Practices Of Faculty Members Research Articles

Exploring Perceptions and Practices of Interprofessional Shared Decision-Making Education in Palliative Care Settings.

Palliative care teams provide support to patients and their caregivers during terminal illness, which requires interprofessional collaboration. One of the foundational skills is to assist patients with decision-making. This can be facilitated through interprofessional shared decision-making (IP-SDM). So far, IP-SDM education frameworks have only been used to a limited extent in the area of palliative care. This study aims to explore perceptions and practices of faculty members, health professionals, and students toward IP-SDM education in palliative care and to indicate associated factors to implement an IP-SDM in undergraduate health professions education in palliative care settings. We used a cross-sectional study design in which the data was obtained via an online self-administered questionnaire adapted from existing validated tools. The questionnaire was distributed to faculty members and health professionals (n = 125) and students (n = 334) at King Abdulaziz Medical City in Jeddah, Saudi Arabia. The sampling technique was a non-probability convenience sampling. Bivariate statistics, such as independent sample t-tests, one-way ANOVA, correlation coefficient, and linear multiple regression were conducted. The response rate was 54% (85 faculty members and health professionals and 164 students). Perceptions on IP-SDM did not differ between participants. From those who had previous experience with IP-SDM, the mean practices score was slightly higher for faculty members and health professionals (M = 83.1, SD = 15.9) than for students (M = 74.1, SD = 11.5), which was significant (p < 0.05). Factors such as gender, age, discipline, nationality, level of education, years of study, and previous experience that were associated with perceptions and practices were varied among participants. The findings show high levels of perception with low levels of practice of IP-SDM in palliative care. Other factors that could be associated with the topic should be addressed in further studies.

Assessment, credential, or both? Higher education faculty’s design principles for micro-credentials

The rise of small, skills-focused credentials, also known as micro-credentials, has garnered considerable attention in recent years. By offering micro-credentials, institutions of higher education can provide additional credential options, thereby attracting more diverse audiences beyond degree-seekers. However, amidst their growth, fundamental questions surrounding their effective design and pedagogical implementation remain. This lack of clarity may inadvertently hinder their effectiveness. To address this gap, there is a need for studies that examine the perspectives and practices of faculty involved in micro-credential development and delivery. This study employed a single-embedded case design to investigate the perceptions and practices of faculty members who implemented micro-credentials for a pilot program at a large public research university. Specifically, this study aimed to identify faculty perceptions of the assessment and credentialing affordances of micro-credentials, and strategies employed to integrate these affordances into the design of micro-credentials. In-depth interviews were conducted with faculty members representing a diverse array of academic disciplines. Findings revealed that faculty need support in recognizing and integrating certain characteristics of quality assessments when designing micro-credentials, including aligning of assessments with a micro-credential’s delivery method, and integrating equity-oriented assessments into the design. These findings underscore the necessity for interventions and training programs aimed at integrating quality assessment practices into micro-credential design.

Employing Open Book Tests in Evaluating Female Graduate Students in the College of Education at Imam Mohammad bin Saud Islamic University: A Case Study: توظيفُ اختبارات الكتاب المفتوح في تقييم طالبات الدِّراسات العُليا بكليَّة التَّربيَّة في جامعة الإمام محمَّد بن سعود الإسلاميَّة: دراسة حالة

The study aimed to reveal the benefits of employing open book tests in evaluating female graduate students in the College of Education at Imam Mohammad bin Saud Islamic University, by identifying the faculty members' attitudes about employing open book tests in evaluating female graduate students in the College of Education at Imam Mohammad bin Saud Islamic University. As well as, the study aimed to clarify the implications of employing open book tests in evaluating the female graduate students on the teaching practices of faculty members at the College of Education at Imam Mohammad bin Saud Islamic University. The study used the descriptive approach and relied on the interview in collecting data. The study' sample was intentionally from the faculty members of the College of Education at Imam Mohammad bin Saud University. The study' sample consisted of (two female members) in the Departments of Administration and Educational Planning, and the Foundation of Education. The study produced findings, most notably: the importance of the open book test in developing higher order thinking skills and critical and innovative thinking among female students, female students' fear of the open book test due to the inadequacy of the test requirements with the time available for it, the reluctance of some members to take open book tests due to the difficulty of planning, implementing and correcting it, their fear of female students' complaints, and their lack of confidence in the results of the test, the effectiveness of employing open book tests in evaluating female graduate students for their suitability for the advanced educational stage, the need for training in the application of open book tests in order to realize its importance and the effectiveness of its impact on female students, the importance of employing educational techniques in preparing the female students to apply the open book tests, the importance of the faculty member providing immediate feedback to the female students that supports their self-evaluation of their skills in the open book test, raising the quality of teaching the course through the evaluation of the female students at the end of each semester.

