Set Of Courses Research Articles

Analysis of the implementation of the medical boarding school in a medical course derived from the mais médicos program

The mandatory curriculum internship corresponds to an essential period for medical education in which the apprentice, through supervised training in the health service, develops and improves competencies and knowledge of medical practice. In 2014, the new National Curriculum Guidelines (DCN) were instituted that guide medical education activities according to the scenario observed in the Unified Health System (SUS), aiming to qualify professionals so that the demands of citizens, families and communities are served. In this context, through the Mais Médicos Program (PMM) and the initiatives for the expansion of medical schools in Brazil, the medical course analyzed in this study, started its activities in 2015, starting to compose the set of courses guided by the new DCN. This article proposed to analyze the process of implementing the medical boarding school of the course, from the perspective of the students. This is a qualitative study, in which the data were collected through a questionnaire sent to the students of the course, with a total of 29 participants. The analysis of the data produced was performed by the dialectical hermeneutic technique. The categories of analysis were health care, health management and health education, which addressed topics about a) operational techniques, such as the correct filling of medical records, learning maneuvers and physical examination techniques and the communication of established hypotheses and sharing the therapeutic process with the patient; b) Integration between service, teaching and community, discussing the adaptation of the structure of health services to receive academics, perceptions about the number and quality of practice scenarios, students' performance in the health service and incentive to contribute actions in the context SUS; c) Structuring the boarding school, discussing the total workload of the stages, pointing out which casters demonstrated the largest and lower organization and what their evaluative methods were; d) Preceptoria, deepening about the performance of preceptors in the practical scenarios, the quality of preceptoria and communication between preceptors and students. It was concluded that the process of implementation of the medical boarding school analyzed is in line with the new DCN, but it demands improvements to fully achieve the learning objectives specified in the course regulation.

A Skills Assessment Pathways-Based Program Assessment Approach in Multidisciplinary Graduate Health Informatics.

Multidisciplinary graduate education programs are hard to assess because of interdependent competencies. Students in these programs come with diverse disciplinary undergraduate degrees, and it is critical to identify knowledge gaps among these diverse learner groups to provide support to fill these gaps. Health Informatics (HI) is a multidisciplinary field in which health, technology, and social science knowledge are foundational to building HI competencies. In 2017, the American Medical Informatics Association identified ten functional domains in which HI competencies are divided. Using pre/post-semester knowledge assessment surveys of graduate students (n=60) between August 2021 to May 2022 in one of the largest graduate HI programs in the United States, we identified courses (n=9) across the curriculum that help build HI-specific competencies. Using statistical analysis, we identified three skills pathways by correlating knowledge gained with course learning objectives and used this to modify the curriculum over four semesters. These skills pathways are connected through one or two courses, where students can choose electives or, in some instances, course modules or assignments that link the skills pathways. Moreover, there is a statistically significant difference in how students gain these skills depending on their prior training, even though they take the same set of courses. Gender and other demographics did not show statistical differences in skills gained. Additionally, we found that research assistantships and internships/practicums provide additional skills not covered in our HI curriculum. Our program assessment methodology and resulting curricular changes might be relevant to HI and other multidisciplinary graduate training programs.

Preparing Students for Careers in the Third Sector: Critical Teaching and Learning Practice

The University of Wisconsin-Madison Center for Community and Nonprofit Studies (the “Center”) has helped to expand or create new courses for two degree programs within a School of Human Ecology: the undergraduate Community and Nonprofit Leadership Bachelor of Arts degree program, and the Applied Master of Science in Human Ecology degree program. A post-baccalaureate Capstone Certificate program was then approved and offered, based on the set of courses that the Center has developed. Courses to meet the needs of these programs were developed with a focus on critical pedagogies and an expanded notion of subject matter, relying on community-based learning, praxis applications, and course structures which accommodate a diverse community of learners and contributors. This paper will examine how these course models and some of their key features and approaches advance best practices for applied learning in the field of nonprofit and community studies. Promising pedagogical features and strategies of the courses which the authors recommend for course design in this field include: decentering academic knowledge in favor of practitioner and community wisdom and engagement; emphasizing the value of the learning community as a source of diverse perspective and expertise; and critical consciousness development and practical skills building through reflection, action, and praxis—all taking into account the skills, experiences, and needs of adult learners.

