Student Research Research Articles

Finally, a Researcher Development and Education Skills Framework for an Open University

While there is an ongoing advocacy for transformative higher education through a collaborative research culture in a national university system (Almores, 2024; Cubillan, 2024), there lacks an explicit and unified framework for researcher development of valuable skills and competencies to inform its typology of research training, supervision and mentoring (Villanueva, 2024). We propose a researcher development and education framework to benefit open and distance elearning programs, or ODeL programs situated in the national university’s Open University constituent unit with a wide reach of students locally and in Southeast Asia (Alfonso, 2019). The framework is a by-product of our sustained intellectual and intertextual networking, engagements with an international network of researchers in doctoral education and consultations with teacher-researchers and other stakeholders in an open university. The framework is underpinned by the identity-trajectory theory, self-determination theory and the community of inquiry for learning community building in harnessing positive research student experiences (Villanueva & Eacersall, 2024). Key areas of the framework are namely, research as a personal and scholarly practice, a reflective practice, a collaborative practice and a technology-enabled practice. Surrounding these key areas are shared values of: (i) excellence, rigor and creativity; (ii) agency and wellbeing; (iii) sense of community, social responsibility and service to others; and, (iv) integrity, agency and future-ready. Further validation of the framework was conducted through focused group discussions across three faculties of study. Collaborative reflections among faculty members and research students were undertaken to further define specific research competencies as well as mindsets. A natural outcome was the conceptualization of three courses pilot-test the application of the framework in varied learning spaces for a range of learners within the Open University unit. MyPORTAL Course 1 is a formal course for graduate-level students crafting their personalized learning plans for selected research-related outputs while ASCEND Course 2 is non-formal short course for professional research staff and students to navigate their academic writing and research with the use of Generative AIs. WORKSPACE Course 3 is a self-paced micro-course as an opportunity for faculty members to spend dedicated sensemaking on current practices in mentoring and research supervision. These courses are meant to operationalize intentional learning alliance and community building to harness researcher identity development and sense of agency among research students in ODeL programs. Further research is recommended in launching these courses and towards the creation of graduate research support teams with researcher development specialists and volunteer research trainers and learning designers. The teams are meant to go beyond administerial functions to ensure exemplary pedagogy and practices, benefiting both research supervisors and their students. The study all the more highlights the Open University’s unique identity as a progressive driver of innovation and within a dominant residential-based university system’s seeking to translate the transformative education rhetoric into actual practice at the program and course levels. Finally, we lay our claim of an ODeL research culture that is truly open, collaborative and future-ready.

EXPERIENCE IN ORGANIZING STUDENT RESEARCH CLUB FOR UNDERGRADUATE STUDENTS IN HIGHER EDUCATIONAL INSTITUTION

The relevance of this article is underscored by recent legislative changes in Ukraine, including the “Higher Education Law” and the “Law on Scientific and Technical Activity”, which have increased focus on integrating research into the educational framework of higher education institutions. These laws emphasize the need for a symbiotic relationship between higher education and scientific research, particularly in the training of medical students. They mandate new standards for the structure and objectives of scientific research activities within these institutions, encouraging the development of clear research agendas, updated educational resources to foster relevant competencies, and environments that support effective research endeavors. Cultivating a research-oriented professional requires concerted effort starting from the very beginning of a student’s academic journey. Broadening the engagement of medical students in Student Research Club activities is essential. Through participation in Student Research Club, students gain proficiency in navigating scholarly sources, acquire fundamental research skills, learn to apply theoretical knowledge in clinical contexts, and develop the ability to bridge theory with practice. Encouraging medical students to participate in professional competitions, conferences, and symposia at various levels is of great importance as well. Such activities hone public speaking skills, teach students how to engage and retain an audience, and prepare future healthcare professionals to be confident and persuasive communicators. Professional mentorship is vital for Student Research Club members. Faculty involvement, the guidance of Student Research Club advisors, scientific mentors, and leadership from the Student Research Club team are all critical to cultivating the research skills of emerging medical scientists. This article outlines the strategies implemented by the Department of Human Anatomy, Clinical Anatomy, and Operative Surgery at Dnipro State Medical University to engage early undergraduate students in scientific research.

What makes this online course tick?

