Undergraduate students in physiology and other life science programs commonly intend to pursue careers in research or health care professions. Often, however, they are poorly prepared for research and are discouraged when they are not accepted into professional programs. To address this, we created Research Readiness and Advancing Biomedical Discoveries, a third-year course for life science students. The course includes a scaffolded research proposal assignment along with online preclass modules and extensive in-class group work on topics such as career planning, project management, and commercialization. To assess the course, we surveyed students both during and 1-3 yr after course completion. Students agreed or strongly agreed that the course prepared them for research opportunities (4.17 ± 0.07, mean ± SE, 5 = strongly agree) and prompted them to consider flexible career paths (4.26 ± 0.06). Of the 63 former students (alumni) who completed the survey (a 29% response rate) almost two-thirds were pursuing advanced degrees, with most of the others in science-related positions. Alumni indicated that the course improved their skill set to achieve future goals (4.14 ± 0.10), consider flexible career paths (4.16 ± 0.10), and prepare for research opportunities (4.00 ± 0.12). The most common themes to the question "What aspects of the course helped with your current career pursuits?" were working in teams (68%) and developing and writing an original research proposal (68%). Our findings will encourage others to contemplate a similar course or activities/assignments and illustrate the value of surveying former students.NEW & NOTEWORTHY To better prepare students for research and a range of science careers, we designed and delivered a course to develop teamwork, communication, creative, critical thinking, and career planning skills and an understanding of how research is conducted and translated. Student feedback obtained during the course and from alumni who had completed the course 1-3 yr before demonstrates the value of course content, assignments, and group work in fostering learning and shaping career trajectories.

Research skills are an important competency in higher education, but various findings indicate that these skills are still developing unevenly among students. This study aims to examine the relationship between STEM-based science learning integrated with the Research Skill Development (RSD) framework and students' research skill achievement compared to conventional learning. The study used a quantitative approach with a quasi-experimental pretest–posttest control-group design involving 120 third-semester students in the science education study program at a university, who were divided into two experimental and two control classes. The experimental group received STEM learning structured according to the RSD stages and supported by a structured assessment rubric. In contrast, the control group followed the usual lecture-and-assignment-based learning practices. Data were collected using a research skills test developed in line with the RSD framework, then analyzed descriptively and inferentially using the Mann–Whitney U test. The pretest results showed no significant difference between the two groups (p = 0.445). In contrast, significant differences were found in posttest 1 (p = 0.030), posttest 2 (p = 0.010), and posttest 3 (p = 0.011), with the experimental group's average score increasing from 39.7 to 59.1 and the control group's from 37.1 to 54.7. These findings suggest a short-term performance advantage associated with STEM–RSD implementation, depending on the cohort and the instrument used.

Paid full-time summer undergraduate research programs (SURPs) increase persistence in science, technology, engineering and math (STEM) degrees and later careers. Research disruptions during the summer of 2020 due to the COVID-19 pandemic required a transition to Emergency Remote Teaching (ERT) and created the opportunity to explore whether online-only SURPs were feasible. Data science projects emerged as a particularly feasible option for both mentors and students. A total of 65 students working with 49 mentors employed at five different research sites matriculated into a 10-week full-time paid SURP in 2020, with most projects focused on data science. Program implementation and impact were explored using online student surveys before (n = 62) and after (n = 56) participation, interviews with students conducted after the program ended (n = 10), online surveys of mentors conducted after the program ended (n = 35), and data on persistence in relevant fields. Scholars reported satisfaction with the program and described how the program developed their scientific skills and interest in data science. Mentors surveyed reported that they would be willing to invite another undergraduate student to perform research under their direction using a distance model. About half of the mentors reported that mentoring students online took about the same amount of time as mentoring in-person. Students who completed the program in-person in 2019 and those who participated in the remote program in 2020 had similar early career trajectories, with approximately 60% of both cohorts remaining in related fields five to six years later. Our experience suggests that an online SURP can be feasibly implemented across multiple sites, with positive impacts on student interest in data science.

