Student Research Projects Research Articles

A narrative review of student research projects in United States pharmacy curricula

Background: This study explored existing literature on student research projects in United States pharmacy curricula. Methods: In August 2023, searches were conducted in two databases, PubMed and Embase, followed by pharmacy education journals and Google Scholar. Articles were reviewed by two researchers and included if they described or evaluated pharmacy student research projects between 2010 and 2023. Results: Ten articles representing data from six schools were included. Students from most schools had the option to work individually or in groups. The timing of projects in the curriculum varied, with most students working on them from years three through four, though other schools began their projects earlier in the curriculum. Many students presented or published their projects. Conclusion: The similarities and differences for student pharmacist research projects in the United States may affect pharmacy education as colleges of pharmacy review their curricula and determine whether they should also incorporate or revise a research project component in their programmes. Future evaluation may include a systematic review as more literature on student pharmacist research projects becomes available.

Mentoring research projects in the Croatian higher education document framework

PurposeApproaching mentoring from the theoretical tradition of continental pedagogy and contrasting it to the neoliberal organization of the academy, this paper aims to analyze how the Croatian higher education document framework constructs mentoring graduate and postgraduate students' research projects.Design/methodology/approachThe analysis of 50 national- and university-level documents, which were coded using an adapted strategy described by Saldaña (2014), was guided by the following research questions. 1. Which elements of the mentor’s activity in guiding the research projects of graduate and postgraduate students are addressed by the relevant Croatian higher education documents? 2. Which elements of the graduate and postgraduate students’ activity in conducting research projects are addressed? 3. Which structural dimensions of mentoring these research projects are addressed?FindingsThe results point to the construction of mentoring as a pedagogical relationship based on guidance, support and dialog and also signal the processes of quantification of education and responsibilization of individuals.Practical implicationsThe results can be used in the critical revision of the documents as well as in supporting mentors in their professional roles.Originality/valueThis is the first analysis of the Croatian higher education document framework focused on mentoring students’ research projects.

412 Awardee Talk: Implementing student-centered teaching and learning strategies in undergraduate animal science

Abstract Student-centered teaching and learning strategies enhance active engagement, foster critical thinking, and promote the practical application of knowledge gained from undergraduate animal science courses. The scholarship of teaching and learning (SOTL) has evolved within the animal science community, with a recent focus on adopting evidence-based teaching activities in college classrooms. We discuss documented SOTL approaches utilized in our program for the development of student-centered teaching and learning. In addition to traditional internships and student research projects, capstone projects utilizing a design thinking approach to solving animal industry problems have proven significantly effective. This problem-based learning program enables students to develop industry networks, understand problems within the industry, and develop creative ways to address the problems. Non-conventional and innovative designs of course assignments can foster student interest and enhance learning experiences. For example, by incorporating engaging and novel resources such as animal industry webinars and podcasts as classroom materials, instructors can reinforce course content and captivate students’ attention to the topic. Specifically, students have appreciated the opportunity to learn from experts not available locally at the university. Developing and utilizing real-world case studies exposes students to farm practices and related decision-making. Involving students in competitive team activities like the Dairy Challenge and Academic Quadrathlon contests develops marketable skills for students while training them to implement the knowledge acquired in the classrooms on a commercial farm. Field trips, short courses, and summer schools provide hands-on training opportunities, enhancing students’ exposure to the industry and opportunities after graduation. Students have identified that animal science topics are relevant beyond the classroom walls in everyday life including grocery store and kitchen, as demonstrated by a significant increase in enrollment of non-animal science major students in the animal science courses. The student-centered programs like Cross-training students in data-driven decision support tools help to develop strong day-one competency of graduates through training and networking within and outside the discipline. With the advent of new technologies and tools, training programs surrounding data management and interpretation should integrate systems knowledge across plant science, animal science, and computer science disciplines. These interdisciplinary and cross-disciplinary training activities promote the exchange of ideas while developing systems-level understanding. Furthermore, initiatives like Collaborative Online International Learning (COIL) provide students with exposure to diverse thoughts and situations, broadening their horizons and perspectives. For students not able to participate in study abroad and international programs due to time and financial constraints, COIL delivers cost-effective virtual opportunities to develop global understanding and cultural competency. By incorporating these student-centered teaching and learning strategies, undergraduate animal science programs can effectively prepare students for real-world challenges for the next generation of agriculture leaders.

