Programs For Students Research Articles

Aligning Health Occupation Students for Valuable Interprofessional Learning: Evaluating Program Structure, Resources, and Student Experiences in a Regional Clinical Setting

Developing Inter-Professional Education (IPE) programs for undergraduate healthcare students poses multiple complex challenges, in both university and workplace settings. These challenges can limit the widespread implementation of IPE, despite research demonstrating its potential impact on improving knowledge about other professions roles, collaborative practice, and inter-professional identity. The aim of this study was to provide an overview of an IPE program delivered in a regional health service during clinical placements and evaluate student perceptions of its value to their learning. Students from fourteen disciplines (n=136 across eight workshops) completed a retrospective mixed methods survey. Students particularly valued the following aspects of the IPE program: clinical simulation, structured approach to communication and timely multi-source feedback. Inter-professional learning which enabled opportunities to learn with, from or about students was highly valued.

Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States

ABSTRACTBackgroundSince 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes.MethodsThis study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period.FindingsThis analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs.ConclusionsThe TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.

Teachers' and Students' Experiences on the Implementation of Individualized Education Programme for Students with Visual Impairments in Inclusive Secondary Schools

This study explored the experiences of teachers and students in implementing Individualized Education Programmes (IEPs) for students with visual impairment in Tanzania. The study employed a qualitative approach under case study design, situated at Shinyanga Secondary School in Kishapu district. A total of nineteen participants involved, including five special education teachers participated through interview and fourteen students with visual impairment participated through focus group discussion. The participants were selected purposively depending on their experiences in inclusive secondary school. The thematic analysis was used to analyse the data inductively. The study revealed three significant themes as experienced by the participants: the identification of the learning needs of students with visual impairment (VI), strategies to meet VI learning needs, and challenges during the implementation of the IEPs. The study found inadequate implementation of IEPs from the selected school due to several challenges, including informal strategies in identifying students with VI, irregular training for the IEP team and inadequacy of teachers of special education to accommodate the available students with VI. The study suggests that the identification of students with visual impairment needs to be formalized, regular knowledge updates for the IEP team, and a reduced workload for special education teachers. Although this research is confined to a single-school study, the findings can be used as a benchmark for the schools that face similar situations regarding IEP implementation

대학생 대상 진로집단상담 프로그램 개발을 위한 4MAT 학습유형 및 Holland 진로유형 분석

Objectives This study aims to establish the foundation for developing effective career group counseling programs for university students by analyzing learning types based on the 4MAT theory and vocational aptitude test results utilizing the Holland theory. Methods To achieve this, from 2019 to 2021, a total of 3,306 freshmen from a university in Gyeongsang province were assessed using the Learning Type Measure (LTM), which is based on the 4MAT theory, and Holland’s vocational aptitude test to analyze their career types. The collected data were analyzed using SPSS 21. Results Among the 4MAT learning types, the first type of learning thinking style had the highest proportion with 1,137 students (34.4%). In terms of the learning behavior types, the acting type accounted for 1,915 students (57.9%), which was higher than the observing type with 1,391 students (42.1%). However, the proportion of the acting type decreased each year (63.9% in 2019, 46.5% in 2020, 43.2% in 2021), while the observing type increased (36.1% in 2019, 53.5% in 2020, 56.8% in 2021). Regarding the Holland career types, the social type was the most prominent with 1,279 students (38.7%), followed by the artistic type with 975 students (29.5%). Conclusions When developing and implementing career group counseling programs for university students, incorporating elements of cooperative learning that reflect relationship-centered characteristics, designing program sessions using the 4MAT-based career counseling model, and developing program modules that reflect the characteristics of Holland's career types could enhance the effectiveness, reliability, and quality of university-run career group counseling programs.

Risky Behaviours and Students' Academic Life in Higher Education Institutions in Tanzania.

Risky behaviours have been a global problem that affects both developed and developing countries. This study explored the risky behaviours and students' academic life in Higher Education Institutions (HEIs) in Tanzania. It was a qualitative study and data were collected through open-ended questionnaires, interviews, and documentary reviews. The study involved a sample of 94 undergraduate students and 3 hostel wardens making 97 participants from the selected university. The findings indicate that students involved in having more than one sexual partner, alcoholism, and unsafe sex, and were prone to be exposed to the Sexually Transmitted Diseases (STDs) that affected their academic life at university. The findings also indicate that having more than one sexual partner was the most alarming risky behaviour among students. The findings indicate further that female students were exposed to early pregnancies, carry-over cases, and poor academic performance in the University Examinations. It is argued in this study that if HEIs have to safeguard their students from risky behaviours, they need to strengthen the orientation programmes, guidance, and counselling services including gender-relation training programmes for students to cope with their studies and survive after their graduation. Nevertheless, enforcing the rules and regulations by dealing with those who violate them and provision of Human Immunodeficiency Virus (HIV)/Acquired Immunodeficiency Syndrome (AIDS) and sexually transmitted infections (STIs) preventive programmes to safeguard the students also remain imperative.

