Basic Science Students Research Articles

ASSESSMENT OF STUDENTS’ MOTIVATION FOR EFFECTIVE LEARNING OF BASIC SCIENCE AND TECHNOLOGY

This study explored Students’ Motivation for Effective Learning of Basic Science and Technology (BST) among junior secondary school students in Oredo Local Government Area of Edo State, Nigeria. Two research questions were raised, and one hypothesis formulated to guide the study. The sample for the study is three hundred and fifty-two (168 males and 184 females) junior secondary school students from the twelve (12) public junior secondary schools. The survey research design was adopted for the study while the simple random sampling technique was used in selecting the sample. A 10-item Basic Science and Technology Students’ Motivation (BSTSM) Questionnaire was adopted for the study. To establish its reliability, the instrument was administered to 20 students in the study population who were not part of the study sample. Using Cronbach’s alpha statistic, the reliability was computed and found to be 0.71. The instrument was therefore accepted as reliable and administered to BST Junior Secondary Schools two students by the researcher, with the assistance of the teachers and thereafter they were collected and collated for analysis. The data was analyzed using descriptive statistics of mean and standard deviation, while t-test was used in testing the hypothesis at 0.05 level of significance. The findings revealed that students are well motivated for effective learning of BST. It was also found that there is no significant difference between male and female students’ levels of motivation for effective learning of BST. It is recommended among others that the gender balance for students’ motivation for effective learning should be sustained and school management should always provide a conducive learning environment that will be a good recipe for continuous motivation of the students for effective learning.

The influence of parent-child relationship on academic performance of Basic Science Students in Biase Local Government Area of Cross River State

This research was aimed at investigating the influence of Parent-child relationship on academic performance of Basic Science students in Biase Local Government Area of Cross River State. Three research questions and three hypotheses were formulated to guide the study. The study adopted the export facto research design. The population of the study was made up of all JSS 11 basic science Students of 2022/2023 academic session in Biase L.G.A, totally about 1500 Students. All the schools in the stratum were used since there were few public schools. Simple random sampling technique was used to select 230 JSS11 Students from the public schools in the area of study. The instruments for data collection were Achievement test tagged Basic Science Achievement Test (BSAT) and a Questionnaire tagged Parent-Child Relationship Questionnaire (PCRQ). The achievement test contained 25 questions drawn from the topics: Nature of Matter and Motion from the Basic Science curriculum. Face and content validity were used to validate the instruments. The achievement test and questionnaire were utilized as the main sources of data collection. The questionnaire consisted of 15 questions. Seven of which appraised the demographic information of the students while 15 questions (5 for each hypothesis) measured the variables of the study, while the reliability was determined using the test-retest method. The responses were correlated using Pearson Product Moment Correlation (PPMC). The coefficient obtained was 0.67 for cordial relationship between children and parents, 0.74 for meeting basic needs of children by parents and 0.69 for monitoring learners' progress. Acquired data was analysed using descriptive statistics consisting of frequency tables and percentages for the demographic information while the variables were correlated using independent t-test. The findings of the study revealed that basic science students who have cordial relationship with their parents have positive significant in their academic performance than their counterparts who do not have cordial relationship with their parents. Significant difference was found in the academic performance of basic science students whose basic needs were satisfied by their parents and those whose needs were not satisfied by their parents in favour of those whose needs were supplied. There is significant difference in the academic performance of basic science students whose academic progresses were monitored by their parents and those whose academic progresses were not monitored in schools in Biase Local Government Area of Cross River State. Based on the findings of the study, it was recommended that parents should strengthen their mutual relationships with their children to provide the home environment and the psychological disposition needed to enhance academic performances in schools.

Preferred Educational Programming Among Graduate Students and Postdoctoral Fellows at Pharmacy Schools: A Pilot Survey.