In response to growing faculty shortages and decreased professional engagement following the COVID-19 pandemic, the Division of General Dentistry (DGD) at Loma Linda University School of Dentistry launched the Life-Long Learners' Program (L3P) in 2021. This faculty development initiative aimed to foster scholarly productivity, support academic advancement, and build a collaborative academic culture. The L3P was a structured, two-quarter program offering protected time, individualized mentoring, and a customized syllabus focused on scholarly development. Faculty were selected based on service years, promotion readiness, and willingness to engage. Program evaluation used the Kirkpatrick Model (four levels: Reaction, Learning, Behavior, and Results) through a 13-item survey and one open-ended question. Quantitative outcomes, including publications, participation in student research mentorship, and promotion timelines, were also tracked. Thematic analysis was applied to qualitative responses. All nine program participants completed the survey (100% response rate). Participants reported strong agreement that the program enhanced self-reflection, scholarly skills, and workplace motivation. All respondents indicated gains in teaching strategies, collaborative learning, and academic confidence. Outcomes showed promotion timelines ranging from 7 to 18 months post-program, notable peer-reviewed publications, and continued participation in student mentorship. The L3P demonstrated clear benefits in promoting faculty growth, scholarly productivity, and a sense of community within the DGD. Its success suggests the value of a faculty development program specifically designed and tailored to meet the needs of the institution and department in advancing academic careers and fostering a collaborative institutional culture.

Scientific research remains one of the most effective tools for advancing knowledge and improving healthcare services. Engaging undergraduate health science students in research activity early in their education is crucial for developing critical thinking, analytical, and problem-solving abilities. This study aimed to explore students' knowledge, attitudes, and practices regarding research in undergraduate Health Science students at Kuwait University and to identify factors influencing their involvement in research. A cross-sectional survey targeted undergraduate students enrolled in the Colleges of Pharmacy, Medicine, Allied Health Sciences, Dentistry, and Public Health at Kuwait University. An online, self-administered questionnaire was used to gather data on demographics, research knowledge, student attitudes, perceived challenges to conducting research, and research-related activity. A calculated sample size of 344 students was determined. Data analysis included descriptive statistics and ordinal regression modelling. A total of 364 students responded to the survey. Overall, 43.4% of respondents demonstrated either limited or moderate knowledge, with a median score of 40.6%, with interquartile range: (28.1%-57.8%). The majority (59.3%) expressed neutral attitudes toward research. The most frequently identified obstacle to conducting research was insufficient time, as noted by 65.1% of the participants. Approximately 48.1% reported being engaged in research projects. Health science undergraduates at Kuwait University show limited to moderate familiarity with research concepts and display neutral attitudes toward research involvement. Time limitations emerged as the most commonly cited barrier. Introducing compulsory research components and offering workshops on research methods may help foster greater interest and participation in research activity.

ABSTRACT This article presents results from a study which investigated the experiences of doctoral supervisors supporting disabled postgraduate research students (PGRs) at a university in the United Kingdom. While the role of supervisors has been identified as critical to student support, the ways in which they navigate the supervision of this student population in the postdigital era have not been researched. Data was collected from supervisors via a survey (n = 22) and semi-structured interviews (n = 7) and analysed thematically. Drawing on postdigital and critical disability theories, the research demonstrates that supervisors’ experience of supporting these students was mediated by the formal training they had received, their awareness of the social, personal and institutional obstacles faced by students, and their own life experiences and positionalities. Supervisors described engaging in a range of additional affective and administrative labour in support of disabled PGRs and were particularly aware of the ways in which they had to manage their roles to mediate between their students and inaccessible university systems and processes. Supervisors’ recommendations for successful disability support for themselves and disabled PGRs included a closer communication with disability support teams, the identification of a single point of contact, taking into account the critical role of time – in terms of both timely responses to support requests, and the need to allow students and supervisors extra time –, and a proactive attitude and dialogue with their students.