Assessing the feasibility of backward design approach in Mauritian Public Universities

The backward design approach is a new course development technique being implemented in Mauritius among public Mauritian universities. The main objective is to ensure effective blended learning to Mauritian students based on Moodle learning platform. Backward learning enabled the setting of course aims aligned with students‘ needs and then working back to developing learning outcomes created from Open Educational Resources (OERs). The training was provided to forty staff from the four public Mauritian universities. For the research evaluation, the qualitative method was used through feedback responses from all 40 participants in the training. The key results found were that the backward design concept was well grasped by the participants during the training including its benefits for teaching. Immersive learning was a fundamental attribute of such a technique. The training considerations like empowerment and engagement were prioritised. Participants also addressed challenges namely design, application and time linked with this teaching and learning approach. In a nutshell, backward design could be envisaged in Mauritius with regards to new programmes of study having more practical than academic weighting. It might be applied to project-based assessments and innovative courses which might lack proper learning materials but might depend on OERs.

Reflection on the Reform of National Economics Teaching Model

National economics has different disciplinary origins both domestically and internationally, and this discipline has strong complexity and comprehensiveness. There are four problems in the teaching mode of national economics in China, including a one-way indoctrination teaching mode, unclear curriculum levels, closed curriculum organization form, and outdated teaching methods. In this regard, the following paths should be taken to promote the reform of the teaching mode of national economics, namely establishing a people-oriented teaching concept, strengthening the setting of courses at different levels, tracking the latest teaching theories, selecting appropriate teaching modes, and emphasizing the development and use of teaching methods.

Effects of Monitoring of Teaching and Learning on the Implementation of Competency-Based Curriculum (CBC) in Early Childhood Development (Ecd) Centres in Meru Central Sub-County

The competency-based curriculum (CBC) is a set of courses or syllabi, which promote learning areas in which the learner is gifted and skilled. The curriculum was adopted in Kenya in January 2017, when such a change occurs in education various stakeholders and resources are needed to be considered for smooth implementation. However, in Kenya, various stakeholders have expressed concerns regarding implementation of CBC. The purpose of this study was to find out the effects of monitoring of teaching and learning on the implementation of competency- based curriculum (CBC) in early childhood development (ECD) centres In Meru Central Sub-County. Lewin’s Theory of Planned Change guided the research. With adoption of descriptive research design, the study targeted 84 head teachers, 256 ECDE teachers and one Sub-County Curriculum support officers (CSO) in Meru Central Sub County. The study used a sample size of 14 head teachers, 51 ECDE teachers and the CSO in charge of education in the sub county. A simple random sampling was adopted to select participating schools and stratified sampling to select the head teachers, purposive sampling was used to consider ECDE teachers as the respondents for the study and the CSO. The main data collection tools to be used in this study included; questionnaire for head teachers and the ECDE teachers, interview schedule for the CSO and the observation guide that also guided the researcher on the availability of the instructional resources. The study quantitative data was analyzed using descriptive statistics modeled in percentages, mean and standard deviation while inferential statistics was correlated using Pearson product moment correlation. Qualitative data was analyzed using themes and prose. Discussion of the data was made, conclusion drawn from the findings and the study made conclusions recommendations and suggestions based on the research findings. The study found that that head teacher frequently monitors lesson attendance for effective implementation of CBC and invites quality assurance officers in school. The study concluded that Teachers held positive perceptions towards implementation of CBC as the head teachers were constantly following the curriculum implementation process right from classroom activities. The study recommended that the government should purchase more computers in schools for successful integration of technology in CBC program due to increasing population in schools. The purchasing of teaching and learning resources should also be prioritized especially for practical work and preparation of teaching aids for teachers.

