Course Of Preparation Research Articles

Проблемы восприятия речи с признаками иноязычного акцента в современной англоязычной коммуникации

The article is devoted to the problems of perception of foreign-accented speech in modern English-language communication. The theoretical aspects of foreign language accent typology and potential difficulties of perception are considered. The article describes the course of preparation and conduct of an experiment on the auditory perception of East Asian and European accent types in English by Russian-speaking and foreign students. The results show that the typology of foreign accent phenomena in English speech of bilinguals according to the global regional standards is objectively perceived by the participants of the perception experiment, while identifying the speaker’s nationality within these standards is likely to be problematic. The proximity of one's own accent in non-native speech to the perceived one contributes to the success of communication.

Decoding IELTS writing performance: Grammatical Clauses mastery by Universitas Ahmad Dahlan students

Indonesian learners of English produced ungrammaticalities in their writing for the International English Language Testing System (IELTS) and faced complicated writing score descriptors for self-evaluations and improvements. These problems were observed among students at Universitas Ahmad Dahlan during their preparatory course for IELT. To address this issue, this study focused on identifying some rules in grammar, the grammatical and ungrammatical clauses based on subject-verb (S + V) structures in their writing performances and measuring the proportions of the two clause types in accordance with the performance’s score variation. Both qualitative and quantitative methods were employed. To do so, the study conducted archival research by retrieving data from the teacher's course documents. The archived handwritten writing performances were transcribed manually into digital texts. It employed syntactic analysis to classify the clauses as either grammatical or ungrammatical. It converted the numbers of each clause type per performance into percentages for comparison, and grouped them according to the different scores as the variable. The results showed that the participants produced predominantly simple grammatical clauses to minimize failures when generating more complex structures. To achieve the minimum score of 6 in the writing section, the proportion of grammatically correct and incorrect clauses should be above 47% and below 53%, respectively. These findings offer valuable insights into predicting scores, especially concerning the dimension of 'grammatical range and accuracy in the writing assessment, which benefit both learners and educators.

Assessing readiness: the impact of an experiential learning entrustable professional activity-based residency preparatory course

ABSTRACT As medical schools move to integrate the Core Entrustable Professional Activities for Entering Residency (EPAs) into curricula and address the transition from student to resident, residency preparatory courses have become more prevalent. The authors developed an experiential learning EPA-based capstone course for assessment to determine impact on learner self-assessed ratings of readiness for residency and acquisition of medical knowledge. All fourth-year students from the classes of 2018–2020 completed a required course in the spring for assessment of multiple EPAs, including managing core complaints, performing basic procedures, obtaining informed consent, and providing patient handoffs. Learners selected between three specialty-based parallel tracks – adult medicine, surgery, or pediatrics. Students completed a retrospective pre-post questionnaire to provide self-assessed ratings of residency preparedness and comfort in performing EPAs. Finally, the authors studied the impact of the course on knowledge acquisition by comparing student performance in the adult medicine track on multiple choice pre- and post-tests. Four hundred and eighty-one students were eligible for the study and 452 (94%) completed the questionnaire. For all three tracks, there was a statistically significant change in learner self-assessed ratings of preparedness for residency from pre- to post-course (moderately or very prepared: adult medicine 61.4% to 88.6% [p-value < 0.001]; surgery 56.8% to 81.1% [p-value < 0.001]; pediatrics 32.6% to 83.7% [p-value 0.02]). A similar change was noted in all tracks in learner self-assessed ratings of comfort from pre- to post-course for all studied EPAs. Of the 203 students who participated in the adult medicine track from 2019–2020, 200 (99%) completed both the pre- and post-test knowledge assessments. The mean performance improved from 65.0% to 77.5% (p-value < 0.001). An experiential capstone course for the assessment of EPAs can be effective to improve learner self-assessed ratings of readiness for residency training and acquisition of medical knowledge.

Research Experiences for Undergraduates Through Extracurricular Practitioner Inquiry: Exploring the Experiences of Preservice Elementary Teachers

ABSTRACT Bridging the theory-practice gap remains a challenge in preparing preservice elementary teachers for science teaching. Research experiences for undergraduates (REU) offer a potential way to help preservice elementary teachers (PSTs) come to value and implement research-based science teaching. REUs come in many forms but often take the form of either extracurricular research with a practicing scientist. Alternatively, practitioner inquiries are often used as part of a teacher preparation course or practicum but often are limited in time and scope. In this study, we report on a novel approach to an REU that combined the features of a traditional REU and practitioner inquiry, which we refer to as Extracurricular Practitioner Inquiry (EPI). PSTs collaboratively developed, tested, and prepared curricular units for publication as part of an extracurricular, funded project. A mixed-methods approach, including nonrandom matched pairs and semi-structured interviews, was used to investigate the impact of the EPI experience on PSTs’ knowledge and beliefs about science teaching. As a result of their participation in the novel EPI, when compared with a control group, the PST participants developed beliefs more consistent with research-based science teaching. Support from collaborators, shifts in self-perception, and improved understanding of the research-practice relationship seem to have mediated changes in the PSTs’ knowledge and beliefs about science teaching.