To inform program development, the American Association of Colleges of Pharmacy (AACP) Graduate Education Special Interest Group Colleagues in Training Committee (CITC) investigated the professional development needs of graduate students and postdoctoral fellows at schools/colleges of pharmacy. A cross-sectional pilot survey examined preferred programming topics, mentoring needs, and career goals. A survey invitation was posted on AACP Connect and emailed to Graduate Program Officers and Assistant/Associate Deans for Research at US pharmacy schools/colleges for distribution to trainees. Eligible respondents were trainees in Master's, PhD, or postdoctoral programs at US schools/colleges of pharmacy. A total of 108 responses were analyzed. Most respondents were White (51%) or Asian (34%), 4% African American or Black, and 3% Hispanic/Latino(a). Most were female (58%), with a mean age of 30 years (SD = 6.05 years). Overall, 55% were domestic and 41% international. The majority were PhD students (84%) in Basic Sciences (60%) or Economic, Social, and Administrative Sciences (ESAS, 24%). Preferred programming topics included: an overview of career options (72%), how to get a job in pharmaceutical/biotech companies (67%), and resume/CV development (65%). There were significant differences in preferred programming topics between international and domestic trainees. Only 17% had a written mentorship contract with their major advisor. Overall, 44% planned careers in pharmaceutical/biotech companies, 27% in academia, and 10% in government agencies. Future programming may prioritize strategies for graduate students/postdoctoral fellows to decide what career is the right fit and develop job application materials. Results are relevant for AACP programming and graduate school curricula, as well as implementing individualized development programs targeting essential soft skills training.

Exploring Perspectives of Basic and Clinical Sciences Medical Students on Research

Objective: To identify and compare motivating factors and obstacles towards research among undergraduate medical students of basic and clinical sciences. Study Design: Cross sectional study. Place and Duration of Study: Combined Military Hospital, Kharian medical college, Pakistan Jun to Aug 2021. Methodology: This study involved 205 undergraduate medical students divided into two groups: basic sciences (1st, 2nd, and 3rd year) and clinical sciences (4th year). Data collection was done using a self-structured questionnaire based on a 5-point Likert scale. Ethical approval was obtained from the institutional review board (CKMC/IERB/AC-00119). Results: Out of the participants, 84(40.9%) were male and 151(59%) were female. 183(89.2%) were aged 18-22, and 22(10.7%) were aged 23-27. Distribution by year was as follows: 1st year 17%, 2nd year 20.9%, 3rd year 15.6%, and 4th year 46.3%. Approximately 40-50% of clinical sciences students supported making research mandatory from the first to the final year and introducing weightage in the final assessment, foster critical thinking and teamwork, compared to only 2-17% of basic sciences students. This significant difference highlights the need for early integration of research activities in the medical curriculum (p-value<0.001). 40-50% of undergraduate students in both clinical and basic sciences agreed that there is a lack of research culture, infrastructure, training funds, and time. The barriers did not show significant differences between the groups. Conclusion: Clinical students’ perception of research is much better than basic sciences.

Teachers’ Variables and Academic Achievement of Community Health Students in Basic Science in Cross River State

Many factors are attributable to the academic achievements of students among which Teachers’ variable is a major attribute. The limitations of the teacher as a supporting agent in the area of Basic Science hinder academic achievement of students in learning of Basic Sciences. The quality of instructions from the teacher at all levels of education determines the acquisition of competencies necessary for self-reliance and effective service delivery. The teacher’s attitude to work, knowledge of subject matter and instructional competence have a relationship with students’ academic achievements. The poor quality of students’ academic quality among community health students’ in Basic Sciences in CrossRiver State may be as a result of these variables. This study therefore examined Teachers’ variable and academic achievement of community health students’ in Basic Sciences in Cross River State. To achieve the purpose of this study, four (4)specific objectives were raised to guide the study, which were then converted to four (4) research questions and transformed to research hypotheses. Related literatures we reviewed in line with the variables of the study. The study adopted correlationalresearch design, which is a non-experimental approach between a set of variables and naturally cannot be manipulated. The research area is Cross River State, Nigeria. The target population of study was year 1 Community Health students. Sample of study was415 students randomly selected from ten schools for the 2023/2024 academic session. The instrument employed was questionnaire designed by the researcher. Cronbach Alpha reliability method was used to determine the reliability estimate of the instrument which range from 0.73 to 0.81. Data was analysed using Multiple Linear regression.The findings of the study revealed that all teachers’variables had significant positive relationship with students’ academic performance in Basic Sciences in Cross River State. It was recommended among others that teachers should adopt positive attitudetowards their teaching profession especially in secondary schools.