Research participation among undergraduate healthcare students (UHS) is widely recognized as key to their academic and professional development, as well as to developing future competent health workforce. However, in Sub-Saharan Africa (SSA), the participation of undergraduate health students in research remains limited. This review aims to systematically explore the barriers and enablers to research participation among UHS in SSA. A systematic search was conducted across MEDLINE, Embase, Scopus, CINAHL, and Web of Science databases for studies published in English from 2000 to 2024. Studies were screened and assessed for quality using the Mixed Methods Appraisal Tool. Data were synthesized through narrative synthesis. Ten studies from Uganda, South Africa, Namibia, Rwanda, Sudan, and Nigeria were included, with quality ratings from moderate (60%) to very high (100%). Reported research activities covered early (conceptualisation, ethics approval), middle (data collection, analysis), and late (dissemination, publication) phases. Barriers were clustered into: (1) resource constraints; (2) time and curriculum pressures; (3) inadequate mentorship; (4) knowledge and skills gaps; (5) administrative and ethical hurdles; (6) perceptions, attitudes to research and (7) Gender, Language and Cultural barriers. Enablers included: (1) early research exposure; (2) strong mentorship; (3) access to funding/resources; (4) research skills training; (5) individual motivation; and (6) institutional/peer support. Some factors such as supervision and resources were reported as both barriers and enablers. UHS in SSA face intertwined structural, institutional, and personal challenges to research participation. Strengthening mentorship, integrating research early into curricula, improving access to resources, and providing skills training may enhance engagement and build sustainable research capacity in the region. This review was prospectively registered on PROSPERO database (PROSPERO 2024 CRD42024581644).

Introduction: Gratitude is associated with psychological well-being and reduced psychopathology; however, the widely used Gratitude Questionnaire-6 (GQ-6) has shown inconsistent psychometric performance across cultures, particularly due to Item 6. In Latin America, evidence suggests that the abbreviated GQ-5 performs better, but no validation study has been conducted in the Peruvian context. Objective: This study examined the psychometric properties of the Gratitude Questionnaire-6 (GQ-6) and its revised version, the Gratitude Questionnaire-5 (GQ-5), in a sample of 444 Peruvian college students. Method: Participants completed the Spanish version of the Gratitude Questionnaire adapted by Quezada Berumen et al. (2023), along with additional measures to assess convergent validity. We conducted Exploratory Graph Analysis (EGA) and confirmatory factor analysis (CFA) to evaluate the dimensional structure and model fit. We also assessed measurement invariance by sex and internal consistency. Results: The GQ-6 demonstrated poor fit indices; therefore, we removed Item 6, and the remaining items constituted the GQ-5. The initial GQ-5 model still required modifications; correlating the error terms between Items 4 and 5 yielded a good fit (χ²(4) = 8.762, CFI = 0.998, RMSEA = 0.052, TLI = 0.995, SRMR = 0.018). The final GQ-5 model demonstrated acceptable internal consistency (ω = 0.73) and measurement invariance across sex. It also showed good convergent validity, correlating positively with self-efficacy (r = 0.31), mindfulness (r = 0.34), and well-being (r = 0.20), and negatively with depression (r = –0.26). Conclusion: This adaptation underscores the importance of cultural adjustments and supports the GQ-5 as a reliable tool for assessing gratitude among Peruvian students in research and clinical contexts.

This study examined the influence of implementation and compliance with CHED Memorandum Order No. 9, Series of 2013, on the quality of student services at Northern Mindanao Colleges, Inc., Cabadbaran City. Utilizing a descriptive-correlational design, the study assessed seven core areas of student affairs and services, including management and administration, student services funds, welfare, development, institutional programs, research, and monitoring and evaluation. Data collected from 50 respondents were analyzed using Kendall’s Tau B to determine relationships between compliance levels and quality indicators—effectiveness, accessibility, and student satisfaction. Results revealed significant positive correlations across all domains, indicating that higher implementation and compliance with CHED policies are strongly associated with improved quality of student services. Findings suggest that rigorous adherence to CHED standards fosters effective, accessible, and satisfying student services, highlighting the importance of structured policy implementation in higher education institutions.