Constructivist Materials in Teaching Selected Topics in the Contemporary World Course

Using the descriptive research design and the Research and Development methodology, the aim of this study was to develop a Constructivist Material in teaching The Contemporary World course. The study specifically sought to determine which lessons in The Contemporary World would be best taught using constructivist strategies, determining the features and parts of the constructivist materials to be developed and validate the material in terms of its learning outcomes, content, activities, assessment techniques and instructional qualities. The major steps in the Research and Development cycle followed by the researcher in preparing the resource materials were the bibliographic stage, developmental stage and the validation stage. Data were gathered using two instruments and the first one is a survey checklist to determine the lessons in The Contemporary World that can best be taught using constructivist strategies and the constructivist strategies that are most suited to teach each lesson and the other instrument is the content validation scale to determine the validity of the constructivist material for The Contemporary World course. The content validity of the constructivist materials was determined using the mean. The results revealed that the developed material in teaching The Contemporary World course met the standards in developing a constructivist learning material as manifested by the overall highly valid descriptive rating. The constructivist material in teaching The Contemporary World is recommended for use and to further validate and determine its effectiveness, a pilot testing can be administered for further enhancements and refinement. Similar research is recommended to continue the development of constructivist strategy-based resource materials in the other fields of the social sciences, particularly the new set of courses in the newly revised General Education curriculum.

Prioritization of the concepts and skills in quantitative education for graduate students in biomedical science.

Substantial guidance is available on undergraduate quantitative training for biologists, including reports focused on biomedical science. Far less attention has been paid to the graduate curriculum and the particular challenges of the diversity of specialization within the life sciences. We propose an innovative approach to quantitative education that goes beyond recommendations of a course or set of courses or activities, derived from analysis of the expectations for students in particular programs. Due to the plethora of quantitative methods, it is infeasible to expect that biomedical PhD students can be exposed to more than a minority of the quantitative concepts and techniques employed in modern biology. We collected key recent papers suggested by the faculty in biomedical science programs, chosen to include important scientific contributions that the faculty consider appropriate for all students in the program to be able to read with confidence. The quantitative concepts and methods inherent in these papers were then analyzed and categorized to provide a rational basis for prioritization of those concepts to be emphasized in the education program. This novel approach to prioritization of quantitative skills and concepts provides an effective method to drive curricular focus based upon program-specific faculty input for science programs of all types. The results of our particular application to biomedical science training highlight the disconnect between typical undergraduate quantitative education for life science students, focused on continuous mathematics, and the concepts and skills in graphics, statistics, and discrete mathematics that arise from priorities established by biomedical science faculty. There was little reference in the key recent papers chosen by faculty to classic mathematical areas such as calculus which make up a large component of the formal undergraduate mathematics training of graduate students in biomedical areas.

A Standard Set of Courses to Assess the Quality of Driving Off-Road Combat Vehicles

<div class="section abstract"><div class="htmlview paragraph">Making manned and remotely-controlled wheeled and tracked vehicles easier to drive, especially off-road, is of great interest to the U.S. Army. If vehicles are easier to drive (especially closed hatch) or if they are driven autonomously, then drivers could perform additional tasks (e.g., operating weapons or communication systems), leading to reduced crew sizes. Further, poorly driven vehicles are more likely to get stuck, roll over, or encounter mines or improvised explosive devices, whereby the vehicle can no longer perform its mission and crew member safety is jeopardized.</div><div class="htmlview paragraph">HMI technology and systems to support human drivers (e.g., autonomous driving systems, in-vehicle monitors or head-mounted displays, various control devices (including game controllers), navigation and route-planning systems) need to be evaluated, which traditionally occurs in mission-specific (and incomparable) evaluations.</div><div class="htmlview paragraph">To support the use of comparable test conditions, a set of combat-relevant driving courses was developed for usability evaluations. This set of courses has been implemented in simulation (the Detroit Arsenal TBMS/CS simulator) and in the field (Camp Grayling). The 9 courses are: (1) on-road driving, (2) slalom (to avoid obstacles), (3) mogul (to assess rollover propensity), (4) ditches (which are difficult to see), (5) minefield (where the path is narrow), (6) berm drill (a defensive maneuver), (7) urban cover (scampering between buildings), (8) urban drive (narrow alleys), and (9) formation change (e.g., line to column). The courses used at Camp Grayling are documented here and representative driving data are provided to support use of these courses by others. Improvements are also suggested.</div></div>

