Science Students Research Articles

Association between personality traits and professional behavior with career adaptability in nursing and midwifery students

BackgroundCareer adaptability enables individuals to navigate their career paths and address workplace challenges by gaining insight into themselves and their profession, empowering them to make informed decisions. This study was performed to reveal the association of nursing and midwifery students’ personality traits and professional behavior with career adaptability.MethodThis cross-sectional study’s sample consisted of nursing and midwifery students in the medical sciences of a state university in Tabriz (n = 210). The data were collected using the Student Information Questionnaire, Students Professional Behavior Questionnaire, Ten Item Personality Inventory, and Career Adapt-Abilities Scale. Descriptive tests and Pearson’s correlation analysis were used for data analysis. Linear regression analysis was used to determine the variables that affect the career adaptability of students.ResultsThe mean (SD) points on the personality trait sub-dimensions of nursing and midwifery students were highest in agreeableness 8.95 (3.03) and lowest in extraversion 7.54 (2.30). The mean (SD) on the Scale of Student’s Professional Behavior and Career Adapt-Abilities Scale were 114.88 (14.14) and 97.22 (15.59), respectively. The statistically significant association between the personality traits, Student’s Professional Behavior, with career adaptability scores were weak and moderate, respectively. The 3 regression models used to determine the variables that affect the career adaptability of nursing students were significant. Of the variables in the models, professional behavior, extraversion, and how to choose a field (voluntary or non-voluntary) significantly influenced the total score on career adaptability. And the greatest impact was related to the professional behavior (β = 0.373, P < 0.001).ConclusionThe results showed a direct correlation between personality traits with career adaptability. Also, high professional behavior and the voluntary choice of study field can be effective on career adaptability. The results suggest informing the students to choose the right field and planning and carrying out the necessary interventions to provide the proper education on professional behaviors. In addition, creating opportunities to improve personality traits can help the students’ career adaptability.

Academic exclusion of Health Sciences students in South African higher education institutions - A rationale for institutional policy and processes

Background. Academic exclusion is practised in many national and international higher education institutions (HEIs), significantly impacting students’ futures. Associated stress and anxiety remain a source of conflict between all role players. Reasons for, and the rationale behind, academic exclusion are complex and multifactorial. Objectives. To investigate and describe contemporary practices and core themes relating to academic exclusion by reviewing the academic policies and procedures in a sample of six South African HEIs within a health professions education context. Methods. A prospective, pragmatic design was followed. This involved simple content analysis of source documents to identify similarities and differences in approach to academic exclusion, including the rationale and potential implications thereof. Results. The rationale for exclusion remains multifactorial. The majority of institutions linked exclusion to continued poor performance and failure to complete qualifications within the maximum time. All institutions allowed for an appeal process; however, this differed significantly between institutions. Conclusion. There is a clear, defendable rationale for the exclusion, and practices that seek to prevent students from continuing should be guided by policies and procedures that are clear and contextually relevant. While the right to appeal exclusion is supported, arbitrary support for such appeals in the absence of merit defeats the aims, objectives and rationale for exclusion.

Generic skills development in European liberal arts and sciences programs: a student perspective

AbstractEuropean advocates of Liberal Arts and Sciences education often claim that this educational model is highly effective at teaching students a range of generic, transferable, or 21st-century skills, which are thought to be vital for success in the labour market of the future. However, there is little empirical research into whether and how these programs do so. This paper examines how European Liberal Arts and Sciences students experience how their programs teach them generic skills. It is based on a significant number of interviews with students from a range of programs across Europe. It concludes that a multidisciplinary curriculum with significant freedom of choice, active student-centred pedagogy with open assessment, and an emphasis on academic community are experienced as key features that foster the development of generic skills. This finding both confirms and expands the current theoretical understanding of generic skills acquisition, as well as yielding several suggestions for how other programs might teach these skills better.