Academic resilience can help students overcome academic setbacks or pressure and become a qualified nurse. However, few studies have explored the academic resilience of graduate nursing students and its related factors. To assess the level of academic resilience among graduate nursing students and its associated factors. A cross-sectional design. From July 2024 to September 2024, 345 graduate nursing students from 4 nursing colleges were investigated. We developed the Academic Resilience Scale for Graduate Nursing Students (ARSGNS) and evaluated its reliability and validity. The article detailing its development was published in BMC nursing. The general information questionnaire, Academic Resilience Scale, Research Competency Scale and Supportive Communication Scale were used to investigate. Descriptive statistical analysis, correlation analysis and hierarchical multiple regression analysis were performed to determine the associated factors. The average score of academic resilience of nursing graduates was (90.24 ± 11.93). Having role models, student leadership experience, research competency, and communication competency were associated with academic resilience and together explained 39.7% of the variance. The academic resilience of most graduate nursing students was at a medium level, and there is still a lot of room for improvement. Whether there is a role model, student leader experience, research competency and communication ability were significantly associated factors of academic resilience. This study identified the level of academic resilience of graduate nursing students and its associated factors, suggesting that nursing educators should pay attention to the academic resilience of students during their graduate study period, integrate role model education into the daily teaching process, let every student have the opportunity to become a team leader as much as possible, and pay attention to improving the research competency and communication skills of graduate nursing students. So as to help students more effectively overcome academic pressure. STROBE guidelines. No patient or public contribution. Not applicable.

ABSTRACT Compassion, the desire to take action to help those in need, is a buzzword in higher education. While its champions argue that compassion is a necessity to support student wellbeing and equity of opportunity, there are concerns that not having a critical approach to compassionate policies will increase the burden on staff. To this end, we asked students from two UK universities whether and how they experience compassion on campus, with the aim of creating practical recommendations for policy and practice. Reflexive thematic analysis of focus groups with 44 students was undertaken by student and academic researchers. Three themes were generated: Compassion is evident when universities proactively acknowledge and act upon issues surrounding individual experience, with particular reference to diversity; for compassion to be the dominant culture in universities, institutions need to prioritise resources towards the student experience; and compassion exists in personal connection, which requires university systems that cultivate community. Our findings add to the conversation of critical compassion on university campuses by highlighting how the concepts of compassion, diversity and inclusion are intertwined in student experiences at university. The move from performative to proactive compassion that truly encourages students from all backgrounds to thrive is where compassion can be fostered.

The Larn Lab program requires at least 16 months of youth participation for enrichment, observational research and equipment training. During this timeline, student stewardship is applied towards data collection and generating AI bands that are used for student presentations and research reports. Successful Larn Lab implementation should significantly improve student engagement for the following: technology operation for more than general common core computer use; simplified environmental awareness of elemental deficiencies found in community ecology; ability to communicate environmental concerns and identify unusual ecological patterns to adults and educators; safely engage and operate AI and tech-based apps for school assignments, presentations, and responsible communication; quantify State and Local environmental data by utilizing student action research. At the end of the 16 month timeline, participating student outcomes should result in improved knowledge and increased understanding of Larn Lab’s engagement with sustainability technology and cultural methods.

This study proposes a method to estimate the stages of behavior change in research activities using text data from progress reports submitted by students periodically. Motivation is crucial in student research activities. It is essential for the supervisor to provide students with guidance tailored to their motivational states. However, since motivation levels vary with students, uniform instruction fails to yield sufficient results. To provide appropriate support, it is necessary to understand the motivation level of each student. Existing methods for measuring motivation tend to rely on subjective evaluations, placing a significant burden on respondents. The method focuses on behavioral changes reflected in progress reports periodically presented. The text data from progress reports is converted into vectors indicating the stage of behavior change through the Quadruplet Alignment Loss proposed in this study. The loss function models the sequential relationship among the contemplation stage, the preparation stage, and the action stage. The results of the experiment have confirmed that the proposed method improves the estimation accuracy of the stage of behavior change. In particular, the estimation accuracy during the preparation stage has significantly improved, which demonstrates successful estimation of the critical transitional stage leading to action. It suggests the potential to support supervisors in providing research guidance tailored to students’ individual motivation.