Nursing Faculty’s Perceived Value of Certified Nurse Educator (CNE®)/ Certified Nurse Educator Novice (CNE®n) Credentialing

Aim This study sought to measure nursing faculty’s perceptions regarding the value of obtaining the CNE®/ CNE®n specialty certification. There is limited research surrounding efforts to improve perceived extrinsic and intrinsic values of certification and even less documentation on identifying a link between student learning outcomes and instruction by CNE®/CNE®n faculty.Methods Participants were recruited from a private college located in X, where only 16% of the 58 full and part- time academic nurse educators possess the Certified Nurse Educator® (CNE®)/Certified Nurse Educator® Novice (CNE®n) specialty certification. An online PVCT-12 survey was conducted pre- and post-CNE preparatory course to investigate changes in extrinsic and intrinsic perceived values of obtaining certification. Participants were also surveyed post-prep course to determine intent and timeframe for testing.Results: The study increased the number of full and part time academic nurse faculty with the CNE®/ CNE®n certification from 16% to 24%. There was also an increase in the perceived value of the certification, more notably in the extrinsic value category.Conclusion: Understanding these perceptions and motivators for certification can guide institutions in supporting faculty to increase their credentialed nurse educators. This study should be repeated with a larger population of nursing faculty across multiple academic institutions to produce more generalizable results. Future research should focus on identifying a link between improved student learning outcomes and instruction by CNE®/CNE®n faculty to further increase the extrinsic value of certification.

Innovating medical education: Development of an affordable, 3-D printed knot-tying simulator.

Three-dimensional (3-D) printing offers an innovative option to produce clinical simulators because of its low production costs and widespread availability. We aimed to develop a low-cost, 3-D printed knot-tying simulator that overcomes the barriers students face in self-directed skills development. Medical students completing a procedural residency preparation course (PRPC) completed a pre-survey with Likert scales and multiple choice questions to assess their perceptions of and barriers to self-directed knot-tying practice. Subsequently, a 3-D printed knot-tying simulator, which contains a progression of knot-tying challenges and a designated video curriculum, was designed. After utilising the simulator in a 1-hour, faculty-guided knot-tying session, PRPC students assessed the educational utility and usability of the simulator via a post-survey. The primary barriers students faced in engaging in self-directed knot-tying practice included limited accessibility to simulators and insufficient knowledge of knot-tying techniques. Many students (91.3%, n = 21) agreed that practicing with the simulator improved their knot-tying motor skills and was easy to use (100%, n = 23). Twenty-two (95.7%) students agreed that they would continue to use the simulator beyond the knot-tying session and PRPC. We demonstrate the educational utility and usability of a novel 3-D printed knot-tying simulator for medical education. Enabling students to engage in self-directed technical skills development is critical in developing surgical skills that can translate to clinical environments. Our simulator highlights the benefits of 3-D printers as an innovative, inexpensive option to improve the availability and accessibility to medical education tools.

“It Scared the Crap Out of Me”: Taking Risks and Talking About Race in a Principal Preparation Course

University faculty have fixated on ways to adequately prepare social justice-oriented school leaders for quite some time. This teacher action research project documents the experiences of 14 aspiring school leaders in a principal preparation course focused on a critical race pedagogy curriculum. Using interview data, this qualitative study examines how white and Latinx students experience coursework grounded in the notion of risk-taking rather than safety. Findings from this study illustrate the following: (A) participants most resistant to the curriculum entered coursework having internalized dominant ideologies regarding merit and achievement; (B) these same students had adverse views regarding their critically conscious classmates and instructor; and lastly (C) all participants in this study demonstrated growth in their thinking regarding racial justice and educational equity. The discussion and implications address the nuances and complexities of promoting a pedagogy framed as risk-taking in preparation programs, particularly in mixed-race settings.