Graduate teaching assistants' beliefs and practices regarding mentoring in the context of an online introductory biology CURE: an exploratory study.

Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators-including TAs-must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs' beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs' self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

Development of research skills in medical undergraduates through mentored research project

Objectives: The purpose of this study was to develop research skills in undergraduate medical students through mentored student research projects in medical colleges in North India. Materials and Methods: This was an educational intervention study. This project was carried out at a medical college in north India. After obtaining ethical clearance from the IEC of our college, this project was carried out. A core team of 5 faculty members was formed. Forty students were enrolled for this project on a voluntary basis. The project involved mentors from multiple departments who had experience in carrying out research projects. A total of 13 faculty members were involved. The core team prepared a module for training undergraduate medical students in research skills. It was validated by the subject’s experts outside the medical college. The training program consisted of 20 classes followed by 10 assignments, during which the students completed their research projects. The students were divided into groups of four, and each group took on one project (a total of ten projects). The training methodology included lectures, individual work, and a plenary session. We planned the evaluation of this training by multiple means. The research projects were graded by three reviewers, who were the faculty members assigned to the task of reviewers. In the end, pre and post-retrospective feedback questionnaires were filled out by students. Results: All 40 students, working in ten groups, submitted their projects (ten projects). Among these research projects, there were seven descriptive studies, two observational studies, and one interventional study. The average self-rating (on a 10-point scale) of skills in conducting research projects by participants went from 3.8 in pre-training to 8.5 in post-training on the retrospective pre-post questionnaire. The average score (out of 90) on structured research project evaluation by two external experts was 58.5. As evident from the quantitative and qualitative data, the participants gained maximum skills in choosing an appropriate title for the project, choosing study participants, preparing a data collection tool, and dealing with ethical issues. About 62.5% of participants rated the overall quality of training as excellent, and 100% of students recommended continuing training for the next batches. Conclusion: Undergraduate students can be taught skills of performing research through research projects under mentorship, along with interactive sessions on research methodology.

Toilet talk: using a students as researchers approach to problematize and co-construct school toilet policy and practice

ABSTRACT School toilets, globally and historically, have been problematic as places of shame and bullying, often providing pupils with inadequate facilities. This participatory student research project sought to develop political agency with youth researchers, equipping them with research skills to develop a project about school toilets, and to help challenge and shape their school’s policy and practice. By applying Sara Ahmed’s concepts of willful subjects (2014) and complaint (2021) to the data, we begin to question who can use school toilets as expected. Often fear, disgust and restrictions encourage, if not force, disabled, menstruating, transgender and gender diverse students, to contravene toilet norms, and be considered willful. We worked with student researchers to problematize issues and explore the potential for more effective policies. We argue it is imperative to use feminist pedagogy to challenge toilet policy and practice, with children and young people, to achieve wider social justice in education.

The impact of a curriculum-based research training program on medical students’ research productivity and future research interests: a longitudinal study