The Community of Inquiry (CoI) (Garrison, Anderson & Archer, 1999; 2010) is well-established, widely accepted, and practical framework. It highlights social, cognitive and teaching presences in effective online learning communities. 23 Things International (23T) is an online, flexible course for research students and early career researchers. The course is self-directed and promotes the building of academic and research networks, familiarity with resources underpinning research, and establishing professional profiles. It was first implemented in 2020 and has been refined annually to better meet needs of participants. One of the features of the programme is the ‘pod group’ arrangement. Participants are connected to each other in groups (the pods) based on research interests. The size of the pods is kept to about ten, so to facilitate manageable and meaningful communication and discussion of topics within the programme. Each year, 23T participants have reported pleasing satisfaction levels. Using the CoI, this investigation examined possible reasons why. The study aimed to: (a) identify practices and structural mechanisms that seem to underpin the experienced success of 23T; and (b) articulate plans for more targeted evaluation-review-development. Data sources included: annual reports (2020-2023) on the course containing integrated analyses of participant evaluation data; the outline and structure of 23T, showing the fabric of the course, how it is organised and arranged and how it implemented; facilitators’ knowledge and experiences of conducting 23T. Data were organised using a simple matching process (Garrison et al, 1999). CoI elements were matched with practice examples from implementation, and evidence from the data. Positives, negatives, possibilities and conclusions were drawn about gaps and potential. Examples of evidence drawn the from the data sources about the 23T programme include: Teaching Presence: including the use of prompts built into the material presented online and the facilitators’ spoken and written interactions with participants through live activities and through blogs (boosting authentic participant application of their learning); Social Presence: pod groups and how they were arranged and supported; Cognitive Presence: range of topics covered and the participant activity surrounding the topics. To build on theoretical work investigating 23T (Stein, Sim & Rose, 2023), this study is helping us to pinpoint concrete elements that seem to be influencing online course effectiveness and enabling identification of ways to strengthen 23T’s future flexibility and attractiveness. This is pertinent because of the uniqueness of 23T, namely, that it is online, flexible and self-guided and has no formal assessment expectations and does not provide formal credit. Gauging what counts as effectiveness and success is quite different therefore from award courses normally offered by higher education institutions. Similar application of the CoI using our matching approach may be helpful for others in different contexts and settings who are planning and/or implementing online courses.

Generative AI

The integration of Generative AI (GenAI) technology in higher education demands active and creative pedagogical responses. In this paper we report on an emerging creative educational design approach which introduces activities for working with GenAI in imaginative ways. Through multidisciplinary research, we are iteratively designing activities to engage educators and students in creative and critical inquiry of GenAI with metaphors. First, we introduce the background and rationale for using metaphor to explore GenAI in education. Our approach to generative AI draws on postdigital ideas that consider technology as entwined in our lives, rather than as separate tools. Put simply, GenAI is neither inherently good nor bad for education. Research on metaphor as a powerful learning tool of analogy is reviewed. A detailed account of workshop learning activities is then provided, including their design, implementation, and preliminary findings. The aim is to broaden approaches to using and integrating such technologies, and to serve as an alternative model for other educators to adapt for their own practices. Finally, we discuss future, creative possibilities with GenAI and metaphor.

Evaluating the Impact of an AI Critical Friend on Student Research Proposals, Critical AI Literacy, and Transparent Collaborative Assessment Practices

This paper presents a work-in-progress report on an innovative approach to integrating generative AI capabilities into the assessment process, focusing on research proposal development. Specifically, the study explores the impact of incorporating an AI-powered "critical friend" that provides targeted feedback and guidance to students as they craft their research proposals. The aim is to evaluate how this AI-powered support system affects students' critical AI literacy, the quality and transparency of the collaborative assessment process, and, ultimately, the strength of the final research proposals. Through a mixed-methods approach combining surveys, focus groups, and analysis of student work and interactions with generative AI, the researchers seek to uncover key insights on the benefits, challenges, and ethical considerations of leveraging AI to enhance the research proposal development experience. The findings from this study will contribute to the growing body of literature on the role of AI in academic assessments and provide practical recommendations for educators and institutions looking to responsibly integrate these emerging technologies.