A mixed method study investigating the key translational competencies acquired during a challenge-based course

BackgroundThe translational domain is a complex subfield of the biomedical life sciences focused on bridging the gap between scientific research and clinical application, with the ultimate goal of improving patient care through healthcare innovations. Professionals in this field, ranging from researchers to clinicians and industry experts, require specific core competencies. These include communication, collaboration, boundary crossing, innovation, and the ability to integrate diverse scientific domains.MethodsWe investigated the translational competencies acquired most by life science students who participated in a six-month challenge-based course at a Dutch graduate school. Seventeen students were part of the 2021 cohort, supervised by five biomedical experts serving as their clients. Quantitative and qualitative student survey data (n = 10), and semi-structured expert interview data (n = 4) were collected after completion of the course in 2021. Two existing translational competency frameworks were used to categorize and rank the acquired competencies, highlighting those most developed and relevant during the translational challenge-based course.ResultsCommunication was the most listed competency category by both students and experts, and a new competency category was identified named Self-Development Tools, which included competencies related to decision-making, reflection, feedback, and creative thinking. Student data also showed that the course influenced their choice in pursuing a translational career path.ConclusionsThis study provides insight into key translational competencies acquired by students during a six-month challenge-based course and insight into competencies that may be part of their continued education after graduation from both student and expert perspectives. These findings are relevant for both educators and prospective employers in the translational domain as they apply a novel ranking to the existing literature on translational competencies and elaborate on how to prepare life sciences graduates towards a translational career.

Rendimiento académico y deserción en estudiantes universitarios

Dropping out of school can be influenced by a variety of factors, such as academic difficulties, lack of motivation, personal problems, lack of family support or lack of financial resources. Understanding these factors is crucial to developing effective student retention strategies and promoting successful college completion. In this context, the present study aimed to know the relationship between academic performance and school dropout in university students in southern Sonora. The sample consisted of 120 students of social sciences and administrative sciences from a public university, selected in a non-probabilistic manner. The instrument used was the Questionnaire for university students designed by Artunduaga (2004), which consists of 66 questions, both open and closed, in order to identify the factors that affect academic performance and student dropout. The study followed a quantitative approach and a non-probabilistic correlational design. The data collected through the questionnaire was analyzed using IBM SPSS V. 26 software, applying descriptive statistics to obtain a detailed understanding of the results. It is concluded that there is a weak correlation between academic performance and school dropout; however, good academic performance can be a protective factor against other influences that support dropout.

Multiple mini-interviews as admission process: A study on perception of health science students in Universiti Brunei Darussalam.

As multiple mini-interviews (MMI) have grown in popularity in selecting applicants to health science programmes, it is essential to comprehend students' views towards MMI and its usefulness in the admissions process. The study aims to explore students' perceptions on the usefulness and satisfaction of the MMI as an admission process into the health science programmes offered in Universiti Brunei Darussalam (UBD). A cross-sectional study using a self-administered questionnaire was distributed to all Year 1 and 2 health sciences students in the university. For qualitative data, the responses obtained from the answers to the open-ended questions were analyzed manually using thematic analysis. Open coding was performed initially to identify words with similar meanings, recurring patterns and ideas. Focus coding was performed to group codes which sounded and felt similar. Themes were formulated and then reviewed. Descriptive statistics and univariate analysis were applied. 127 students participated in this study (53.4% response rate). 38.6% underwent the online MMI and 61.4% had the face-to-face MMI. 81% of participants agreed that the MMI was a fair assessment tool (81%), with adequate time allocated (91%), provided opportunity to demonstrate understanding of the profession (81%), and to express themselves (81%) but only 27% agreed that MMI was an enjoyable experience. No statistically significant differences were detected by gender. Those who did online MMI (89%) reported higher opportunity to express themselves, where 80% agreed it was an effective tool to assess selection of students in the health science profession. Univariate analysis revealed that male participants (42%) and those who did the online MMI (40%) were slightly more satisfied than those who did it onsite. Student perception is important for MMIs because it provides valuable insights into the effectiveness and fairness of the interview process. Study participants' perceptions of the MMI were positive, with objective reports on its fairness, timing, and feasibility but felt unprepared for the interview process and less enjoyable. Online MMI is favoured more by participants who rated it higher effectiveness and adequate timing with a better understanding of stations.