An educational money management program for undergraduate students with intellectual disabilities: A pilot study.

This pilot study evaluated a money management skills program for students within the scope of occupational therapy practice. Three undergraduate students with intellectual disabilities attended sessions twice weekly for six weeks, learning financial concepts and applying knowledge through technology-based activities. The students were nonrandomly selected through a program that works to support college students with intellectual disabilities. Perceptions of money management skills pre- and post-intervention were assessed using a novel developed quantitative questionnaire. The Kohlman Evaluation of Living Skills (KELS) Assessment (money management section) was used to score and assess the participants' money management skills using descriptive indicators. The results demonstrated improvements in KELS Assessment and Likert-question scores from pre- to post-program implementation. Further research should be conducted to draw significant statistical conclusions on the effectiveness of a technology-based money management program for college students with intellectual disabilities.

The collected fellowship: A mental health psychoeducation, vocational training, and ethnic identity development program for Asian American and Pacific Islander college students.

The collected fellowship: A mental health psychoeducation, vocational training, and ethnic identity development program for Asian American and Pacific Islander college students.

Assessing learning and development through transdisciplinary problem-based invention education offerings

Invention Education (IvE), a form of problem-based learning, presents new challenges for educational assessments in public schooling because traditional assessments were designed to evaluate learning in singular disciplines. This study explores the challenges and possibilities for assessing new knowledge and capabilities acquired through students’ engagement with multiple disciplines through IvE. Guided by constructivist and sociocultural theories, as well as an understanding of IvE principles and practices derived from the literature on IvE, we examine the phases of work within a national IvE program for high school students and educators. We then examine ways existing assessments align with the work at each stage of the IvE process. Findings from this case study underscore the need for a flexible assessment system with multiple measures (e.g., disciplinary knowledge and practices, skill inventories, etc.). The system must account for variations in learning contexts, individual and collective achievements, and varying lengths of time students engage in IvE.

Live music in the ICU: A qualitative study of music students’ perspectives

The aim of this hermeneutic-phenomenological study was to explore how 26 music students experienced their artistic practice in and adapted to the intensive care environment. The students participated in a standardized training and performance program, offering patient-tailored music interventions for patients in the intensive care unit (ICU) at two hospitals in Denmark. Each intervention comprised three components: (1) briefing on the patients’ physical and mental condition, (2) intervention, (3) debriefing by the primary investigator, the participant(s), and a nurse. A total of 33 semistructured one-to-one interviews and 135 in vivo observations were conducted during the study, and two semistructured focus-group interviews were carried out afterwards. The analysis revealed five themes concerning artistic practice: (1) Openness to the unknown setting; (2) Heartfelt music with a simple and intimate expression; (3) Sensitivity to the room, bringing artistic awareness to the forefront; (4) Human connectedness through music; and (5) Expanding one’s musical identity. Overall, the participants’ personal, professional, and artistic awareness was further developed, and a nuanced and sensitive attention emerged, achieving artistic flow in the patient’s room. The participants’ values and attitudes entailed trust, honesty, commitment, openness, compassion, and situational awareness while maintaining artistic integrity. A deepened meaning of musical identity arose, discussed here in relation to George Herbert Mead’s theories of the social self. Higher music education (HME) institutions may consider further developing programs for music students that reflect these values and attitudes along with artistic and reflective practices to enhance the role of music in healthcare, thereby contributing to enhanced wellbeing and a sense of cohesion.