Two Pandemics and Workplace Shifts: Generational Considerations: A Multi-Factor Comparison of How Pandemics Impact Young Workers: Insights for Management and Employees©

This paper will compare several business-related factors. There has been relatively little academic research conducted to compare and contrast a breadth of workplace issues and dimensions during the early twentieth century’s Spanish Flu epidemic and the early twenty-first century’s COVID-19 pandemic in the United States. This manuscript analyzes several variables and adds to the literature by examining significant factors that impacted workers and their workplaces during these two significant healthcare incidents. The major factors discussed include the labor force members during both of these pandemics, the demographics of those workforces, the workplace safety, the labor economic data during these two pandemics, the wages & how they fluctuated, the labor unions & evolving perspectives towards unionization, and the dominant industry shifts. Several of the findings regarding Millennials and Generation Z workers are supported by this author’s current research of university students who were employed during the COVID-19 pandemic. The insights provided in this manuscript are instrumental for business managers and human resource management professionals, higher education, and for those who provide corporate training.

О практике развития некоторых элементов конвергентного образования в технологическом вузе

The article examines the experience of the Faculty of Humanities and its Center for Cognitive Psychology at the University of Technology in involving students in research and applied scientific projects through cooperation and integration of the humanities and technology departments of the University. The ideas of the transformation of the country's educational system and the change of its methodological, pedagogical and technological guidelines in response to modern challenges and risks are analyzed, primarily for the younger generation in need of social adaptation and deeper natural science and humanitarian training for professional and personal growth. The attempts to substantiate the definition of "convergent education" are analyzed. All of them are based on an understanding, to one degree or another, of an interdisciplinary methodological approach to the formation of educational programs, in order to overcome the highly professional training of specialists and avoid formalizing the content of educational material, taking into account the productive interaction of the fundamental component of humanitarian and professional knowledge, the use of modern methods of automation of various types of information activities using information and computer technologies (algorithmization of learning, information modeling). In general, the convergence of education is defined as a process of learning and upbringing, which is a consequence of the implementation of the modern educational paradigm aimed at understanding, rather than memorizing, education for change, the ability to withstand stress, live in a digital world, preserving humanity, sociability and collectivism, ensuring teamwork, preservation and development of the humanitarian and intellectual component "in the context of the interpenetration of sciences and technologies in the implementation of the convergence of real and virtual communications. The scientific and methodological basis for the development of convergent education at the first stage was the development of scientific and pedagogical practices. This can include the management of students' research activities (R&D), involving them in the development and implementation of various projects of scientific laboratories and centers of departments and faculties. The article summarizes some of the experience of the Center for Cognitive Psychology of the Faculty of Social Sciences and Humanities - SGT (until 2022 – ISGT– Institute) of the Federal State Educational Institution of Higher Education "K.G. Razumovsky Moscow State Technical University (PKU)", which was actively involved in the process of cluster formation in the conditions of the university's transformation into an innovative expert–analytical platform, the formation of an expert-educational cluster of excellence "NBICS-technologies of the food industry".

Student Dropout: A Bibliometric Analysis of Influencing Factors Using VOS Viewer to Explore Trends, Impact, and Collaborative Patterns

This article presents a bibliometric review of academic research on student dropout. The aim is to identify trends, evaluate the impact of publications, and examine collaboration patterns within this field. The SCOPUS database is utilized to identify and classify the most relevant research based on journals, articles, authors, institutions, and countries. Additionally, VOSviewer software is employed to map the bibliographic material, using co-citations and keyword co-occurrence for scientific mapping. The results indicate a significant increase in the number of publications over a 10-year period, reflecting a growing interest in the topic. Citation analysis reveals that certain key articles have had a substantial impact, being frequently cited in subsequent work. It is also observed that researchers with publications in Q1 and Q2 ranked journals have made significant contributions to the literature, marking a strong influence in the field. In terms of collaboration, there is an increase in international partnerships, with a growing number of publications co-authored by researchers from different countries. Leading institutions in student dropout research include universities in the United States, Europe, and Latin America, noted for their high scientific output and influence on the topic. This bibliometric analysis not only provides a detailed view of trends and the impact of research on student dropout but also highlights the importance of international collaboration in advancing knowledge in this field. Received: 29 July 2024 / Accepted: 23 October 2024 / Published: 05 November 2024

Development of Pupils', Students' and Cadets Value Attitude to Health-Preserving Activities by Means of Combat Horting

