involvement of ordinary citizens. By examining the limitations of official cultural diplomacy, this paper argues for the inclusion of Moroccan study-abroad students as unofficial ambassadors in the service of their country’s cultural diplomacy. Drawing inspiration from successful examples of unofficial diplomacy, this paper advocates for the active participation of Moroccan study-abroad students as unofficial cultural ambassadors. Their unique perspectives, connections, and grassroots status can offer valuable contributions that official diplomats may not possess. This research paper contends that Moroccan study-abroad students have many resources of power that qualify them to leverage their country’s cultural diplomacy. These resources are informality and grassroots engagement, volunteering and community service, and the power of the virtual sphere. By utilizing these power resources, these students have the potential to foster cross-cultural understanding, build relationships, and enhance Morocco's soft power. In conclusion, this paper highlights the need for a paradigm shift in Morocco's cultural diplomacy, advocating for a combination of both official and unofficial cultural diplomacies.

Treading water: new data on the impact of AI ethics information sessions in classics and ancient language pedagogy

Abstract Over 2023, many universities and policy organisations in the higher education (HE) sector are working to create guiding principles and guidelines for the use of generative artificial intelligence (AI) in HE Teaching and Learning (T&L). Despite these guidelines, students remain unsure if and how they should use AI. This article discusses the AI information sessions held over the Autumn 2023 term in the Department of Classics at the University of Reading, which aimed to provide students with the knowledge and tools to make informed judgements about using AI in their studies. These sessions discussed the benefits and drawbacks of generative AI, highlighting training data, content policy, environmental impact, and examples of potential uses. Staff and student participants were surveyed before and after these information sessions to gather their opinions surrounding AI use. Although at least 60% of participants had previously used generative AI, 80% of participants were apprehensive of or against using generative AI tools for learning purposes following the AI information sessions. By providing staff and students with the ethical considerations surrounding generative AI, they can make an informed judgement about using AI in their work without misplaced faith or excessive fear.

Integration of the Academic and Entrepreneurial Environments to Enhance Development Opportunities for Tourism Enterprises

The development of modern forms of interaction between science, education, and tourism business perfects the training of specialists who meet the requirements of the tourism market and support the development of the industry. The difficulty of integrating the academic and business environment to strengthen the development opportunities for tourism enterprises necessitates the search for ways to resolve this problem. The study aims to evaluate the integration of academic and entrepreneurial environments as a mechanism for enhancing the development opportunities for tourism enterprises. To achieve the goal, the study employs the qualitative research method of document analysis, as well as the method of expert survey, followed by statistical processing of the obtained data. The authors conclude that the integration of the academic and entrepreneurial environments in the tourism business has to be performed with due regard to the mutual interests of its participants. Key areas of cooperation are increasing the level of services and staff professionalism, improving the quality of training of young specialists through participation in research of tourism, the development of educational programs and improvement of specialists’ competence, the development of incubators and accelerators, and active participation of students in the development and commercialization of business projects.

Designing computational models as Emergent Systems Microworlds to support epistemically agentive learning of emergent biological phenomena

ABSTRACT To support students’ agency in the process of constructing knowledge in a science classroom, it is important to design learning environments that allow students to shape knowledge building practices. In this paper, we present an Emergent Systems Microworld (ESM)-based learning environment called GenEvo, which is designed to ‘restructurate’ learning of fundamental ideas in modern biology, such as gene regulation. We study how cognitive, social, and affective properties of agent-based restructurations supported student learning. We report findings from a qualitative analysis of video data of student participation and interviews in the fourth iteration of a design-based research project about an ESM-based curricular unit. We discuss how specific design features of the ESM supported students’ epistemically agentive learning. Students of the GenEvo course shaped practices to investigate and construct knowledge about emergent biological phenomena and learned about emergent phenomena related to gene regulation and evolution. This work demonstrates how the properties of a restructuration make ESM-based learning environments effective for students to collectively shape knowledge building practices and learn about emergent phenomena.

Characterization of EaD students participating in a Research Project

Mediated by information and communication technologies in which there is no physical contact between teachers and students, Distance Education has been established in recent years in the national scenario. This article aims to discuss the characteristics and participation of the students of EaD in a Project of Scientific Initiation (SI) offered by the University of North of Paraná to the students of the courses of Social Service, Pedagogy and Physical Education in more than 400 poles EaD of the institution. This SI project consists of a General Questionnaire to analyze the profile of students from the 24 Brazilian states plus the Federal District. The analysis of the data was done through the descriptive statistical methodology.

Teacher vulnerability as a pedagogical tool: A comparative case study in two literacy classrooms

AbstractViewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video‐recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a humanizing pedagogy, and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool.