Childhood Abuse and the Mental Health of Seminary Students: The Mediating Role of R/S Struggles

Seminary students have been found to be at a higher risk of experiencing abuse in childhood compared with the general U.S. population, as well as demonstrate mental health struggles. This study aims to understand how R/S struggles might explain the relationship between childhood abuse (emotional, physical, and sexual) among a sample of seminary students, a group that is at a higher risk of experiencing emotional and physical abuse in childhood compared to the general U.S. population. Drawing on a unique sample of seminary students at a Mainline Protestant seminary, ( N = 535), regression results suggest that among seminary students, all forms of childhood abuse studied (emotional, physical, and sexual) were associated with greater depressive and anxiety symptoms. We also found consistent evidence that R/S struggles were a mediator of this pathway, explaining anywhere between 20 percent and 35 percent of the overall association between each form of childhood abuse and depressive and anxiety symptoms. This study adds to the growing body of literature describing the associations between childhood trauma and mental health, as well as the role of R/S struggles. We also discuss how seminaries and divinity schools should implement targeted programs for students with a history of childhood abuse.

Stunting-Free Nasyiatul Aisyiyah (Pashmina) Health Service Program for Female Students of Muhammadiyah College Kotabaru, Pontianak

This community service aims to increase the understanding of female students regarding nutrition and reproductive health. In addition, this health service activity owned by Nasyiatul Aisyiyah (PASHMINA) is a cadre program for the Regional Leadership of Nasyiatul Aisyiyah. In this activity, pengabdi conducted weight and height measurements as well as Body Mass Index (BMI) measurements. In this case there are 18 students classified as thin, 14 students classified as normal who are classified as obese less, namely 6 students. Before the material was given, the students filled out the pretest and after the presentation of the material by the resource person, the students completed the posttest. Pretest and posttest are carried out in order to determine the level of understanding of students related to the material that has been given. From the test results, it can be concluded that there is an increase in the understanding of female students by 38.98% after the material is given. This shows that the increase in understanding of female students related to stunting and reproductive health has increased. After this program is implemented, a Follow-up Plan (RTL) will be carried out between pengabdi and the Regional Leadership of Nasyiatul Aisyiyah Pontianak City in an effort to recruit early cadres in Nasyiah.

Developing academic competences in conducting research projects (on the example of internship programmes for students of Polish Studies at the The Precarpathian National University)

The article analyses the development of academic competence in conducting research projects (on the example of internship programmes for students of Polish Studies at the The Precarpathian National University). During the internship, students improve their socio-cultural skills, closely intertwined with communicative competences, with respect to various spheres and stages of life of local Poles who are bilingual. Fostering translation competence while working on authentic utterances delivered in the Borderland dialect is an example of the practical applicataon of qualitative methods in the students’ training during the internship. Listening to and transcribing authentic texts is facilitated by conversations held with bilinguals. The trainees try their hand as researchers through the possibility of participating in modern research in dialectology and sociolinguistics. Such attempts not only enhance the development of linguistic competence, but also general competence of the students.

Undergraduate university students mentoring program: experiences of mentors and mentees

IntroductionResearch on the impact of mentoring on students and mentors is limited. Therefore, this study explored the experiences of mentors and mentees involved in a mentoring program for undergraduate students at a governmental academic institution in Saudi Arabia. The program connected undergraduate students with peer students, academic staff, or alumni based on their needs.MethodsUsing an online survey (n = 80) and a focus group (n = 24), we examined mentees and mentors' perceptions of their mentoring experiences. Descriptive statistics were used to summarize participants' responses to the survey. The focus group data were analyzed using six phases of thematic analysis.Results and discussionThe findings showed that the participants' mentoring experience was positive, with some challenges, such as limited time, unmet expectations of mentees, and a lack of student engagement. The motivation to volunteer as a mentor focused mainly on wanting to help others and appreciating the value of mentoring based on the mentors' previous experiences.

Reaching the top of Bloom’s Taxonomy: an innovative pilot program for preclinical undergraduate and medical school students to create curricula for STEMM outreach/service-learning programs

Bloom’s Taxonomy is an andragogical tool that classifies educational objectives, learning activities, and assessments into distinct levels of cognitive thinking. Preclinical medical sciences educators aim to promote higher-order thinking in their curricula to help students develop clinical decision-making skills and foster deep learning. However, many courses and curricula remain focused on lower levels of Bloom’s Taxonomy because they are easier to implement and assess. Meanwhile, many service-learning opportunities for medical students focus on developing affective faculties over higher-level cognitive processing of curricular material. We describe a model program in which undergraduate pre-medical education (UPE) and undergraduate medical education (UPE/UME) students at Boston University Charles River Campus (BU CRC) and Boston University Aram V. Chobanian & Edward Avedisian School of Medicine (BU Chobanian & Avedisian SOM) simultaneously engaged in service-learning and the Create level of Bloom’s Taxonomy by developing a supplementary high school (HS) medical science curriculum based on content and instructional models from their preclinical courses. Activities such as mock patient cases, simulated patient interviews, and physical examination training contributed toward a HS curriculum that promotes healthy habits; increases community public health self-efficacy; sparks interest in Science, Technology, Engineering, Math and Medicine (STEMM) concepts; and educates about medical careers through engaging lessons and activities focused on human anatomy and physiology.