Exploration and Practice of Integrating the Spirit of the Great Northern Wilderness into the Training Process of Basic Medical Graduate Students

Postgraduate education in basic medical sciences is the primary pathway for cultivating advanced scientific research talents in China’s medical field. However, with the increasing demands of medical education, the limitations of traditional educational models have gradually emerged, somewhat restricting the formation of correct values among postgraduate students in basic medical sciences. The spirit of the Great Northern Wilderness, as a crucial component of the Chinese Communist Party’s spiritual lineage, has now become a significant ideological and political element in modern teaching. By incorporating the spirit of the Great Northern Wilderness as an ideological and political element, teachers are encouraged to foster the spirit of hard work, courageous exploration, overall consideration, and selfless dedication among postgraduate students in basic medical sciences through improvements in classroom teaching methods, specialized teaching content, and situational teaching experiences. By integrating the ideological and political elements of the Great Northern Wilderness spirit into talent cultivation goals, requirements, and curriculum system construction during the training of postgraduate students in basic medical sciences at Jiamusi University, the aim is to cultivate students who can carry the spirit of hard work and courageous exploration into their future workplaces.

Effect of virtual case-based learning (CBL) using the flipped class and peer instruction on the motivation to learn basic sciences

BackgroundAccording to Self-Determination Theory, active learning methods, as alterations to the learning environment, can influence students’ academic motivation to learn. The purpose of this quasi-experimental study was to investigate the effect of virtual case-based learning sessions on the learning motivation of first- and second-year medical students.MethodsA total of 258 students, 128in the intervention group and 130 in the control group, were enrolled in the study. The control group consisted of medical students who had not previously participated in virtual case-based learning sessions and were trained in the same curriculum as the intervention group. Two questionnaires were created to evaluate learning motivation in basic science and the motivational outcomes of virtual case-based learning sessions, drawing on the three fundamental needs outlined in Self Determination Theory. The questionnaires were designed through individual interviews with students and validated using Lawshe’s method and Cronbach’s Alpha. The virtual case-based learning sessions were designed as a series of webinars on various topics, with students randomly divided into groups and assigned trained moderators. Clinical scenarios were designed by a team of basic scientists and clinical educators. Each virtual case-based discussion consisted of three phases and was completed in three days. Comparisons between two groups were made using the two-sample t-test and Pearson’s correlation coefficient was used to analyze the motivational consequence questionnaire.ResultsThe results of the study indicated that virtual case-based learning sessions had a significant impact on the learning motivation of basic science students (p < 0.01). Additionally, the most notable motivational consequences of CBL sessions were basic sciences applicability and its interestingness.ConclusionsThe study provides valuable insights into the effectiveness of virtual case-based learning sessions and suggests avenues for future research. The findings of this study could be useful for educators and institutions seeking to enhance the learning motivation of medical students through virtual case-based learning sessions. However, further research is needed to investigate the long-term effects of virtual case-based learning on student motivation and academic performance.

Psychometric properties of the Persian version of the students' conceptions of assessment: SCoA inventory in medical university in Iran.

Student assessment is one of the main parts of educational planning, and improves the quality of education. Students understanding and feeling about assessment might affect significantly on learning and academic achievement. Considering the importance of this issue, and the lack of a valid and reliable Persian tool in medical universities for measuring this concept to measure students' perceptions and understandings of assessment, the current study aim was to determine the psychometric properties of (Students' Conceptions of Assessment - SCoA) inventory during the basic sciences students in medicine, dentistry, pharmacy in Kermanshah University of Medical Sciences. This is a cross-sectional study design. In order to carry out this study, SCoA inventory was translated and culturally adopted. To measure validity, reliability, and normalize the inventory, it was distributed among the study population composed of 302 students of Kermanshah University of Medical Sciences during the academic year 1400-1401 who met the inclusion criteria. The collected data were analyzed by confirmatory factor analysis (CFA) and Cronbach's alpha using SPSS version 23 and Amos software. The results of data analysis showed that of the 302 participants, 119 were men and 183 were women. The mean age of students was 21.69 ± 2.16 years. Content validity was calculated, and it was reported 0.88. Cronbach's alpha was used to determine the internal consistency, and its value was 0.775. The construct validity of SCoA inventory was assessed using CFA by EQS version 6.1. The value of root mean square error of approximation (RMSEA) was 0.092 with a 98% confidence interval, and the Goodness of fit index (GFI) value was 0.99. CFA for all items loaded across four factors, and this four-factor inventory showed a good fit in the Iranian community. For the first time, the psychometric test of SCoA inventory has been carried out at Kermanshah University of Medical Sciences. The Persian version of this inventory has good validity and reliability in Iran and is a useful tool for measuring the SCoA in medical university. Researchers and those interested in medical education and development centers can benefit from the results of this study. Also, this inventory has been applicable to determine the attitude and perceptions of students about assessment.