Abstract The clean energy transition provides a unique opportunity to design a more just energy system. This paper introduces the Justice-Embedded Requirements Engineering (JERE) Process – an iterative process made to enable engineers to consider concepts of justice in their design of next generation technologies, with a focus on energy technologies. To assess the JERE Process, five teams (n=12) applied it to a project of their choosing and provided feedback through surveys and focus groups. JERE was found to elicit helpful conversations among teams and provide a structure for systematic engagement with justice considerations. Student researchers (n=7) generally found JERE to be more usable, appealing, and impactful compared to professional participants (n=5). Yet, overall, participants found the JERE tool prototype to be relatively difficult to use and found the length of the JERE Process and workshops challenging. Feedback from participants led to an updated version of the JERE Process that is simpler and modular. This study highlights difficulty engineers and researchers may face when attempting to practically embed justice principles in their technical design work and can assist others attempting to ensure technical solutions can support goals of a more just clean energy transition.

The pursuit of disabled students’ inclusion in higher education remains a significant global concern, particularly in developing nations where systemic and institutional barriers persist. Despite progressive legislative and policy frameworks promoting inclusive education, Kenyan and Pakistani universities continue to encounter structural, financial, and attitudinal challenges that hinder equal participation in learning and research for disabled students. This study aims to identify, analyze, and prioritize the complementary support strategies necessary for disabled students’ inclusion in learning and research opportunities in both Kenyan and Pakistani higher education institutions. Employing a quantitative research design, data were gathered through structured questionnaires distributed among disabled students in institutions of higher learning. The data were analyzed using the fuzzy synthetic evaluation (FSE) approach, which integrates fuzzy logic with descriptive statistics to objectively determine the weight, level of agreement, and internal consistency of the identified support strategies. Among the six support strategies, Physical Facility Support emerged as the most crucial in Pakistan, followed by Attitudinal and Community Support. On the other hand, the Kenyan group indicated Policies and Advocacy as the most essential support strategy for disabled students’ inclusion in higher education. The findings underscore that the two countries differ in how they prioritize support strategies for the inclusion of students with disabilities. This study contributes theoretically by advancing the application of the FSE model within inclusion research, offering a rigorous, data-driven framework for understanding multidimensional support strategies for disabled students.

Principal supervision is a crucial element of educational leadership management, particularly when implemented through effective educational language practices. This study aims to analyze the effectiveness of principal supervision in improving teacher discipline through communicative and instructional language use at SMP Al-Hidayah Letda Sujono, Medan. The research focuses on three main aspects: the level of teacher discipline, the effectiveness of principal supervision as reflected in educational language practices, and the supporting and inhibiting factors influencing teacher discipline. A qualitative approach with a case study design was employed. Data were collected through interviews, classroom and school observations, and document analysis. The principal served as the main research subject, while teachers and students acted as supporting informants. The findings reveal that principal supervision conducted through warm, open, and dialogic educational language contributes positively to enhancing teacher discipline, as evidenced by increased compliance with school regulations. Supervisory practices include communicative monitoring of teacher attendance, verbal and written feedback on punctuality, constructive guidance for less disciplined teachers, and appreciative language in the form of rewards for disciplined teachers. The study concludes that adaptive, communicative, collaborative, and participatory supervision grounded in effective educational language practices plays a significant role in fostering teacher discipline and creating a positive school climate.