Developing Courses of Spanish for Specific Purposes in Agriculture to Bridge the Communication Gap Between the Hispanic Workforce and English-Speaking Veterinary and Animal Sciences Students

This study addresses the integration of Spanish for Specific Purposes in Agriculture (SSPA) into the curricula of English-speaking veterinary and animal sciences students at three collaborating universities (Texas Tech University School of Veterinary Medicine, North Carolina State University, and Tarleton State University), to bridge communication gaps in agricultural settings. We designed and implemented three SSPA courses focused on key areas such as animal health, welfare, and food safety, using insights from industry professionals. The courses incorporated contextualized language instruction, including vocabulary, grammar, and practical communication scenarios relevant to the field. Teaching materials including interactive resources and metacognitive strategies were developed to enhance learning and engagement. The results showed that while the courses improved students’ communication skills, challenges such as technical issues and balancing academic commitments required adjustments to course delivery. Significant differences in performance were observed between institutions, with a considerable impact on the course completion rates and final test scores. The study concludes that SSPA courses significantly enhance the ability of veterinary and animal sciences students to effectively communicate with the Hispanic workforce, providing a model for similar language integration efforts in specialized fields.

Assessment of Suicidal Ideation and Its Association with Mental Health Disorders Among Medical Sciences Students: A Cross-Sectional Study

Background: Depression, anxiety, and stress are prevalent among medical sciences students globally and contribute to suicidal ideation. Many risk factors are associated with the mental health problems of medical sciences students. Objectives: This study aimed to estimate the prevalence of depression, anxiety, stress, and suicidal ideation, as well as their associated factors, among medical, dental, and pharmacy students in the aftermath of the COVID-19 pandemic. Methods: In this cross-sectional study, we included 292 students. We collected background information and data on socioeconomic status (SES). We used the Depression, Anxiety, and Stress Scales-21 (DASS-21) and the Beck Scale for suicidal ideation (BSSI) to assess depression, anxiety, stress, and suicidal ideation. The data were analyzed using a linear regression model. Results: The prevalence of medium to high-risk suicidal thoughts among all students was 56.8%, with 6.5% of students reporting high-risk suicidal thoughts. The prevalence of mild to extremely severe depression, anxiety, and stress was 66.8%, 59.5%, and 52.1%, respectively. Factors significantly associated with the severity of suicidal thoughts included being single (β = -2.11), having a positive history of psychiatric illness (β = 2.64), having a positive history of chronic medical conditions (β = 4.23), and higher scores of depression (β = 1.97) and anxiety (β = 0.49). Additionally, a higher academic semester and greater interest in courses were significantly associated with lower scores of depression, anxiety, and stress. Conclusions: The findings of this study revealed a higher rate of depression, anxiety, stress, and suicidal ideation among medical sciences students compared to the global prevalence. This underscores the urgent need for targeted interventions to improve students’ mental health. More specifically, recognizing the risk factors for suicidality and promoting access to counseling services and mental health awareness programs can help prevent suicidal thoughts.

Efficacy of Online Learning on the Development of Students’ Academic Competence: A Case Study of Yemeni Undergraduate Students Studying in India

This study investigates the efficacy of online learning on the academic competence of Yemeni undergraduate students in India. It examines whether online learning delivers adequate quality education by evaluating students’ academic competence levels. Two groups of Yemeni students participated: 27 Arts students and 35 Science students, from five Indian universities. The Academic Competence Evaluation Scale (DiPerna &amp; Elliott, 2000) was employed to assess students’ competence through online learning, with data collected online and analyzed using SPSS. The scale was used to evaluate Yemeni students’ academic competence through online learning. Descriptive statistics indicated moderate levels of academic competence for both groups. Despite the Arts group showing higher scores, the Independent Samples T-test revealed no statistically significant difference between the groups. Pearson Correlation analysis demonstrated a significant positive correlation between students’ academic skills and academic enablers. Furthermore, Linear Regression analysis indicated that academic skills significantly impacted academic enablers. The findings suggest that online learning can be a viable alternative during Covid-19, provided that certain adjustments are made. This study contributes to the growing body of knowledge on online learning, particularly in developing countries like Yemen, offering empirical evidence for policymakers, educators, and institutions on its effectiveness and areas needing improvement. The results underscore the importance of integrating academic skills and enablers into online learning environments to enhance academic competence among students.