Agreement between Students’ and Their Instructors’ Perceived Use of Good Practices in Undergraduate Education: Self-Reflections in Developmental Mathematics Classrooms

Best practices in undergraduate classrooms have been identified. However research on the congruence between practices of faculty members and their students is lacking. In this study, confidence intervals were used as a mechanism to compare responses of three developmental mathematics instructors and their students on a subset of items from the Seven Principles Faculty and Student Inventories. Patterns observed in the confidence intervals indicated that, among the items studied, (a) there were consistent behaviors among students across classes and (b) students’ and instructors’ perceptions were not in agreement on several items. Future studies could compare all items or conduct observations to measure congruency.

The Role of Artificial Intelligence Techniqies in Improving the Behavior and Practices of Faculty Members When Switching to E-Learning in Light of the Covid-19 Crisis

This study investigated the role of e-learning and artificial intelligence (AI) in improving the faculty members’ practices when switching to online education in the wake of the COVID-19 pandemic. The researcher employed a descriptive and analytical approach. A questionnaire was used to measure the impact of AI and e-learning on four different themes related to education in Saudi Arabia. The data from 406 respondents suggested a statistically significant (α≤ 0.05) effect of AI on e-learning. The faculty members strongly agreed that AI and e-learning improved relevant aims of teaching and related practices during the pandemic. Moreover, the influence on practices related to teaching methods during the pandemic was also highly positive. Further, the instructors strongly acknowledged that e-learning and AI ameliorated their teaching practices in general. Finally, the study depicted that e-learning and AI assisted instructors to automate grading and evaluation, ensures the confidentiality of data, and provides easier access to information. The average of the sample responses for all four fields analyzed in the study corresponded to the degree of approval. This study has a paramount importance due to the continuity of education in the context of the COVID-19 pandemic and the role of e-learning and artificial intelligence in education in general.

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

The study aimed to uncover faculty members’ attitudes towards alternative assessment (AA) and substantiate the differences in their attitudes, if any, based on five variables: university, gender, specialization, experience, and academic rank. It also elucidates the extent this cohort of informants adopts AA in their teaching and ascertains the differences in their uses according to the same variables. The study involved collecting data, through a questionnaire, from a sample of (66) lecturers and professors of different ranks who teach EFL at the collegiate level in Yemen. The study took place in two public universities along with a private one. The results of descriptive statistics and inferential tests (t-test, Pearson correlation, ANOVA) revealed that the respondents were positive towards AA but this was hardly reflected in their teaching. Significant differences in their attitudes towards AA were attributable to gender but not to university, specialization, magnitude of experience, or academic rank. In terms of usage, significant differences pertained to the variable of university and not to gender, specialization, experience, or academic rank. The findings rationalized incorporating AAs in EFL programs to enhance seeding new models of assessment that results in efficient learning and teaching.

Alternative Assessment In English Departments At Yemeni Universities:, Attitudes And Practices Of Faculty Members

هدفت هذه الدراسة إلى معرفة اتجاهات أعضاء هيئة التدريس نحو التقييم البديل ومدى استخدامهم له في أقسام اللغة الإنجليزية بالجامعات اليمنية، وعلاقة ذلك بخمسة متغيرات: نوع الجامعة، والجنس، والتخصص، وسنوات الخبرة، والرتبة الأكاديمية، واعتمدت الدراسة على بيانات تم جمعها من خلال إستبانة لعدد 66 عضو هيئة تدريس تم اختيارهم من جامعتين حكوميتين وجامعة أهلية، وبالرغم أن نتائج الدراسة أظهرت اتجاهات ايجابية لأفراد العينة نحو التقييم البديل إلا أن ممارستهم له كانت أقل من المستوى المقبول، كما أظهرت النتائج وجود فروق دالة إحصائيا في اتجاهاتهم نحو هذا النوع من التقييم وفقا لمتغير الجنس دون المتغيرات الأخرى: نوع الجامعة، والتخصص، وسنوات الخبرة، والرتبة الأكاديمية، وفيما يتعلق باستخدام أعضاء هيئة التدريس للتقييم البديل، أظهرت النتائج وجود فروق دالة إحصائيا وفقا لمتغير نوع الجامعة، أما متغيرات الجنس، والتخصص، وسنوات الخبرة، والرتبة الأكاديمية فلم تظهر فيها أي فروق ذات دلالة إحصائية. وبناء على ذلك تم وضع بعض المقترحات والتوصيات لتعزيز استخدام التقييم البديل لمواكبة أساليب التقييم الحديثة المتبعة في كثير من الجامعات العالمية.

Enseigner à distance : des initiatives professorales durant la pandémie

The novel COVID-19 pandemic, with its global impact, has fundamentally altered the way in which universities function. The current manuscript presents four educational initiatives, including experiences and practices of faculty members at a mid-sized Great Plains university. From the perspective of three different academic colleges and popular research programs, this paper explores how a difficult situation was approached as an opportunity to face challenges yet still provide students a high-quality educational experience. This paper is applicable to faculty, staff, and administrators at institutions of higher education as they explore innovative pedagogical approaches.