Creating better internships by understanding mentor challenges: findings from a series of focus groups

BackgroundDespite demands to make higher education more relevant beyond academia, and a growing body of work testifying to the benefits of work-relevance programs (e.g., work-placements, or internships) for both students and the companies that host them, there is limited information available for those aiming to optimize these programs. For example, few have explored the challenges and needs of internship supervisors. Here, we focus on the experiences of supervisors in biology and geology programs across three Norwegian institutions. Specifically, through a series of focus groups, we asked internship supervisors about their motivations for serving as student mentors, any challenges they had faced, and what higher-education institutions could do to better prepare them for hosting students at their workplaces.ResultsKey challenges faced by supervisors include the need to tailor placements to individual student needs and capabilities, navigating the constraints imposed by academic structures, and addressing communication gaps between students, institutions, and workplace supervisors. Internship supervisors suggest enhancing communication strategies to better define roles and expectations, increasing support and training for supervisors, and establishing clearer, more collaborative frameworks for setting learning objectives with students.ConclusionsThe supervisors’ suggestions aim to ensure that internships are mutually beneficial, supporting both students' educational outcomes and the workplace needs. By focusing on the supervisor's perspective, we provide valuable insights into one aspect of implementing effective and rewarding internships (i.e., supervisor preparation), thereby suggesting pathways for future improvements in these high-impact educational practices.

The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad

This research explores and compares the learning ecologies of international students studying through internationalisation at a distance (IaD) and internationalisation abroad (IA) by investigating their experiences of first year of master's study with a UK university. We do so by using our previously proposed Revised Ecological Systems Theory as a conceptual framework, which integrates the physical/virtual and home/host dimensions into Bronfenbrenner's traditional Ecological Systems Theory. Our findings identified the co‐existence and fluid nature of the physical/virtual and home/host ecologies for both IaD and IA students. We argue that learning ecologies and their changes throughout the academic year were not fully distinct for IaD and IA students, but their experiences within them vary between these two groups. Compared with IA students, IaD students stayed in relatively stable physical environments, but they experienced challenges with developing interpersonal connections with peers and had more limited intercultural encounters with the institution's host culture. Our findings suggest the importance of considering the physical/virtual and home/host dimensions of students' learning ecologies, and we provide suggestions for both practice and future research. Practitioner notesWhat is currently known about this topic Supported by technologies, internationalisation at a distance (IaD) is an emerging category of internationalisation of higher education, broadening students' access to higher education across borders. Existing research has focused on students' experiences in short‐term online collaborative projects, virtual exchanges and the use of technologies, and evidence shows certain benefits of internationalisation, such as developing intercultural competence, can be achieved online. Universities are developing and providing more programmes for international students, both online and in‐person. What this paper adds A comparison of the perceived learning ecologies of online and in‐person students taking degree programmes at a UK university. Empirical evidence of the co‐existence of physical/virtual and home/host learning ecologies for both online and in‐person international students. Addressing the importance and possibility of revising traditional Ecological Systems Theory as a framework to better fit the digital era. Implications for practice and/or policy The comparison between online and in‐person students can provide a more holistic understanding of the experiences of international students, identifying the specific factors impacting students' experiences for each group, and further developing a better understanding of internationalisation of higher education as a whole. Universities should consider what is beyond the virtual world when designing IaD programmes and supporting online students, purposefully integrating more practical, collaborative and cultural‐related elements in the course design.

Mechanisms of change in compassion-based programs for medical students

Medical practice exposes physicians to numerous stressors, leading to high rates of psychological distress and burnout, a problem that begins during medical school. Scientific evidence suggests that promoting compassion among physicians could improve their well-being and promote patient-centered care. However, the mechanisms underlying these benefits remain unclear. This study aimed to examine the mediators and moderators of changes in psychological distress and well-being following Compassion Cultivation Training (CCT) among medical students. A randomized controlled trial with 40 medical students assigned to an 8-week CCT program or a waitlist control group was conducted. Participants were assessed at pre-intervention, post-intervention, and a 2-month follow-up on measures of psychological distress, well-being, mindfulness, compassion, emotion regulation, and burnout. Results indicated that CCT led to significant reductions in stress and anxiety immediately after the program, mediated by improvements in emotion regulation and mindfulness skills. Gender moderated changes in stress, anxiety, depression, and well-being at post-intervention, with women benefiting more than men, though these differences were not sustained at follow-up. In conclusion, this study contributes to the growing body of literature on the benefits of compassion training in healthcare and provides insights into the mechanisms through which compassion could support physicians and medical students.