Teaching social inclusion, public policy and governance through active learning and educational games

How can an active learning approach enhance how key topics in public policy, public administration, and governance are taught? This article describes four educational game scenarios that illustrate decision-making processes in social inclusion policies. Various governance aspects can be examined through these games, including accountability reforms, crisis management, challenges in implementing artificial intelligence in social service provision, and market regulation. All these cases have been developed within the framework of the P-Cube project, an Erasmus + project that aims to foster active learning through the use of educational games for teaching public policy. The first case illustrates the effect of regulation on nursing home services, and aims to examine the implications of establishing independent agencies to regulate specific social sectors and the involvement and participation of the market and stakeholders in these regulatory bodies. The second case explores the application of artificial intelligence and automated decision-making in a surveillance system for detecting welfare fraud, in which the main learning objective is to discuss governance implications and consequences for social innovation and inclusion. The third case examines the implementation of alternative solutions for providing school meals to children from low-income families during the COVID-19 pandemic. The main objective here is to explore the role of participatory mechanisms in driving policy change and to identify the factors influencing their degree of effectiveness. The fourth case explores the potential ways of regulating the rights of workers employed in the digital platform-based economy. Our cases target graduate and postgraduate students in political science, public administration, public policy, social policy, and other related fields. They also offer valuable insights for practitioners, specifically public managers at different organizational levels.

Does Using Artificial Intelligence in Citizen Science Support Volunteers&amp;rsquo; Learning? An Experimental Study in Ornithology

One of the oldest and largest biodiversity-related citizen science (CS) projects is eBird (https://ebird.org/home), developed by the Cornell Lab of Ornithology. It provides a mobile application for birdwatchers to record checklists of when, where, and how they have seen or heard birds. The Cornell Lab has also developed a mobile application, Merlin, which uses a deep convolutional neural network to help users automatically identify bird species from photos, sounds (converted to spectrograms), or descriptions. This research investigates how the use of machine learning (ML) classification models affects the learning of novice birders. Our participants (computer science students with no previous background in ornithology) were randomly divided into three groups: one using the eBird application and identifying bird species themselves; one using the Merlin application, which uses ML to automatically identify birds from photos or sounds; and a control group. Participants were tested on their knowledge of birds before and after participating in the project to see how using the ML classification model affected their learning. We also interviewed selected participants after the post-test to understand what they had done and what might explain the results. Our results show that novice participants who participate in a CS project for even a short time significantly improve their content knowledge of familiar birds in their neighbourhood, and that eBird users outperform Merlin users on the knowledge post-test. Although AI may improve volunteer productivity and retention, there is a risk that it may reduce their learning. Further research with different participant profiles and project designs is needed to understand how to optimise volunteer productivity, retention, and learning in AI-assisted CS projects.

Building the Medical Lexicon: A Corpus-Based Approach to Optimising Medical Terminology Acquisition for Pre-Health Science Students

Pre-health science students, especially those learning English as a Foreign Language (EFL), encounter substantial challenges in acquiring medical vocabulary, as they must master specialised terminology while developing general English proficiency. This study addresses this issue by proposing a frequency-based, corpus-driven approach to streamline medical vocabulary acquisition and reduce cognitive load. Focusing on the skeletal system chapter of a medical textbook, the research categorises terms into four groups—foundational, intermediate, advanced, and deferred—based on their frequency and relevance within medical discourse. Using Sketch Engine as the primary corpus tool for analysis, high-frequency terms are prioritised in early instruction to build a strong foundation, while more complex terms are introduced incrementally to support progressive knowledge development. Rare, highly technical terms are deferred to advanced stages, ensuring students engage with essential terminology at appropriate learning points. The study provides a practical, data-driven framework adaptable across other medical domains, offering a scalable model to enhance EFL students’ vocabulary acquisition. By aligning instruction with frequency-based categories, educators can better manage students' learning burden, promote retention, and ensure mastery of critical concepts, while also guiding curriculum planning to foster gradual and structured learning progression.

Investigation the Current State of University Physics Teaching: A Case Study of Taishan University

University Physics is a foundational course offered to undergraduate students in science and engineering programs outside of physics majors and it represents a foundational discipline in science and engineering education. However, traditional University Physics instruction has many areas in need of improvement. A questionnaire for undergraduate students was prepared and implemented in order to grasp the current status of teaching and learning of University Physics at our institution. Based on the statistical analysis of the survey data, the learning and teaching status of University Physics courses were identified, and teaching suggestions to improve the quality of classroom instruction were proposed.