What Really Matters in Secondary-Level Students’ Classroom Participation: A Study from the Student’s Perspective

Effectively Increasing student classroom participation has always been a crucial challenge for secondary teachers. The present study aims to address the factors that contribute to increased student participation in the classroom, therefore fostering an improved learning environment from the secondary-level students’ perspective. This study uses a qualitative research approach to explore specific aspects of teachers' behavior that impact student participation. Through focused group discussions, students share their diverse experiences and perspectives, the dimensions of teachers’ particular behavioral influence on active engagement in the classroom. The findings shed light on teachers’ content delivery skills, the role of teachers’ rapport building, the impact of teachers’ willingness to explain in depth, and the influence of teachers’ voices. The study suggests valuable insights for educators striving to create a more conducive and participatory learning atmosphere in secondary education. Teacher’s World: Journal of Education and Research, 49 (2),85-98

Changes in Teachers’ Understandings, Attitude, and practice related to Action Research: The Influence of Gender and Inclusive Pedagogy Training in Bangladesh

Action research has been found to be potential in solving classroom related problems in teachers’ own context and for bringing changes in classrooms making the classrooms more inclusive. Therefore, in a 5-country consortium project, while using a co-designed teachers’ professional development on Gender and Inclusive Pedagogy (GIP), action research was in-built as an important part for problem solving. In a four-tier training program, 95 teachers of the 20 experimental schools of Bangladesh were oriented with action research and gradually achieved necessary skills to practice action research in their classrooms. After each phase of trainings, teachers practiced action research as a tool to mitigate issues related to GIP practice. Both quantitative and qualitative data were obtained from three different sources- observation of the teacher training sessions related to action research, pre and posttests of the trainings, and reflective journals of the teachers. Findings reveal changes in teachers’ understanding, attitude and practice related to action research. Quantitative data shows that there are significant differences in teachers’ understanding related to action research between the pre and post tests in the last two tiers of the trainings. There is significant change in teachers’ ‘attitudes’ related to action research too between the pre and posttests in the third and final tiers of the trainings. Qualitative data also depicted the same gradual changes in teachers’ understanding of and attitude towards conducting action research. Lastly, 17 teachers (8 individually and 9 collaboratively) practiced action research in their classrooms to address different issue or challenges related to student participation and achievement regarding gender and inclusion aspects. The teachers reported reduced student absenteeism, increased student participation in group work, more participation of girls and special need children, more organized and student friendly classrooms. However, challenges remained in ensuring the participation of all students in a meaningful way ensuring quality learning which the teachers are trying to achieve in their next action research cycles. Teachers expressed their worries that they may not be able to continue the action research when the project period is over as there will be no support from the project team members. The study suggests creating groups among teachers in nearby localities who can share, help and collaborate in each other’s action research. Teacher’s World: Journal of Education and Research, 49 (2),15-36

Is Indonesia's ELT Implementation Already Aligned with the Concept of 21st Century Language Teaching?

The 21st century demands that students acquire the 4C’s skills so that they can face future challenges. In that case, English teachers have to select particular teaching methods or techniques to assist the students in sharpening their 4C skills. Therefore, to make the teaching relevant and effective, teachers should understand the notion of 21st-century language teaching and implement particular teaching methods and strategies that suit their needs. This research is aimed at examining if English language teaching in Indonesia has turned to the ideas of 21st-century education based on the student’s point of view. To seek the answer, this research employed a descriptive-qualitative approach. There were 58 secondary student participants from public and private schools. A survey, documents, and FGD were used as the instruments to collect the data. The data were transcribed, coded, and analyzed using thematic analysis. The findings revealed that many of our English language teaching practices in Indonesia were still conducted with a teacher-centered approach, focused on language components rather than sharpening their holistic knowledge, and rarely integrated with technology. In conclusion, based on the students’ perspectives, ELT in their schools has not tuned to the notion of 21st-century education. It was indicated by three reasons discussed in the study. Keywords: ELT; Language; Learning; Perspectives; Students; Teaching.

Diskusi Kelompok Bernilai: Kunci Keaktifan dan Kemampuan Menulis Teks Tanggapan Siswa VII SMP

The ability to write response texts is an important skill for junior high school students. This ability can help students to understand and communicate their ideas clearly and effectively. However, based on observations and data obtained from teachers, many junior high school students experience difficulty in writing response texts. This can be seen from the low scores of students in the response text material. This research aims to increase the activeness and ability to write response texts of class VII students at SMPN 24 Makassar through value-added group discussion methods. This research uses a classroom action research design with 4 cycles. The research subjects were students. Data was collected through observation, rubric assessment, and interviews. The research results show that the value-added group discussion method can increase students' activeness and ability to write response texts. This increase can be seen from the increase in student participation in group discussions, the frequency of expressing opinions and ideas, the frequency of asking questions, student focus and attention, the quality of the response text framework, the quality of paragraph development, and the quality of language use. The findings of this research indicate that the value-added group discussion method can be an effective alternative learning method to increase students' activeness and learning ability in Indonesian language subjects, especially response text material.

An Analysis of Changes in State Guidelines for Assigning Students With Disabilities to the Alternate Assessment

The 2015 reauthorization of the Elementary and Secondary Education Act placed a 1.0% cap on the participation of students with disabilities in the alternate assessment based on alternate academic achievement standards (AA-AAAS). U.S. Department of Education regulations clarified that states must develop participation guidelines and a definition of students with the “most significant cognitive disabilities.” States have developed and refined their guidelines and definitions in the years since these regulations. We present an overview of how participation guidelines and definitions have changed by comparing the results of three analyses of states’ materials related to AA-AAAS participation. We highlight key changes and similarities in participation guidelines across analyses and conclude with a discussion of why changes may have occurred.