Evaluation of “Paper Chase”: Enhancing research dissemination and collaborative writing skills

We use Paper Chase as a team science model to engage interdisciplinary learners in research. Paper Chase is a structured collaborative writing approach for rapidly disseminating research findings and serves as a collaborative active learning professional development program for students at a southeastern university. We evaluated the impacts across 2 years of campus-wide Paper Chase trainings (virtual and in-person). Data was collected 1 to 2 years following participation. Trained research assistants unaffiliated with the Paper Chase program conducted semi-structured interviews with a sample of past participants who were undergraduate students, graduate students, and faculty. We analyzed the 21 interviews using thematic analyses. Participants described immediate impacts: training/structure of Paper Chase, mentorship, and scientific integration. Intermediate impacts included teamwork, attitudes toward teamwork, writing skills, and publications. Longer-term impacts were career influences. These findings suggest that Paper Chase active learning exercise fosters favorable changes in individual attitudes and skills and interpersonal skills among participants. Involvement in research dissemination was instrumental in demystifying research and researchers among undergraduate students. More than 2 years from Paper Chase participation evaluations may be needed to understand further longer-term impacts, such as changes in faculty’s team science, mentorship approaches, or publication records.

Integration of Palliative Care into Primary Care: A Collaborative Effort Between the Indian Association of Palliative Care and the Indian Association of Preventive and Social Medicine

India staggers at the 59th position (out of 81 countries globally) in the quality of death and dying index. A chronic life-threatening illness is often complicated by marginalized living, out-of-pocket health expenditure, illiteracy, and poor social support, and pushes the population further into the vicious spiral of suffering. The Indian Association of Palliative Care and the Indian Association of Preventive and Social Medicine joined hands in April 2023 to address the gap in the demand and availability of palliative care and proposed to empower Community Medicine physicians to provide primary palliative care. They put forth recommendations for education, service, and research developments in primary palliative care. In April 2023, the Indian Association of Palliative Care and the Indian Association of Preventive and Social Medicine joined hands to disseminate palliative care services to the community. Subsequently, a task force comprising faculties from Palliative Medicine and Community Medicine was formed. The position paper on primary palliative care jointly published by the Indian Association of Palliative Care and the Association of Family Physicians of India provided the framework for this position paper. The paper focused on education, service development, and research. The task force recommended the following: 1. Empower faculties and residents of the Department of Community Medicine, undergraduate students from medical and allied specialties posted to the department to provide primary palliative care. 2. Integrate palliative care into outpatient clinics (general OPDs in the hospital), community health centers, and home care as a part of the family adoption program. 3. Improve access to essential medications, including opioids, in urban and rural areas 4. Follow the recommendations of the National Health Policy 2017 to develop blended training programs for faculties and students. 5. Engage the community to identify patients with chronic life-threatening illnesses and allocate resources to support patients at home. 6. Collaborate to develop a protocol for regular audits and research for service improvisation.

Strategi Meningkatkan Kesadaran Menabung pada Anak-Anak Sejak Dini di Dusun II Desa Pantai Labu Kecamatan Pantai Labu

UMSU KKN activities in Dusun II, Pantai Labu Village focus on developing a simple financial education program for elementary school students through the concept of saving. This program is motivated by the importance of instilling the habit of saving from an early age to form a wise young generation in managing finances. One of the innovations implemented is the Savings Challenge, which is designed to increase students' motivation to save consistently. This competition involves all students, where they compete to save with a certain target during a predetermined period. The purpose of this program is to teach students about the importance of saving regularly and introduce the concept of simple financial planning. The method used is a participatory approach, where students are actively involved through games, stories, and group saving challenges. In addition, collaboration with teachers and parents is also an important part in ensuring the sustainability of the program. The results of this program show an increase in students' motivation to save, both at school and at home. Children not only understand the importance of saving, but are also motivated to achieve their short-term financial targets. In addition, this program also received support from teachers and parents, who felt a positive impact on students' behavior in managing their money.