Association of performance in medical residency selection with a psychiatric diagnosis, and depressive and anxiety symptoms

Objective Few studies have focused on medical students and residents’ mental health impact on medical residency selection (MRS) performance. The authors evaluated the association of performance in MRS with depressive and anxiety symptoms and with a reported psychiatric diagnosis (rPD). Methods The authors enrolled candidates after the second round of MRS examinations at a Brazilian Medical School. Performance was assessed by final grade. Depressive and anxiety symptoms were assessed by the Quick Inventory of Depressive Symptomatology Self-Report (QIDS-SR) and the State-Trait Anxiety Inventory (STAI). The authors performed mediation analysis and multiple linear regression analysis to investigate the impact of rPD, state and trait anxiety, and depressive symptom severity on performance. Results 515 of the 643 MRS candidates (80.1%) participated in the study. Higher age, attending a preparatory course for MRS, rPD, and the number of MRS applications that year were associated with poorer performance. In mediation analysis, trait anxiety was associated with a direct effect on performance and an indirect effect mediated by rPD. Conclusion The data suggest that psychiatric diagnosis is associated with poorer performance on MRS, regardless of current symptoms of anxiety and depression. Additionally, increased levels of trait anxiety may negatively impact performance, directly and indirectly.

From Spherical Cows to Schrödinger’s Cat: what students want to learn in physics

This paper reflects on feedback received from 161 Ontario grade 12 physics students between 2017–2018 and 2020–2023, on the content and delivery in different modes (face-to-face, online, hybrid) of the 2008 Ontario Grade 12 Physics—University Preparation course (SPH4U). Across modes, students considered Revolutions in Modern Physics significantly more interesting and less stressful than any of the other four units. Students also identified Dynamics as significantly less interesting than all of the units, and found it significantly more stressful than all units other than Fields. Students were most interested in topics not previously studied (e.g. Special Theory of Relativity) that they felt promoted new ways of thinking. Adjusting to grade 12 expectations combined with more challenging course concepts were the primary contributors of stress. Included is a discussion of physics education reform, and the role of physics education in science, technology, engineering and mathematics.

The bottom 20 percent: early career paths of youth with low grade point average

AbstractAcross nations, large proportions of younger birth cohorts obtain no professional qualifications. Using rich administrative data from Denmark and a semi‐structural dynamic approach, we analyze different policies targeted towards young people who leave grade 9 with a grade point average in the bottom quintile. We find that preparatory courses, offered to students who are unable to commence a qualifying degree, have no positive impact on future labor market outcomes. Further, unobserved heterogeneity is more important for this group than are cognitive skills. Our results show that education is a good option for many, but not for all.

Repositioning the role of supervisors on short initial preparation courses

AbstractThis article suggests ways in which teacher supervisors and trainers on short courses can reposition their role by making the feedback conference more collaborative and trainee‐led. The authors argue that by taking a more dialogic approach and exploring critical incidents, trainee teachers can develop reflective skills and take more ownership of their development.

429 Sub-internship Academy: Implementation and Evaluation of Single-Day Resident-Driven Focused Sub-internship Preparation Course

INTRODUCTION: Strong performance in neurosurgical sub-internships requires familiarity with clinical and technical skills which may not otherwise be covered in standard medical school curricula. Thus, a need exists for immersive and comprehensive sub-internship preparation programs, which should be optimized based on student feedback. METHODS: Academy curriculum involved hands-on and discussion-based elements split into three stations: (1) suturing and general information, including a suturing and knot tying workshop and discussion of expectations of sub-interns; (2) introduction to the operating room and drilling, covering patient positioning, surgical technology, OR etiquette, and craniotomy basics; and (3) cases and clinical skills, reviewing clinical imaging, focused neurological exams, and medical note writing. An anonymous online post-survey was administered to collect data on participants’ perceptions of the utility of the academy. RESULTS: Twelve medical students participated in the inaugural neurosurgery sub-internship academy. Nine responded to a post-survey, which revealed following ratings: the overall program was rated as having maximal impact on sub-internship readiness and enthusiasm for neurosurgery by eight (88.9%) and seven (77.8%) respondents, respectively, and trends were comparable for individual curriculum components. A largely positive impact on mentorship access was also observed. CONCLUSIONS: Student perceptions of the relevance and utility of the sub-internship academy were positive, and the program fostered enthusiasm for neurosurgery and opportunities for mentorship. Evaluation of the program’s actual impact on preparedness and sub-internship performance as well as student retention in the field of neurosurgery will be performed in the future, in accordance with the Kirkpatrick model of training evaluation.