Medical Students’ Perception Towards Online Assessment

Background: Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal conducted online assessment MCQ tests during covid-19 lock down period. This study was taken up to measure/assess the basic science MBBS students’ perception towards online assessment tests. Methods: A descriptive, cross-sectional study was conducted by administering Google Forms questionnaire to basic scinces MBBS students of UCMS during the period the period of 2 October 2021 to 30 December 2021, using non-probability purposive sampling. General information profroma for socio-demography, and a questionnaire on the lines of Likert’s summated rating scale to assess the perception of MBBS basic science students towards online assessment was constructed. Simple frequency tables, cross tables, and mean tables have been used to analyze data. Characteristics of the sample were categorized using mean and standard deviation. Results: The overall mean and standard deviation for perception of online assessment tests were 3.17 and 0.65 respectively. The results indicate that MBBS students were satisfied with online assessment tests. Conclusion: Online assessment tests were well received by MBBS students. The online assessment tests enhance student learning by allowing immediate feedback. Online tests should be conducted in medical colleges on a regular basis.

Did the students’ satisfaction rates at Avalon University School of Medicine correlate with the occurrence of accreditation site visits?

Introduction Accreditation of medical education programs can be observed from different perspectives. Regulatory/accreditation agencies consider it vital to assure a certain level of quality. Other stakeholders may perceive the accreditation process as a negative experience, draining resources, and efforts. Although accreditation may improve the program’s governance and administration, its direct or indirect impact on students must be further investigated. This study explores the relationship between the occurrence of accreditation site visits and student satisfaction rates at Avalon University School of Medicine. Methods A comparison study was conducted with retrospective satisfaction data from two accreditation cycles at AUSOM. We used the Caribbean Accreditation Authority for Education in Medicine and Other Health Professions (CAAM-HP) student surveys for data collection, and data from 2017, 2019, and 2022 were used. The response rate was 70% (n = 71), 72% (n = 47), and 60% (n = 56) for basic science students and 80% (n = 111), 82% (n = 115), and 70% (n = 76) for clinical students in 2017, 2019, and 2022, respectively. The survey for basic sciences students included 37 questions/items, and the survey for clinical students included 39 questions/items. The responses for the questionnaire were on the five-point Likert scale. The retrospective data were evaluated using the unpaired Wilcoxon-rank sum test. Results The ratings for the basic science students’ survey increased from 2017 to 2019 (first accreditation cycle) only for 11 items/questions and they were increased from 2019 to 2022 for all items/questions. The ratings for clinical science students’ surveys increased from 2017 to 2019 (the first accreditation cycle) for all items/questions with a statistically significant p-value. They increased for 28 questions/items from 2019 to 2022, and two items (availability and adequacy of career counseling) showed statistically significant p-values. Conclusions The pre-accreditation preparation and the self-evaluation process while correcting the program’s deficiencies are essential triggers for the quality improvement process associated with accreditation.

Omicron Variant of COVID-19 Pandemic as Correlates of Periods Allocation of Basic Science Curriculum Implementation in Junior Secondary Schools in Nigeria

This study investigated the Omicron Variant of the COVID-19 pandemic as a correlate of Periods Allocation of Basic Science Curriculum in Junior Secondary Schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students who were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Implementation of “Basic Science Curriculum Questionnaire (IBSC) and Teachers Assessment Questionnaire (TAQ).” The reliability of the instruments was determined through Cronbach Alpha, and this yielded a correlation coefficient of 0.74 and 0.78 for IBSCQ and TAQ, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyse the data. The results revealed that the Omicron Variant of the COVID-19 Pandemic affects enough periods on the school timetable for the implementation of the Basic Science curriculum.