Meningkatkan Motivasi Belajar Peserta Didik Melalui Model Pembelajaran Problem Based Learning Berbantuan Multimedia Interaktif

The objectives of this research are to describe the implementation of the Problem-Based Learning (PBL) model assisted by interactive multimedia media at Sekolah Dasar Negeri 69 Balang-balang and to enhance students' learning motivation through the implementation of the Problem-Based Learning (PBL) model assisted by interactive multimedia media at Sekolah Dasar Negeri 69 Balang-balang. The research method used is action research by adopting the STAR approach (Situation, Challenge, Action, Result Reflection, and Impact). Data were collected through teacher reflection journals, video recordings of lessons, observation sheets by school supervisors, interviews with students and teachers, surveys of students, and student learning artifacts. The results of this research indicate that this innovative approach has a significant positive impact on students' learning motivation in elementary school. Some key findings that can be drawn as the main conclusions include: 1) increased student engagement; 2) interactive multimedia can be an effective tool to facilitate concept understanding; 3) improving technology infrastructure is key to ensuring smooth implementation and seamless learning experiences; 4) students find learning with multimedia more enjoyable and engaging; 5) increased student motivation and participation through the PBL model assisted by interactive multimedia successfully stimulated students' learning motivation; 6) the indicators of successful implementation are met.

Enhancement of clinical skills through virtual reality: a proposal for training certified nursing assistant

Introduction: Integrating virtual reality (VR) in education is emerging as a transformative tool to improve practical learning. This proposal asks about its application within the training of certified nursing assistant to improve students' practical skills in training. Objectives: The main objective is to assess whether VR technology can improve understanding of complex concepts and skills in nursing education. This involves evaluating the effectiveness of VR in fostering meaningful, self-directed learning experiences that potentially prepare students more effectively for the health workforce. Methods: Implementing a pilot VR program within a controlled educational environment is proposed. The impact of this integration will be assessed through surveys and analysis of academic performance, focusing on the acquisition of professional skills and competencies. Results: Expected outcomes include greater student participation and better learning outcomes. The work highlights the benefits of VR in improving in-depth understanding of procedures and concepts through immersive experiences. Conclusions: The expected benefits after the incorporation of VR in nursing training include an improvement in the professional qualifications of students and an innovation through the introduction of immersive learning methodologies. Despite the potential challenges of its implementation, the results are expected to support the integration of VR as a complementary educational tool, reducing the gap between traditional learning and technological advancement in nursing education.

Centering Cultural Knowledge in TPACK— Evidence From a Collaborative Online International Learning Collaboration

In this qualitative study, we analyzed the processes of a collaborative online international learning (COIL) collaboration between two higher education institutions in Japan and the United States from the perspective of the technological, pedagogical, and content knowledge (TPACK) framework. The research question this study aimed to address was: What is the utility of the TPACK framework, as a lens of analysis, for this online cultural exchange? To address this question, we conducted semi-structured interviews with student participants and examined their written works. From the student participants’ learning experiences, we identified evidence of cultural exchange as well as evidence of missed opportunities for cultural exchange arising from the limited knowledge of technology, pedagogy, content, and culture. COIL and TPACK both share a common goal of increasing students’ access to multiple knowledge systems using educational technology. As a result, COIL conceptually aligns well with the TPACK framework. This collaboration showed an ongoing need for the centering of cultural knowledge and cultural exchange in both COIL and TPACK. We, accordingly, outline potential for a TPACCK, a modified TPACK framework to center cultural knowledge in both with the hope of taking steps towards a more culturally sustaining framework of international collaboration.

On the Use of an Online Polling Platform for Enhancing Student Engagement in an Engineering Module

Students’ engagement is a fundamental challenge in large classrooms in higher education. In recent years, innovative technologies such as electronic learning and online polling platforms have made learning more engaging, effective, and interactive. By using these platforms, educators can create more inclusive and enriching learning environments. This paper presents a novel approach in which an online technology is employed to enhance students’ learning experience. In this approach, features of an online polling platform, i.e., Slido, are employed to enhance students’ engagement in an engineering module, i.e., ‘Mechanics of Solids’, which is recognised as a fundamentally challenging module with difficult subjects. This study investigates how the interactive features of such technologies, such as real-time polls, question and answer (Q&A) sessions, and quizzes, can provide a more active and practical learning environment by improving student engagement in the classroom. In total, six online polls were designed: one for ice-breaking, two on the topics of shear forces and bending moment, two on stresses, and one on deflection. Each poll was presented to the students, and they participated in them by scanning a QR code or typing the poll’s code online. The rate of students’ participation in polls is extensively discussed to show the effectiveness of the proposed method. The findings of this study show a significant increase in student participation in classroom activities compared to traditional methods. Student feedback also indicates a positive learning experience with the use of the proposed approach. It is shown that the proposed approach has the potential to transform the way engineering students engage with challenging subjects, leading to enhanced learning outcomes and a more positive learning experience.