Knowledge, attitudes, and practices on hypertension among the health science faculty and students at the University of Namibia: A cross-sectional study.

Hypertension is a serious health concern, especially in developing countries, and assessing people's knowledge, attitudes, and practices (KAP) is important for its awareness and management. This cross-sectional study aimed to assess the KAP on hypertension among students and staff from the Health Sciences and Veterinary Medicine Faculty of the University of Namibia. A cross-sectional study design was conducted on adult participants who completed the KAP questionnaire while resting, and thereafter their blood pressure (BP) was measured. This study was conducted in September 2023. The sample comprised 99 participants (77 females and 22 males) aged 18 to 64 years. The majority (94%) of the participants had normal BP (≥140/90 mm Hg). The systolic BP of females (113.13 ± 13.70 mm Hg) was significantly lower (P = .011) than that of males (121.64 ± 13 mm Hg); however, there was no significant difference in diastolic BP between the 2 genders (73.58 ± 9.37 for females and 75.95 ± 10.55 for males; P = .311). Approximately 85% of the participants demonstrated a good understanding of the risk factors associated with hypertension. About 91% of the participants believed that hypertension is a serious health problem and were willing to change their daily routine to better manage their hypertension. Only approximately 39% of the participants regularly monitored their BP. Just above 50% of the participants regularly engaged in physical activities and made dietary modifications to maintain a healthy heart. It is important to host regular hypertension campaigns among health science personnel, as this would help refresh and improve their KAP in prevention and management.

EFFECT OF SHORT ENGLISH WRITING ACTIVITY ON FACEBOOK ON SCIENCE AND NON-SCIENCE STUDENTS’ PERFORMANCE

This study compares the Science and Non-Science university students’ performance in a short English writing activity on Facebook. In this mainly quantitative study, 86 Common European Framework of Reference (CEFR) Independent and Basic English Users from 4 classes (2 Sciences and 2 Non-Sciences), joined 4 separate Facebook Groups, managed by two class teachers. Each week, the teachers posted a pre-selected topic in the groups and the students were instructed to respond to it. The mean performance of the groups was compared by performing a paired samples t-test and an independent samples t-test of the pre-test and post-test. The post-test revealed a significant improvement in the students’ short writing performance (within groups), but no significant difference was observed between the Science and Non-Science groups’ performance (between groups). Individual interviews with the teachers revealed that both groups of students committed similar grammatical, structural, and vocabulary mistakes, however, the Science students were more active and confident in using the English language in the classrooms. In line with the constructivist view of language learning, the study highlights the importance of teachers’ instructions, feedback, monitoring, and encouragement in improving students’ short writing ability and consistency in writing practice.

ASSESSMENT OF KNOWLEDGE AND ATTITUDE BASIC LIFE SUPPORT (BLS) AMONG ARTS AND SCIENCE STUDENTS IN TIRUVALLUR

Introduction: Basic Life Support (BLS) is a critical set of emergency procedures designed to sustain life in individuals experiencing cardiac arrest or other life-threatening conditions. This study aims to aimed to assessment of knowledge and attitude basic life support (bls) among arts and science students in Tiruvallur.Methods: The study employed a descriptive cross-sectional design with 50 students selected via convenience sampling. Inclusion criteria included students aged 17+, enrolled in selected colleges, and willing to participate, excluding those with prior BLS training.Results: The results show that 60% of students had poor knowledge of Basic Life Support (BLS), 30% had average knowledge, and only 10% had a good understanding. In terms of attitudes, 40% held a negative view, 40% were neutral, and 20% had a positive attitude towards BLS. This suggests a general lack of BLS knowledge and a prevalent neutral or negative attitude among students.Conclusions: The study concluded that most Arts and Science students in Tiruvallur had limited knowledge of Basic Life Support (BLS), with poor to average understanding and primarily neutral or negative attitudestowards BLS. Future research should focus on developing and evaluating the effectiveness of BLS training programs tailored to the unique needs of non-medical students, ensuring that they are equipped with the skills necessary to respond effectively in emergencies.