Course-based undergraduate research experiences (CUREs) have rapidly become essential components in STEM education. However, there is limited guidance for implementing these classes in fully asynchronous online formats. We discuss the design and implementation of our 15-week asynchronous online CURE focused on open science literacy and bioinformatics. Twenty to thirty first-year undergraduate students per semester conducted a collaborative research project evaluating the long-term availability of biological databases, contributing to a publicly accessible dataset released online and built upon every year. We focus on introducing scientific methodology and encouraging critical thinking over teaching technical skills, exposing students to contemporary scientific controversies including research misconduct, reproducibility challenges, and open science practices. We found that our key strategies for successful asynchronous implementation included: (1) front-loaded course development with comprehensive video tutorials and detailed protocols; (2) flexible assignment deadlines emphasizing collaborative responsibility rather than rigid enforcement; and (3) multiple feedback touchpoints through anonymous questionnaires and continuous communication channels. We believe that CURE experiences can be successfully adapted to distributed learning environments while maintaining student engagement, fostering scientific literacy, and accommodating diverse student schedules and commitments.

ABSTRACT Doctoral attrition presents ongoing challenges for higher education, with implications for student wellbeing, research productivity and institutional sustainability. Although Demands-Resources frameworks have been applied in work and educational contexts, their use in doctoral studies remains fragmented and rarely examined through an integrated model. This study thus applies a contextualised Doctoral Demands–Resources (DD-R) model to investigate how doctoral demands (cognitive load and home-work interference) and resources (supervisory and research community support) relate to study engagement, study burnout and dropout intention. Survey data from 366 doctoral students at a large research-intensive Australian university were analysed using structural equation modelling. Supervisory and community support positively predicted engagement, whereas cognitive demands and home–work interference predicted burnout. Engagement showed a strong negative association with dropout intention, and burnout showed a positive association. Mediation analyses indicated that engagement fully mediated the effects of supervisory and community support on dropout intention, while burnout partially mediated the effect of home-work interference. Notably, research community support predicted both higher engagement and higher burnout, suggesting a dual role for community involvement. The study offers an integrated model of doctoral wellbeing and persistence, providing evidence to inform institutional policies and practices aimed at reducing attrition and supporting doctoral researchers.

Objective: To identify the common challenges obstructing undergraduate medical and dental students in pursuing research at Jinnah Sindh Medical University (JSMU), Karachi. Study Design: Cross-sectional survey. Setting: Jinnah Sindh Medical University. Period: October to December 2024. Methods: Study was conducted among 322 undergraduate medical and dental students from Sindh Medical College (SMC) and Sindh Institute of Oral Health Sciences (SIOHS). Data were collected through a structured questionnaire after informed consent. Descriptive statistics and chi-square tests were performed using SPSS v26. Results: Of the 322 participants, 64.9% were females and 27% had a GPA of 4.0. While most students (83.5%) expressed interest in research and 95.3% acknowledged its importance, only 55.6% had ever participated in a project, and just 15.8% had published their work. The most frequently reported barriers were lack of research skills (65.2%) and difficulty in selecting a topic (52.8%). No significant associations were observed between demographic variables and reported barriers. Conclusion: Despite positive attitudes toward research, undergraduate medical and dental students at JSMU face substantial challenges, particularly inadequate research skills and difficulties in topic selection. Universities should strengthen structured mentorship programs, provide research training workshops, and allocate institutional funding to foster a sustainable research culture in undergraduate education.

This study examined the effectiveness of a syllabus-based research workbook in enhancing the research literacy of education students. Guided by the ADDIE instructional design framework, the workbook was systematically designed, expert-validated, and implemented using a mixed-methods approach. A total of 68 education students were assigned through statistical matching into an experimental group (n = 34) and a comparison group (n = 34). Research literacy was measured using a reliability-tested, Table of Specifications – based assessment administered during academic year 2024-2025. Results of the independent samples t-test revealed a statistically significant improvement in the research literacy of students exposed to the workbook compared with those in the comparison group, t(80) = 4.847, p < .001. Qualitative data analyzed through structural coding and thematic analysis supported the quantitative findings. Students perceived the workbook as a comprehensive and well-organized instructional resource that aligned with constructivist learning principles, scaffolded research tasks, and promoted active engagement. The findings underscore value of structured, hands-on instructional materials in strengthening research competencies in teacher education. The study concludes that syllabus-aligned instructional innovations can improve research literacy and recommends that teacher education institutions design and integrate similar resources to foster deeper research skills and enhance the quality of student research outputs.