BackgroundIncorporating scientific research into undergraduate medical education is necessary for the quality of future health care. However, providing rigorous research training to a large number of medical students at one institution remains one of the major challenges. The authors studied the impact of a curriculum-based Research Training Program (RTP) for all undergraduate students at Zhejiang University School of Medicine (ZUSM) on research productivity and future research interests.MethodsMedical students (n = 2,213) from ZUSM who completed the course of RTP between 2013 and 2020 were studied. The authors measured the academic performance, research publications, and research projects of students across years, and evaluated potential factors that contribute to student research productivity and increased interest in future research.ResultsAcross the years, there was an increase in the number of student publications, a greater proportion of students with publications, and a greater proportion of projects involving three or more students (P < .01 for all). The academic performance of the course was associated with increased publications (P = .014), whereas overall satisfaction of the course (OR 2.07, 95% CI [1.39, 3.10], P < .001), Skill Composite Score (SCS) (OR 1.70, 95% CI [1.16, 2.50], P = .007), and male gender (OR 1.50, 95% CI [1.06, 2.12], P = .022) were associated with increased future research interests.ConclusionsThe findings suggest that the curriculum-based RTP improved students’ research productivity, and that overall program satisfaction and self-assessed performance were associated with increased students’ intent to participate in future research.

Application-based big data development framework for health sciences libraries.

The study is a part of a student research project on performance-based evaluation of big data application in health sciences libraries. It presents a theoretical framework of the performance-based evaluation system for health institutes' libraries in the digital environment. The health sciences libraries' systematic approach was judged based on the five main components (data culture, organisational infrastructure, responsibilities, skills and technology competence) of big data analytics (BDA). A comprehensive literature review of the published studies was undertaken related to BDA, including the diffusion of innovation theory, and the theoretical background of the technology acceptance model to produce an application-based big data development framework for the health sciences libraries. The application-based evaluation model integrates BDA in health sciences libraries for improving library services and performance. The study proposed a need for skilled professionals with the knowledge and experience both professionally and technically. Finally, the study proposed a model that will help to measure the organisation's ability to analyse vast amounts of data to empirically validate the association concerning big data analysis and analytical practices in health libraries.

Analysis of Current Situation and Influencing Factors of Medical College Undergraduates Participating in Scientific Research

Objective: To clarify the current situation and influencing factors of medical undergraduates participating in scientific research. Methods: Taking the undergraduate students from Zhanjiang Campus of Guangdong Medical University as the research objects, and using the Questionnaire Star Network survey platform as the carrier, the questionnaire was released to investigate and analyze the current situation and influencing factors of medical students participating in scientific research. Results: The male students were more interested in scientific research than the female students (P&lt;0.05), and male students' self-evaluation of scientific research was more rewarding than female students (P&lt;0.05). Major and grade had no significant effects on students' interest in scientific research, research harvest and time allocated to scientific research (P&gt;0.05). There is a positive correlation between school policy and students' research achievements. There is a positive correlation between students' interest in scientific research and their harvest. There was also a positive correlation between students' interest in scientific research and their recognition of school policies (P&lt;0.05). Conclusion: Gender is an important factor affecting medical students' interest in scientific research and recognition of their participation in scientific research. The interest of medical students in scientific research, the policy of supporting medical students to participate in scientific research and the harvest of medical students' participation in scientific research have significant positive effects on each other.

Teaching Research in an Employability-Focused Undergraduate Curriculum

Employability has emerged as a key part of many universities’ strategies, with initiatives to integrate work with employers, and input from professional careers advisers, into course material. This is especially relevant for business and management courses, and particularly at the undergraduate level offers some scope for courses to be differentiated through the nature of the interaction which they provide with employers. Undergraduate students are expected to learn some research techniques and to demonstrate an ability to carry out a measure of independent inquiry as part of their studies. Superficially these research techniques can appear to represent a very different facet of academic study from employability, and be seen as training in purely academic techniques. This paper explores the potential to build connections between research and employability and to harness students’ knowledge of research methods when working on practical business issues. This paper is based on experience of developing a series of projects which students in their final year of an undergraduate degree can carry out in partnership with employers. These projects are on a smaller scale than independent projects that students have worked on in the past and allow for more focused aims and more structured supervision than other student research projects. While the original motivation was to increase the structure and certainty for students their final year the approach has evolved to be aligned with the university’s policies around practical experience and employer engagement. Therefore the project, while not mandatory for students, is positioned as one of a number of possible ways to gain practical experience, with the expectation that students will take up at least one of these options so that they will graduate with this experience. Setting up these projects has depended on collaboration between academics, careers advisors, and others involved with employer engagement including the team working with alumni. The approach has been implemented across a range of business, management, and finance degrees and has proved effective in creating a connection between independent research and employability.