CRAFTING AN UNDERGRADUATE CONCENTRATION IN AGING ACROSS THE UNIVERSITY AND ASSESSING COMPETENCIES

Abstract In the last few years, our Health Administration Department has grown its undergraduate offerings in aging and now is promoting those courses as a concentration available for any major. A recent collaborative effort between our college and the honors college, our university has created a university-wide set of courses across all majors related to topics in aging. In our university, students can pursue a concentration with as few as three courses that are relevant to their majors. Usually, the courses in a concentration are taught by those in the major. However, the global issue of aging can be taught as a specialty area for many majors. To ensure students meet the learning objectives, the following assessment plan was developed for three key courses offered by the Health Administration Department—Healthy Aging, Aging and the Law and either Aging in a Global Context or Aging Services Management. First, a curricular map of the areas of competency within our program are outlined and then the content and areas of assessment are considered based on whether the competencies are “Introduced”, “Reinforced,” and “Mastered.” Next, the key assignments in each course within the concentration were aligned with the Program Objectives for the Health Administration bachelor’s program to assess student achievement of key competencies. In the process of offering the concentration in Aging across multiple majors, it is important for various departments to understand how courses in aging add valuable competencies regardless of their major.

Case Article—GAP: A Humanitarian Initiative of Ramakrishna Mission for Underprivileged Children

Conventional textbook models of profit-maximizing firms are generally unsuitable for understanding and modeling the objectives of a nonprofit organization. Closing this gap is especially important as nonprofits, regarded as the third pillar of the society, are increasingly prevalent along with the government and the for-profit businesses. GAP, a humanitarian project undertaken by Ramakrishna Mission (RKM), a large nonprofit organization in India, has been highlighted in our case. Our case serves three pedagogical objectives: (i) understanding the cost structure that is specific to the GAP project, (ii) applying break-even analysis, and (iii) quantitative modeling of the nonprofit’s decision-making problem using a simple spreadsheet modeling approach. The case has been tested across a diverse set of courses across different MBA programs at two public business schools in India. In all those courses, students found the case challenging but were appreciative of the hands-on experience gained by working on a real-life decision-making problem.

Formation of information competence of future specialists of culture and arts in the process of professional training in higher education institutions

The article examines the role and importance of information competence. The main attention is paid to the analysis of the teaching experience of university teachers from different European countries, a set of courses and disciplines that are offered for use in the training of culturologists and art critics. Accordingly, the purpose of the work is to analyze the features of the formation of information competence among specialists in culture and arts in the process of professional training in higher education institutions. We used particular methods as synthesis, analysis, induction and deduction, methods of comparison and abstraction. The conclusions state that during the study students get acquainted with the basics of information competence during theoretical courses, but work with its use is based on practical use. An analysis of the curricula of several European universities has shown that the integration of this element into the educational process is linked to practice.

Broad spectrum integration of climate change in health sciences curricula

In response to a University of California systemwide initiative to expand the knowledge base of climate change, two half-day workshops were held for faculty in the College of Health Sciences at the UC Irvine. In the first workshop, 20 participants who teach in the Schools of Nursing, Medicine, Pharmacy, and Pharmaceutical Science, or the Program in Public Health convened to explore concepts of sustainability, theoretical models of curriculum integration, challenges to adding new competencies into professional training, and strategies for integrating climate change modules and case studies into the curricula. The second half-day workshop was held a year after the first workshop to review how faculty members have modified their syllabus to integrate climate change information with varying degrees of success. A case study is presented regarding an asynchronous fully online course Introduction to Global Health, which is open to enrollment by students from all campuses of the University of California. The outcomes revealed preferential adoption of models of curriculum integration which minimized disruption of the sequence of topics in pre-existing courses. These include, for example, the use of longitudinal climate datasets for quantitative analysis of disease outcomes, and description of episodic events involving extreme weather conditions to explore differences in social determinants of vulnerability to climate change impacts in different populations. Integration of climate change as a distinct topic seems easier in elective courses in comparison with required courses designed to cover pre-established professional knowledge, competencies, and skills. The emergent requirement for interprofessional training in the health sciences provides an opportunity for the development of a cross-cutting competency domain including climate change as a unifying theme in a stand-alone course or set of courses in a sequenced model of curriculum integration.