The Understanding of Scientific Inquiry by Teachers in Initial Training: A Comparative Study between Brazilian and Portuguese Undergraduates

Understanding the relevant aspects of the construction of knowledge in science, as well as the elements that are an essential part of a scientific inquiry, need to be discussed in teacher training courses in the area of natural sciences. This study aimed to identify and classify investigative elements present in the conceptions of undergraduates from a university in Brazil and another in Portugal who will be working in basic education. This is a qualitative study using content analysis to identify categories based on the students’ responses, and a quantitative approach using descriptive statistics to quantify the absolute frequency of each response. The data were obtained during a preparatory course on inquiry teaching given to 30 undergraduates from both countries in 2023 through the analysis of a problem situation involving forensic entomology. The results showed that the most frequent investigative elements present in the students’ answers are the problem, the formulation of hypotheses, the collection, analysis, and interpretation of data, and the conclusion.

Korean Pre-Service Teachers' Experiences of Creating an Online Teaching Portfolio in the Teacher Preparation Course

An online teaching portfolio is a digital collection of artifacts for a teacher's professional development and practice. This portfolio includes a teacher's skills, experiences, and achievements and can be used for professional growth, evaluation, and job search. Recognizing the importance of pre-service teachers' experiences of the portfolio, this study aims to understand the effectiveness of online teaching portfolios (e-portfolios) for Korean pre-service teachers. This study implemented mixed methods during the 2022 academic year, including an exit survey (n=62) and individual interviews (n=4). Study results indicated that the Korean pre-service teachers showed a positive learning experience because they could think about the connections between theory and practice while making the e-portfolio. In addition, making an e-portfolio could positively enhance the PSTs' technology integration ability in lesson planning and evaluations. Also, Korean pre-service teachers self-evaluated that they gained greater confidence in learning new technology applications in their lessons. Based on these results, several implications are discussed regarding the effective usage of online teaching portfolios for teacher preparation programs.&#x0D; &#x0D; Received: 11 September 2023 / Accepted: 19 February 2024 / Published: 5 March 2024

Internship Preparatory Clinical Course: A Timed-Station Approach to Bridging the Theory-to-Practice Gap.

Medical students' transition to internship has a discernible gap in structured preparation, particularly in practical skill application.We introduced the internship preparatory clinical course (IPCC) to address this gap. Methods: The course was conducted at the clinical skills and simulation center at King Saud University Medical City and included a total of eight skills distributed across four stations. It employs a timed-station methodology, inspired by the Observed Structured Clinical Examination, but innovatively adapted as a teaching method. Participants were exposed to various stations, such as suturing techniques, interactive mannequins for anatomical structure demonstration, real ultrasound machines on simulated patients, IV cannulation, and urinary catheterization. To facilitate active learning, participants received course materials a day prior, equipped with QR codes for quick reference. Instructors emphasized on-the-spot review, fostering an environment where learners actively engage. Towardthe end of the course, after internship a follow-up survey was administered to obtain feedback, achieving a response rate of 83% (n=45/54). Feedback from the course was overwhelmingly positive, with 91.1%(n=41/45) rating the course as 7 and above out of 10. Participants expressed a higher degree of confidence in providing wound care (Median: 8, IQR: 2) and inserting or removing a Foley catheter (Median: 8, IQR: 4). Lower confidence was observed in stoma examination and care (Median: 5, IQR: 4). During their internships, participants reported that 100%(n=45/45) utilized suturing skills, 48.9%(n=22/45) performedfocused assessment with sonography in trauma (FAST) examinations, and 62.2%(n=28/45) attempted nasogastric tube insertions. Additionally, 88.9%(n=40/45) performed wound examinations, 77.8%(n=35/45) provided wound care and dressing, 37.8%(n=17/45) performed abscess drainage, 51.1%(n=23/45) removed and 37.8%(n=17/45) inserted a Foley catheter, and 20%(n=9/45) provided stoma care. The IPCC effectively addresses the existing gap in medical education, bridging the theory-to-practice divide. The innovative use of the timed-station approach emphasizes the importance of active learning. Our results signify the importance of simulation training, as most interns acknowledge the positive impact of the course on their internship. We recommend preparing pre-interns for internships by giving special consideration to the procedural aspects as most associated with medical errors. The timed-station approach can improve cost-effectiveness and enhance responsibility-driven learning.