Teachers’ Variables and Academic Achievement of Community Health Students in Basic Science in Cross River State

Many factors are attributable to the academic achievements of students among which Teachers’ variable is a major attribute. The limitations of the teacher as a supporting agent in the area of Basic Science hinder academic achievement of students in learning of Basic Sciences. The quality of instructions from the teacher at all levels of education determines the acquisition of competencies necessary for self-reliance and effective service delivery. The teacher’s attitude to work, knowledge of subject matter and instructional competence have a relationship with students’ academic achievements. The poor quality of students’ academic quality among community health students’ in Basic Sciences in CrossRiver State may be as a result of these variables. This study therefore examined Teachers’ variable and academic achievement of community health students’ in Basic Sciences in Cross River State. To achieve the purpose of this study, four (4) specific objectives were raised to guide the study, which were then converted to four (4) research questions and transformed to research hypotheses. Related literatures we reviewed in line with the variables of the study. The study adopted correlational research design, which is a non-experimental approach between a set of variables and naturally cannot be manipulated. The research area is Cross River State, Nigeria. The target population of study was year 1 Community Health students. Sample of study was415 students randomly selected from ten schools for the 2023/2024 academic session. The instrument employed was questionnaire designed by the researcher. Cronbach Alpha reliability method was used to determine the reliability estimate of the instrument which range from 0.73 to 0.81. Data was analysed using Multiple Linear regression. The findings of the study revealed that all teachers’ variables had significant positive relationship with students’ academic performance in Basic Sciences in Cross River State. It was recommended among others that teachers should adopt positive attitude towards their teaching profession especially in secondary schools.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0258/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Self-medication among Basic Science Medical Students of a Tertiary Care Centre: A Descriptive Cross-sectional Study

Introduction: Self-medication is using drugs to treat self-diagnosed signs or symptoms of oneself or others. Being closer to pharmacology and pathology, medical students have been more prone to it. The study aimed to determine the prevalence of self-medication among basic sciences medical students in a tertiary care centre in Kathmandu. Methods: A descriptive cross-sectional study was conducted among basic science students from 15 February 2023 to 14 March 2023 after obtaining ethical approval from the Institutional Review Committee (Reference number: 04122022/04). A convenience sampling method was used. Data were collected online and analysed. Point estimate at 95% confidence interval was calculated.Results: Among 322 basic science medical students the prevalence of self-medication was 218 (67.70%) (64.81–70.59 at 95% Confidence Interval). Fever was the most common condition treated by self-medication 106 (48.62%) and paracetamol was the most common medication 93 (42.66%). Of those who engaged in self-medication, 97 (44.50%) did so to save time. Moreover, within this group, 67 (30.73%) experienced adverse drug reactions, leading 37 (16.97%) of these students to visit a private doctor. Additionally, 138 (63.30%) refrained from prescribing medication to their family and friends. Conclusions: Self-medication among basic science medical students was found to be lower in comparison to other studies done in similar settings.

The effect of PIQMAS application on the engagement processes of upper basic stage mathematics and science students

New strategies, methods and projects for the learning of the mathematics and science disciplines are needed. One such project is the project for improving quality of mathematics and science (PIQMAS) education. In the present research, we consider the project implementation in Palestine. Specifically, we examine students’ engagement when implementing the project. To do that, we consider three components of engagement: the cognitive, the behavioral and the emotional. To collect the data, we used interviews and observations, which ensured the triangulation of data collection. We interviewed 13 science and mathematics teachers who carried out the project. We used deductive and inductive content analysis to analyze the interviews and observations transcripts. The research results indicated that the project impacted positively the three components of students’ engagement, which indicates the importance of incorporating new teaching methods, especially PIQMAS, in the teaching of science and mathematics. It is recommended to study different aspects of students’ learning in PIQMAS environment.

Evaluation of Virtual Learning Environment using DELES questionnaire in Medical Students of Mashhad University of Medical Sciences

Introduction: The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire. Methods: This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test through SPSS. In all tests p-value was less than or equal to 0.05. Results: A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ± 27.76 . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P&lt;0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P &lt; 0.03). Conclusion: The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.

Perceived stress, sources of stress and coping strategies among undergraduate medical students of Nepal: a cross-sectional study.