The co-authors of the scientific publication carried out the research and described the results by means of a survey of 9th grade athletes from 34 sports clubs in Ukraine (n=807), research students of the State Institution Luhansk Taras Shevchenko National University (n=92), and practicing students of the State Tax University (n=32), who were involved in the development of mini-projects on health promotion activities, conducting training in combat horting in natural conditions, experimental extracurricular health activities, writing qualification papers on the topic of research and participating in conferences of various levels, including international ones, monitoring activities during combat horting classes and extracurricular activities). The aim of the study is to practically test the efficiency of educating pupils', students' and cadets value attitude to health-preserving activities by means of combat horting. The basis of the study was the development of research skills through the method of analyzing student researchers; improvement of practical skills of pupils and students who participated as combat sport athletes and student practitioners, assistant coaches from 2020 to 2024. Results of the research. The co-authors of the research group developed and implemented a set of goals for educating pupils', students' and cadets to cultivate a value-based attitude to health promotion; developed questionnaires and conducted a survey among pupils and students; identified components, criteria and indicators for developing a value-based attitude of pupils', students' and cadets to health promotion; and presented practical recommendations. Moreover, the respondents acted as coaches, which promoted the development of soft skills and the ability of teamwork. Conclusions: This study contributed to the coordination of teamwork between pupils, students, teachers/coaches; aimed at improving the quality of professional and practical training of higher education students and their career development. Consequently, it is necessary to focus on the practical component of educational and research activities in higher education institutions, improvement of the educational and training process in sports clubs of Ukraine, based on the domestic and foreign experience of prominent experts.

Manajemen Perpustakaan Sekolah/Madrasah: Strategi, Tantangan, dan Implementasi Teknologi

Library management is a crucial aspect to ensure efficient and effective access to information resources for users. It involves planning, organizing, directing, and controlling the library's information resources, including collections, staff, budget, and information technology. The main objective of library management is to support and enhance learning, research, and knowledge development by providing high-quality and relevant information services. The principles of library management include planning, organizing, leadership, control, collection development, user services, and technology utilization. Libraries play a significant role in supporting the learning process in schools and madrasas by providing various learning resources, facilitating independent learning, enhancing information literacy, supporting student research and projects, promoting a reading culture, collaborating with teachers, providing access to digital resources, and offering reference and consultation services. Collection development is a critical aspect of library management, involving the systematic selection and acquisition of library materials based on user needs, curriculum relevance, and the latest developments in various fields of knowledge. The maintenance and preservation of library collections are also essential to ensure their longevity and accessibility. Effective library management strategies, including the development, maintenance, and preservation of collections, are vital to providing diverse and high-quality resources that support learning, research, and knowledge development in educational environments.

Students and Lecturers of Kaunas Polytechnic Institute in the KGB Spotlight (1951–1989)

The KGB branch at the Council of Ministers of the Lithuanian SSR paid particular attention to schools of higher education in Kaunas who were supposed to train intelligentsia loyal to the Soviet government. During the interwar period Kaunas was the temporary capital of Lithuania and the majority of schools of higher education in Kaunas stemmed from the Lithuanian University (Vytautas Magnus University) founded in 1922. Therefore, there were a number of representatives of the national intelligentsia in Kaunas who exerted a significant influence on the younger generation. During the Soviet period, the KGB monitored political sentiments, research and foreign relations of lecturers and students of all schools of higher education, including Kaunas Polytechnic Institute (KPI). The KGB carried out the surveillance using a network of trusted people and agents and was assisted in this by functionaries of the Communist Party and the All-Union Leninist Young Communist League (Komsomol). In 1951–1973, the KGB in Lithuania disclosed the underground organisations in which KPI students and teachers were involved. In order to identify anti-Soviet organisations, the KGB agents used provocateurs and later – listening devices. Seeking to “re-educate” KPI students and teachers who were involved in anti-Soviet organisations, the KGB applied typical methods: arrest, courts, detention and forced labour in Soviet labour camps. “Less serious crimes” of students, such as singing of anti-Soviet songs, belonging to a religious group or asking inappropriate questions at ideological sciences lectures, were punished with preventive conversations, public discussions of their behaviour, reprimands, removal from the Komsomol, and expulsion from the Institute. Although the functionaries of the KGB and the Communist Party applied measures aimed at suppressing national consciousness and statehood aspirations and ideological censorship, there were frequent manifestations of dissatisfaction with the Soviet occupation at KPI and some students and lecturers continued to participate in the anti-Soviet resistance. In order to protect young people from the negative influence, the KGB sought to prevent the former deportees or prisoners from studying and working at the schools of higher education. Prof. Kazimieras Baršauskas, Rector of KPI, disobeyed prohibitions by KGB leaders, and the Institute had a number of students who were former deportees and political prisoners. The KGB sought to expand its network of agents at KPI, but their reports indicate that there were too few agents. The KGB tried to use some KPI lecturers who travelled abroad for their sabbatical as their agents at the institute and for technical espionage abroad. In order to control research work related to military orders and trips abroad, the 1st Unit and the Foreign Relations Unit were set up at the institute; these were actually led by KGB officers. The KGB monitored whether the enemies from the capitalist countries were interested in what was developed at KPI laboratories or in researchers who wrote dissertations on the so-called classified topics. In the 1980s, the KGB mainly focused on the KPI Scientific Centre Vibrotechnika, the Ultrasound Laboratory, and faculties of Automation, Radio Electronics, Computer Technology and Mechanical Engineering, the Nemunas song and dance ensemble, tourist society and the society for regional studies.