Exploring medical students’ attitudes on computational thinking in a Saudi university: insights from a factor analysis study

Computational thinking represents an innovative pedagogical paradigm embraced by numerous academic institutions to cultivate the problem-solving acumen of students. Despite its widespread acceptance across diverse disciplines, the integration of computational thinking within medical education remains incomplete. This study seeks to ascertain the attitudes of medical university students in Saudi Arabia regarding computational thinking. Employing an exploratory research design, the investigation encompassed 394 health sciences students, transcending educational backgrounds and gender, with the objective of gaging their attitudes and awareness concerning the value, learning, and perceived difficulty associated with computational thinking within the context of medical curricula. The findings of the study indicate a notably positive disposition among students enrolled in medicine and health informatics programs toward computational thinking, surpassing the attitudes observed in other health disciplines. This discernible preference underscores the potential for integrating computational learning into medical curricula. The results further reveal a pronounced enthusiasm among students for computational thinking, suggesting a genuine interest in leveraging this approach for clinical problem-based learning. Consequently, it can be posited that the incorporation of computational thinking within medical education and clinical problem-solving scenarios warrants active encouragement in forthcoming educational initiatives.

Students' Direct and Deferred Concept Understanding and Self-Efficacy Using the Inverted Learning Approach in Biology

The increasing availability of data and technological advancements, along with the influx of various educational platforms, reflects the evolving knowledge acquisition and transfer paradigm in the digital age. This highlights the need for educators and institutions to adapt their approaches and recognise the significance of harnessing educational technology as a powerful tool to promote the widespread adoption of flexible online learning. An Inverted Learning Approach (ILA) is an innovative pedagogical design that maximises off-class learning by providing students with access to instructional resources. This allows students to self-pace their learning and become more independent and ready for in-class activities. The study followed a quasi-experimental study, employing a two-group pre-test and post-test controlled group design. It zeroed in on determining how ILA affects the direct and deferred concept understanding and self-efficacy of Science, Technology, Engineering, and Mathematics (STEM) students enrolled in a biology course. The use of ILA was the treatment given to the experimental or intervention group, while the Expository Online Teaching (EOT) was given to the comparison group. A total of 287 STEM students were involved in the study and taught by the same teacher to maintain parity of conditions except for the treatment. Informed consent and assent forms were likewise collected as required by the Research Ethics Board to safeguard the research participants, monitor likely risks and benefits, and establish high ethical standards where the study was conducted. Gagne’s nine instructional events were designed in the learning plan to develop a clear instruction flow between the two groups. The students' levels of direct and deferred concept understanding were measured using the Researcher-validated Biology Achievement Test (RBAT) on the pre-test, post-test, and postponed test, and the results were analysed using ANOVA and post-hoc tests. Results revealed that students taught using ILA had significantly higher mean gains in post-test and retention test scores than those taught using the EOT. The level of self-efficacy among ILA students has also shown a significant increment compared to their counterparts. In other words, ILA significantly improved students' direct and deferred concept understanding and self-efficacy.

Fast Food Consumption Behavior of Culinary Science Students at Padang State University

Fast Food Consumption Behavior of Culinary Science Students at Padang State University

The Impact of Library Maker Spaces on Entrepreneurial Studies among Stem Students in Selected Academic Libraries in Southwestern Nigeria

As global demand for innovative and entrepreneurial people grows, established educational institutions are under pressure to provide practical and experiential learning environments and opportunities. Library maker spaces, which are outfitted with cutting-edge tools and technologies, have the potential to provide a solution by encouraging practical learning and innovation. However, previous study has primarily focused on librarians' opinions, ignoring the important perspectives of the students who are the main patrons of these spaces. This study investigated the impact of library maker spaces on entrepreneurial studies among science, engineering and mathematics students in Southwest Nigeria. The study employed a descriptive survey design, while a multistage sampling combining random, stratified and purposive sampling techniques was used to select 400 STEM students across the selected tertiary institutions. The questionnaire was chosen as the instrument for data collection. 400 copies of the questionnaire were distributed, out of which 360 were duly filled, yielding a return rate of 90%. The results of this study revealed that the use of maker spaces in the selected library was fairly high, while awareness level was also fairly high. The study also found that the use of maker spaces positively influences the development of entrepreneurial activities among the students, despite the various challenges facing the adoption of maker spaces identified in the study. The study hereby concluded that the use of maker spaces has to be encouraged by proffering solutions to identified obstacles, in order to enhance creativity and innovation among university students, thereby fostering entrepreneurial development.