Background: Medical students are subjected to various stressors throughout their training, which has a considerable impact on their physical and mental health. Some students have positive ways of coping, while others take to maladaptive coping measures. This study aims to assess severity, sources of stress, and coping strategies among medical students of a non-Western low-income country from South Asia. Methods: A self-administered questionnaire-based cross-sectional study was carried out. Demographic variables were collected and stress level was assessed using PSS 14 (Perceived Stress Scale 14). The sources of stress were assessed using MSSQ (Medical Student Stressor Questionnaire) and coping strategies were evaluated using the Brief-Coping Orientation to Problems Experienced 28. Results: The response rate was 95%. The mean PSS score was 27.85. Overall, 55% of students were stressed (male 52%, female 60%), the difference among gender was not significant. Basic science students perceived higher levels of stress than clinical clerkship students. Academic related stressors caused higher stress, whereas other variables caused moderate stress. The major stressors were examinations, inadequate time to study, poor marks, extensive amount of learning content, and the need to performing well in the exam. The five most common coping strategies used were active coping, acceptance, planning, self-distraction, and instrumental support. The least common coping mechanism was substance use. All MSSQ domains positively correlated with the total PSS score. Students with higher PSS scores were likely to use behavioral disengagement, venting, and self-blame as the primary coping strategies. Conclusions: Stress level among the medical students is high and mainly in relation to academia. Inadequate guidance from teachers contributed significantly. Stressed students were likely to use maladaptive coping strategies. Strategies to enhance teacher-student communication and adaptive coping measures should be implemented. Further studies should be done to evaluate the effects of stress on the academic outcomes of students.

Academic Impact of Blended Learning in Basic Science: A Case Study from Oredo, Nigeria

This study investigated the impact of blended learning (BL) on the academic performance of basic science students in Oredo Local Government Area (L.G.A.) of Edo State, Nigeria. The research employed a quasi-experimental setting of non-equivalent (pretest, posttest) and control group design. The population for this study comprised 35,386 basic science students in Junior Secondary School II (JSS II), and stratified random sampling was employed to select two schools (a public and private school) as the experimental and control groups. The experimental group received the BL method, while the control group continued with the conventional method. The study lasted for five (5) weeks; thereafter, a posttest was conducted. The Basic Science Achievement Test (BSAT) was the instrument used for data collection. Mean, standard deviation, t-test, and analysis of variance (ANOVA) tested the five hypotheses at a 0.05 level of significance and the results showed that students taught in a blended classroom performed better academically than those in traditional settings. From the study, there was no significant interaction effect of gender, school type, or ability level on performance. BL methods are recommended for teaching basic sciences in JSS because they promote student retention and academic performance.

In Loving Memory of Prof. Dr. Tania Ahmed Shakoori(29-01-1976 to 27-10-2023)

&lt;p&gt;Prof. Dr.Tania was the epitome of perseverance, patience, and resilience. She was a dedicated educator, inspiring and influencing not only the basic science students, but also engaging clinicians with research collaborations. Her wisdom and passion for research and teaching fostered a spirit of curiosity and critical thinking in all those whom she met and taught. She was well known as a kind and humble soul, a cherished colleague, a supportive friend, and a loving mother. Her compassion left everyone in awe, and the warmth of her genuine companionship touched the lives of those who had the honor of knowing her. She will be remembered for all her scientific achievements, and for her strong spirit, her dedication, her kindness and unwavering strength. Her death has left a void in the Physiology community which can never be filled, but her work and her trainees will stand as a testament to the enduring impact she had on all.&lt;/p&gt;

Using Measurement Invariance to Explore the Source of Variation in Basic Medical Science Students’ Evaluation of Teaching Effectiveness

Introduction: Many research studies have shown that students' evaluations of teaching(SET) are affected by different variables without testing the requirement of fair comparisons. These studies have not tested the measurement equivalency of SET surveys according to these variables. Measurement equivalency of SET refers to whether a SET survey is interpreted similarly across different groups of individuals (Variable Levels). Without evidence of measurement invariance across different variables under investigation, the SET ratings should not be compared across these variables and this is the goal of this study.&#x0D; Methods: Measurement Invariance analysis of SET survey was investigated using 1649 responses to SET of four different medical core courses offered by the College of Science and College of Medicine and from different levels.&#x0D; Results: The results showed the existence of teaching practices in the SET survey that are not equivalently loaded on its factor across the levels of targeted variables, and the college offered medical courses were a source of variation in basic medical science students’ evaluation of teaching effectiveness. On the other hand, teaching practices in the SET survey are equivalently loaded on its factor across course levels.&#x0D; Discussion: The study results showed that the SET of medical courses is comparable to the courses only taught by the College of Medicine. These results provide evidence that medical courses are different from other courses offered by other colleges. This means that comparing SET of the College of Medicine with other colleges and colleges of medicine needs to compare SET results at the college level only.