Strengthening doctoral students’ ethical reflexivity and capabilities: the use of ethical trialogues between Ireland and Australia

ABSTRACT This paper explores the value in expanding existing compliance-focused approaches to research ethics, to one which facilitates researchers’ ongoing ethical reflexivity. The authors explore the use of ‘ethical trialogues’ – or technology-mediated reflective discussions – between doctoral research students as a means of fostering deeper ethical reflexivity among researchers. Through their experiences, they highlight the benefits and challenges of trialogues in developing ethically rigorous researchers. Through analysis of reflective vignettes generated from the trialogues, the authors draw attention to the potential affordances and value these forms of learning can have for researchers. They argue for the value of integrating trialogues into Higher Degree Research (HDR) programmes to cultivate researchers who prioritize ethical integrity over performative pressures and supporting the development of confident and reflexive ethical practitioners.

The impact of artificial intelligence on research and higher education in Morocco

Artificial intelligence (AI) has revolutionized various fields, including research and higher education. Thanks to its innovative applications, it has changed traditional teaching methods. This article aims to explore the impact of AI on these domains in Moroccan universities, focusing on its transformative influence, benefits, challenges, and future prospects. By analyzing current literature, case studies, and expert opinions, we elucidate how AI has enhanced research methodologies, empowered educators and students, and fostered innovation in academia. In addition, we discuss ethical considerations and potential concerns associated with the increasing integration of AI. Finally, we highlight the future prospects and opportunities offered by AI for research and higher education in Morocco.

Challenges associated with supervision of undergraduate research projects by nurse educators in South Africa

Successful nursing research is determined by the quality of research supervision by nurse educators. This study aimed to explore challenges encountered by educators when implementing research supervision for undergraduate nursing students. A qualitative, exploratory-descriptive research design was employed through semi-structured interviews. Data were collected from twenty-seven participants who were selected purposefully from four nursing campuses located in two provinces. Thematic analysis was used to analyse data in the study. The study found that inadequate nurse educators’ research supervision skills, lack of students’ commitment to research activities, inadequate infrastructure, staff shortage and time constraints were identified as challenges. It is recommended that novice nursing research supervisors should be guided on how to supervise research students and be taught the importance of research.

Factors and mediators impacting the number of undergraduate research mentees at a research-intensive Hispanic-serving institution.

Engaging in undergraduate research experiences is known to have broad and positive impacts on college students. Despite the benefits, achieving faculty buy-in and support can be challenging even when faculty have strong research funding. In order to understand how to better support undergraduate research programs, we applied quantitative models to explore how the impact of research funding is mediated by faculty beliefs about undergraduate research mentoring in STEM disciplines. The results indicate that faculty characteristics and beliefs about the benefits and barriers of mentoring undergraduate students in research impact the number of students mentored even when accounting for research funding levels of the individual faculty. Practical recommendations are presented based on the models from this research project in order to provide insight into how centers or units on a campus may work with faculty to support and encourage mentoring of undergraduates in research in the biomedical sciences.

Promoting equity in education for sustainable development through community-based learning and teaching