The Impact of Psychological Empowerment on the Effectiveness of Performance

This study aims to identify the concept of psychological empowerment and clarify its various dimensions and their impact on the effectiveness of performance in the higher education sector. The study has been applied to a sample of 185 staff members working at 3 universities in Saudi Arabia. This study found that the degree of practice of staff members to the dimensions of psychological empowerment exceeds the middle degree, while the level of performance in these universities was high, it showed the existence of a significant effect of the dimensions of psychological empowerment (competence, impact) on the effectiveness in performance. This is while the other two dimensions (self-determination, meaning) do not significantly affect the effectiveness of performance. The study also pointed to the existence of significant differences between the practice of faculty members to psychological empowerment according to the variables (experience, scientific rank, college), and also indicates there are significant differences in the levels of effectiveness performance, according to the variables (marital status, college).

Issues of Syllabus Designing Practices and Quality Assurance at Higher Education Level

The goal of Higher Education Commission is to develop and implement quality across all university activities and making it compatible with international practices. The faculty is required to have ability in designing, maintaining and updating curricula, when measuring the quality of an institute or of teaching; designing syllabus is the basic required skill. This study aims to analyze perception, syllabus designing skills and practices of faculty members in universities. This research is quantitative, structured questionnaire and document analyses were used for data collection. Results showed faculty have no related training; rules for designing syllabus are not followed. It is recommended that training sessions should be organized to developing syllabus designing skills of university faculty. Standard guidelines should be developed by quality assurance bodies.

Knowledge, attitudes and practices of faculty members' about computer vision syndrome, Majmaah University, Saudi Arabia

Background: Computer vision syndrome (CVS) is a group of eye problems that result from using the computer for a long time, it became a health problem. This syndrome is characterized by several symptoms including eyestrain, headaches and neck pain. The aim of the study was to investigate the knowledge, attitude, and practice of faculty members' about computer vision syndrome, Majmaah University, Saudi Arabia.Methods: The present study is cross-sectional study, which was conducted in Majmaah city in Sudair area in the north of Riyadh region. The study included faculty members of the College of Medicine and medical science college, Majmaah University.Results: There were 86 (74.8%) males, and 29 (25.2%) females participated in this study. The mean±SD of years using a computer by participants was 14.78±5.69 years and the mean±SD of hours spent using a computer daily was 5.25±2.2. There were 91.3% knew the bad effects of computer on the eyes, the most common symptoms resulted from long period of using computer were eyestrain 28.7% and headache 14.8%. The mean±SD score of attitude was 67.75±7.72.Conclusions: There is good knowledge, attitude and practice among faculty members about computer vision syndrome.

Current views and practice of faculty members and consultants regarding ′Publications in India′: A cross-sectional study

Background and Aims:There is an increasing enthusiasm and pressure to submit scientific articles to journals for publication due to official policies. This has led to increased stress on authors and editors and in issues like plagiarism. We planned a cross-sectional study with an aim to explore the current publication related views and practice of faculty members and consultants.Methods:We conducted a questionnaire based prospective survey with 22 questions divided into parts. Print and electronic versions were sent to around 18,270 members in total, a majority of whom were anaesthesiologists and 600 members responded to our questionnaire. A database was created and analysed using Microsoft Excel.Results:About 80% felt that online journals were better read than print journals. Eighty eight percent agreed that publications improve academic skills. The Medical Council of India requirements to publish in reputed journals were cited as the main reasons for plagiarism. The publication rule had become a burden for 46% respondents. Review articles were most likely to be read though clinical investigations were considered to be of maximum academic significance. Review/publishing time followed by author requirements and journal indexing were the points our respondents liked to see most when choosing a journal for article submission.Conclusion:Our survey results depict the current author related views and trends in publication practice which may guide in evidence-based policy making.

Les pratiques d’enseignement dans l’université de masse : les premiers cycles universitaires se scolarisent-ils ?

The practices of faculty members who teach courses during the freshman and sophomore years in universities are described at a time when the French system of higher education is becoming more dualistic and when we increasingly hear that the indicators of academic failure—especially high during these 2 years—must be brought down. After presenting the concepts of a “scholastic” and an “academic” transmission of knowledge and teacher-student relationship, a survey in the field is used to test the hypothesis of a “scholarization” of the diploma (DEUG) obtained after these 2 years. There are, indeed, trends toward this “scholarization”, which is described: both its generalized expressions (for instance, the psychologization of practices) and its variations by discipline. However, they are still superficial and not very effective. They are superposed on a strong orientation toward research and the reproduction of researchers. Ultimately, members of the faculty teach while considering that the first 2 years of higher education correspond to a phase of latency.