HGNN: Hyperedge-based graph neural network for MOOC Course Recommendation

Previous studies on Course Recommendation (CR) mainly focus on investigating the sequential relationships among courses (RNN is applied) and fail to learn the similarity relationships among learners. Moreover, existing RNN-based methods can only model courses’ short-term sequential patterns due to the inherent shortcomings of RNNs. In light of the above issues, we develop a hyperedge-based graph neural network, namely HGNN, for CR. Specifically, (1) to model the relationships among learners, we treat learners (i.e., hyperedges) as the sets of courses in a hypergraph, and convert the task of learning learners’ representations to induce the embeddings for hyperedges, where a hyperedge-based graph attention network is further proposed. (2) To simultaneously consider courses’ long-term and short-term sequential relationships, we first construct a course sequential graph across learners, and learn courses’ representations via a modified graph attention network. Then, we feed the learned representations into a GRU-based sequence encoder to infer their short-term patterns, and deem the last hidden state as the learned sequence-level learner embedding. After that, we obtain the learners’ final representations by a product pooling operation to retain features from different latent spaces, and optimize a cross-entropy loss to make recommendations. To evaluate our proposed solution HGNN, we conduct extensive experiments on two real-world datasets, XuetangX and MovieLens. We conduct experiments on MovieLens to prove the extensibility of our solution on other collections. From the experimental results, we can find that HGNN evidently outperforms other recent CR methods on both datasets, achieving 11.96% on P@20, 16.01% on NDCG@20, and 27.62% on MRR@20 on XuetangX, demonstrating the effectiveness of studying CR in a hypergraph, and the importance of considering both long-term and short-term sequential patterns of courses.

Is there order in the mess? A single paper meta-analysis approach to identification of predictors of success in learning analytics

ABSTRACT Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study aimed to examine if and to what extent frequently used predictors of study success are portable across a homogenous set of courses. The research was conducted in an integrated blended problem-based curriculum with trace data (n = 2,385 students) from 50 different course offerings across four academic years. We applied the statistical method of single paper meta-analysis to combine correlations of several indicators with students’ success. Total activity and the forum indicators exhibited the highest prediction intervals, where the former represented proxies of the overall engagement with online tasks, and the latter with online collaborative learning activities. Indicators of lecture reading (frequency of lecture view) showed statistically insignificant prediction intervals and, therefore, are less likely to be portable across course offerings. The findings show moderate amounts of variability both within iterations of the same course and across courses. The results suggest that the use of the meta-analytic statistical method for the examination of study success indicators across courses with similar learning design and subject area can offer valuable quantitative means for the identification of predictors that reasonably well replicate and consequently can be reliably portable in the future.

Особенности обучения предпринимательству на непрофильных направлениях в бакалавриате

The article deals with the formation of entrepreneurial competencies by students in various educational programs, where entrepreneurial disciplines are not core. Under non-core areas in the framework of this article, we will agree to understand educational programs for undergraduate programs that are aimed at forming specialists in professions other than entrepreneurs, for example, the profiles of “Project Management”, “Finance and Credit”, “Sports Management”, “Event Management”, “Management in the hotel and Restaurant Business”, “Marketing”, “Civil law”, “Economic security” and others. This is a preparation for a specialty other than entrepreneurship, so the entrepreneurship competencies for these programs is a general professional one. Entrepreneurial education seems to be relevant for students in various areas and profiles of undergraduate studies. Entrepreneurship competencies is a general professional competencies for non-core areas, while it is possible to integrate it into the main educational program as a professional one. Students can open their own business in small and medium-sized businesses, initiate intra-company entrepreneurship. For systematic training, it is advisable to introduce a practice module for running your own startup with a connection to the infrastructure for entrepreneurship. This article is devoted to the solution of this problem – building a system for teaching entrepreneurship in non-core areas of bachelor’s degree, focused on the following goals: а) identify and describe competencies in the field of entrepreneurship for students of managerial, economic, in the future and other profiles of higher education; b) present a system of teaching entrepreneurship through a module of adapted academic disciplines from a proven set of courses in entrepreneurial education; c) identify the main topics of the courses included in the module, and the types of necessary training sessions that will allow you to achieve the required level of development of the proposed competencies. In this article, a team of authors who teach courses on entrepreneurship as core disciplines at Synergy University presents a vision and a general outline for building this direction and basic courses for non-core students, which will also be detailed in subsequent publications.