Our presentation reported on the vital role of Education for Sustainable Development (ESD) (UNESCO, 2023) in fostering learners equipped with the knowledge, skills, and attitudes essential for a sustainable future. Despite the emphasis on inclusive and equitable human development through ESD, achieving equitable learning outcomes for all students remains a persistent challenge in the context of UK higher education. Our project explored the benefits and challenges of enabling all students to engage with ESD. We made recommendations for learning developers to effectively support students developing understanding and competencies for sustainability. We explored this through considering the challenges and gaps in inclusive pedagogies, professional development opportunities, curricula integration, and external partnerships. The objective of the project was to address this issue by investigating how equity concerns in ESD can be effectively tackled through the integration of community-based learning and teaching (CBLT) approaches into university curricula (Salam, et al., 2019). Also referred to as service learning, the growing effort in implementing these approaches involves students engaging in organised activities benefiting local communities, enhancing academic knowledge, and fostering civic responsibility. This has important implications for learning developers and the support students need to engage effectively in what may be an unfamiliar form of learning and development. Collaborating with a student researcher, the project employed a multi-faceted methodology, including a literature review, mapping exercise using sustainable development goals (SDGs) and qualitative examination of module descriptions at University College London (UCL) and Queen Mary University of London (QMUL), both based in East London. In the presentation, we shared our existing practices combining ESD and community-based learning that included: Our mapping of the integration of ESD and community-based learning in our university curricula. Gaps and challenges in achieving equitable learning outcomes using a qualitative analysis of curriculum design and implementation. Our initial recommendations for the learning developer community in supporting students to engage with ESD, and gain vital knowledge, skills and competencies for a sustainable future. We also provided a short evaluation of our work as a research collaboration of learning development approaches involving students, academic developers and educators from two universities.

Knowledge and attitudes on anemia and menstrual health among Malaysian female university students

Anemia is a significant public health concern, particularly among young female adults due to its potential impact on reproductive health. This study investigated the association between anemia-related knowledge, attitudes, menstrual health, and anemia status among Malaysian university students. This was a cross-sectional study named “SCARF” - Study to Combat Anemia - Research for Female Students, involving 674 university students in Malaysia. Anemia status was determined based on haemoglobin level, while knowledge, attitude and menstrual health were measured using validated questionnaires. The mean menarche age of students in this study was 12.1 ± 1.21 years. Students who were anemic had significantly longer menstrual cycle duration (P = 0.034) and more days with heavy flow (P = 0.038). Most students had poor knowledge (44.5%) and attitudes (84.1%) towards anemia. Students with good knowledge were 1.1 times more likely to have better anemia status compared to those with poor knowledge (95% CI: 1.0–1.2, P = 0.049). This study highlighted a lack of practical application of the knowledge to dietary habits. Collaborative efforts between educators and healthcare providers are crucial in developing a comprehensive strategy, such as interventions to prioritise educational initiatives and practical support to enhance overall menstrual health among female students.

RETROSPECTIVE ANALYSIS OF THE FORMATION OF THE SYSTEM OF STUDENT RESEARCH ACTIVITIES IN EUROPEAN UNIVERSITIES

The article presents a historical and pedagogical analysis of the formation and development of the system of student scientific research activities in European institutions of higher education. The evolution of this system is studied, tracing its roots from the birth of the first universities in the Middle Ages to the modern stage of higher education development in Europe. Special attention is given to analyzing the impact of world wars, technological progress, and globalization on the development of student research. The article examines the peculiarities of organizing student research activities in leading European universities, including the University of Oxford, the Technical University of Munich, and Leiden University. The role of student scientific societies in cultivating a research culture and shaping the scientific outlook of students is also analyzed. Attention is paid to the issue of financing student research activities, with various mechanisms for supporting student research considered, including state grants, university funds, and private company programs. The components of the student research activity system discussed ‒ such as the integration of research into the educational process, international cooperation, use of advanced technologies, interdisciplinary approaches, and alignment with societal needs ‒ demonstrate their effectiveness in training new researchers who can address modern challenges and contribute to the development of science and society. The purpose of the article is to conduct a historical-pedagogical analysis of student research activity systems in different European countries. The research methods applied: historical-pedagogical, literature analysis, synthesis, comparison, and theoretical generalization.

Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership.

A unique partnership between two academic medical centers, one with a college of nursing and the other with a clinical research center (CRC), provided professional development hours focusing on clinical research and the clinical research nurse's role to generalist entry master's nursing students. Students with clinical research interests were invited to apply for the 32-hour professional development program scheduled during 4 sequential days. Didactic, observational, and role-playing experiences offered students a picture of the clinical research nurse role, research regulatory processes, and career opportunities postgraduation. Evaluation of the four cohorts who completed the program demonstrated that most participants highly agreed that the program was educational and valuable. Partnering with academic medical centers who have CRCs provides master's-level students with innovative professional development hours that foster their understanding of practice areas (e.g., clinical research, specialty role of the clinical research nurse) that are not part of their coursework. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.