Language coaching and teaching Russian as a foreign language in a preparatory course

Language coaching and teaching Russian as a foreign language in a preparatory course

An Investigation of the Correlation between Lecturers’ Instructional Practices and the Level of ICT Tools Use in Teacher Training Programmes

This study investigates how lecturers' instructional practices and ICT tools usage relate to the teaching and learning of mathematics at Kyambogo University in Uganda. A questionnaire was used to collect data (N=50), and Pearson's correlation analysis was used to analyze the results. Using SPSS 25, it had a Cronbach's alpha coefficient (α) of 0.728. The study employed a quantitative research methodology and a correlation research design. The null hypothesis for the study was rejected by the analysis, which showed that lecturers' instructional practices are significantly impacted by the usage of ICT tools (r=0.796, p&lt;0.01). ICT integration into teacher preparation courses could greatly enhance mathematics instruction in Uganda. From the above r=0.796, p&lt;0.01, there is a strong interdependence linking ICT tools and lecturers’ teaching practices which portrays the essence of integrating ICT tools into mathematics education curricula. The implication is that adopting ICT for teacher education improves lecturers’ teaching methodology and, eventually, their learners’ attitudes towards mathematics.

The Effects of Teacher-Centered and Student-Centered Approaches in TOEIC Reading Instruction

Teacher-centered instruction is prevalent in preparation courses for large-scale standardized language tests. Student-centered instruction, while known to be effective in enhancing communicative competence, has been considered ineffective and time-consuming to implement in preparation courses for large-scale standardized language tests. To investigate this assumption, a quasi-experimental study was conducted to investigate the effectiveness of two teaching approaches— teacher-centered and Jigsaw—on students’ Test of English for International Communication (TOEIC) Reading Comprehension Part Seven scores. The results showed that both groups experienced significant improvements from the pre-test to the post-test in their overall performance; however, there was no statistically significant difference between them. Furthermore, students in the Jigsaw group showed statistically significant improvements in all three passage types (single, double, and triple), while students in the teacher-centered group showed insignificant improvement in one of the three passage types (single passages). These findings suggest that both teaching approaches can effectively improve students’ TOEIC Reading Comprehension scores. The study adds to the body of research on teaching approaches in EFL TOEIC Reading Comprehension university classrooms. The findings suggest that teacher-centered and student-centered approaches can effectively improve students’ TOEIC Reading Comprehension scores.

Incidence and Risk Factors for Bone Stress Injuries in United States Air Force Special Warfare Trainees.

To determine (1) the incidence rate of lower extremity (LE) bone stress injuries (BSIs) in United States Air Force Special Warfare (AFSPECWAR) trainees during the first 120 days of training, and (2) factors associated with sustaining a LE BSI. Retrospective cohort study. AFSPECWAR Airmen (n = 2,290, mean age = 23.7 ± 3.6 years) entering an intensive 8-week preparatory course "SW-Prep" between October 2017 and May 2021. We compared anthropometric measurements, previous musculoskeletal injury (MSKI), fitness measures, and prior high-impact sports participation in those that did and did not suffer a BSI during the 120-day observation period using independent t-tests and chi-square tests. A multivariable binary logistic regression was used to determine factors associated with suffering a BSI. A total of 124 AFSPECWAR trainees suffered a BSI during the surveillance period, yielding an incidence proportion of 5.41% and an incidence rate of 1.4 BSIs per 100 person-months. The multivariate logistic regression revealed that lower 2-minute sit-up scores, no prior history of participation in a high-impact high-school sport, and a history of prior LE MSKI were associated with suffering a BSI. A receiver operator characteristic curve analysis yielded an area under the curve (AUC) of 0.727. BSI incidence proportion for our sample was similar to those seen in other military settings. Military trainees without a history of high-impact sports participation who achieve lower scores on sit-ups tests and have a history of LE MSKI have a higher risk for developing a LE BSI during the first 120 days of AFSPECWAR training.

Language Learning Strategies, Proficiency And Gender: The Case of Palestinian University Students

This case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender in strategy use and level of proficiency in the Palestinian context. The study included 109 (41 male, 68 female) students studying in English preparatory courses prior to entering the university. The data were gathered through an original 60-item language learning strategy questionnaire, modelled to some extent on the Strategy İnventory for Language Learning or SILL (Oxford, 1990) and constructed from material contributed by the students themselves. The results indicated that students reported medium to frequent strategy use, which was not significantly related to proficiency level, and there were only three significant gender differences according to strategy use, in favor of the females. This suggests that gender is not a salient influence in these students' strategy use or levels of proficiency. This article concludes by suggesting implications both for the immediate context of the study and also for environments beyond the location of the current study.