PreBiGE: Course Recommendation Using Course Prerequisite Relation Embedding and Bipartite Graph Embedding

A growing number of students enrol in online education to improve their skills. However, students are faced with the challenge of finding courses that meet their individual needs. Recommender systems were introduced to help students choose the courses that best meet their needs. To learn better representations of students and courses for improved recommendation results, existing graph-based recommender systems utilize the high-order collaborative signals between set of students or set of courses from a bipartite graph. However, courses also have prerequisite dependency between them, which when utilized together with collaborative relations can improve recommendation results. On this basis, we propose a model that utilizes the high-order relation between set of courses, the prerequisite dependency between courses, as well as the direct relation between students and courses. Using meta-paths generated from the knowledge graph, our model extracts the prerequisite dependency between courses, which is then used to generate a course prerequisite graph. The course prerequisite graph and the student-course bipartite graph are used to learn the representation of the students and courses, jointly capturing the prerequisite dependency, high-order collaborative relations as well as direct relations. The learned representations are used for recommendation. The experiments on real-world dataset show the superiority of our proposed method, achieving 3.61% on F1@10 and 1.38% on Mrr@10.

Exploration and Practice of Training for Management Cadres of Standardized Nurse Training

We have made a summary for Chongqing Standardized Nurse Training Class at several aspects, including the basic information of trainees, the configuration of teachers, the setting of courses, and the effect analysis. Meanwhile, some improvement measures are proposed according to the comments and suggestions. This study provides a reliable basis for cultivating the management cadres of standardized nurse training.

Perceived Social Distances of Rural High School Seniors Toward Multicultural Student Profiles

Social identity theory posits that people do not have one personal sense of identity, rather multiple identities based on group memberships. After four years of involvement in secondary agricultural (an elective set of courses for high school youth), the identity of seniors is molded by the environment surrounded them over their tenure. The purpose of this study was to identify the acceptance level high school seniors, throughout Kentucky, have toward multiple student profiles that reflect a diversity of social, racial, and sexual identities. Using a social distance scale, the results reveal that students were more accepting of a student who resides from a farm background and is heterosexual; however, results reveal a strong resistance against a student not from a farm background, Black, and gay to enroll in agriculture courses. Results reveal a level of implicitness that hinders the enrollment of students from cultures different from the social identity of the current group membership. Recommendations for inclusive programs that provide opportunities for secondary students to collaborate with culturally different individuals as well as the development of agricultural curriculum that encompasses a transformational approach to gaining cultural

Online Course Registration and Advisory Systems Based on Students’ Personal and Social Constraints

Komar University of Science and Technology (KUST) is among very few universities in Iraq that follows the prerequisite system which is very common in the tertiary level institutions around the world. In such kinds of systems, the prerequisites represent a one or set of courses a student must have completed in order to be able to enrol on a specific course. Although these kinds of systems give total freedom to students on when and how they are going to take courses, deciding which course to take that serves in the best interest of the student is very challenging and sometimes time consuming.This paper presents a web based system developed and implemented by KUST facilitating course registration for the students and administrative staff such that the best possible schedule and course/section combination is presented to the students considering their personal constraints and course requirements. To assist students to make proper decisions the system provides them with collected and analyzed historical data about each offered course such as passing rate of the course, the number of selected friends who registered for and marked the course as favorite and how many courses the selected course is prerequisite of. The collected data is gathered from the currently in place database containing course registration data since spring 2016 which is believed to be adequate to produce accurate results.The system also has the role of academic advisor, which plays an important role in the students’ academic life. Since traditional advising requires extra effort, times and sometimes the suggestion that comes from an academic advisor might not be in the best interest of students due to the lack of information about the student’s academic background or not having sufficient time advising a large number of students in a short window of registration period.