Framework for Measuring Relevancy in Discovery Environments

Institutional discovery environments now serve as central resource databases for researchers in the academic environment. Over the last several decades, there have been numerous discovery layer research inquiries centering primarily on user satisfaction measures of discovery system effectiveness. This study focuses on the creation of a largely automated method for evaluating discovery layer quality, utilizing the bibliographic sources from student research projects. Building on past research, the current study replaces a semiautomated Excel Fuzzy Lookup Add-In process witha fully scripted R-based approach, which employs the stringdist R package and applies the Jaro-Winkler distance metric as the matching evaluator. The researchers consider the error rate incurred by relying solely on an automated matching metric. They also use Open Refine for normalization processes and package the tools together on an OSF site for other institutions to use. Since the R-based approach does not require special processing or time and can be reproduced with minimal effort, it will allow future studies and users of our method to capture larger sample sizes, boosting validity. While the assessment process has been streamlined and shows promise, there remain issues in establishing solid connections between research paper bibliographies and discovery layer use. Subsequent research will focus on creating alternatives to paper titles as search proxies that better resemble genuine information-seeking behavior and comparing undergraduate and graduate student interactions within discovery environments.

West Virginia Human Whole-Body Donors in Undergraduate Biology Education at Radford University

The use of human whole-body donors is the gold standard in anatomy education, and dissection is a standard pedagogical tool in gross anatomy courses in medical schools, physical therapy schools, and other health science graduate and professional training programs. However, undergraduate students studying anatomy and physiology rarely have the opportunity to work with real human tissues. The Biology Department at Radford University in Southwest Virginia is noteworthy for using whole-body donors from the West Virginia University Human Gifts Registry in all of its undergraduate anatomy and physiology courses. Radford University also uses whole-body donors in non-Biology courses and in student research projects. This report details the educational uses and impacts of WV whole-body donors at Radford University over the past seven years.

Supporting the Biomedical Science UG Project Research Journey Through Staff-Student Partnerships.

Introduction: Developing research skills enhances graduate attributes and student employability. The UG research project is coined the pedagogy of the 21st century but the diversity of supervisory styles is a source of student perceived inequality of experience. The goal of this study was to provide structure and support to undergraduate (UG) biomedical science research students and supervisors by co-creating research informed resources that are accessible, engaging and student centred. We asked 1) How do UG students experience research supervision? 2) What approaches do supervisors use to support UG project students? 3) How do students as partners benefit from being involved in pedagogical research? Materials and Methods: In Stage One, 3 UG student research partners co-developed questionnaires and followed these up with semi-structured interviews. Fifty two UG project students took part in an interactive poll and 14 supervisors answered a questionnaire. Seven students and 4 supervisors were interviewed. These were analysed by thematic analysis. In Stage Two, the questions were asked of UG project students (n = 79) via an interactive poll and the resource developed in Stage One was trialled with students (n = 68) and supervisors (n = 37). Results: The global theme identified was that students feel strongly that the student-supervisor relationship influences their experience, satisfaction and success. In all polls, >90% of students but <60% of supervisors agree that a good student/supervisor partnership has an effect on the success of the final project. A smaller percentage of students felt strongly that they were able to develop a successful partnership with their supervisor. We co-created a visual model and a list of discussion points of how the student-supervisor partnership can be developed, aimed at making supervision more effective whilst being non-prescriptive. Discussion: The resource can be easily adapted. Students believe it helped them to develop a staff-student partnership and supervisors commented that it helps to clarify roles and manage student expectations. This scalable project will support the practice of future UG biomedical science project research students and supervisors. Working with students as partners enabled the development of richer ideas whilst supporting their employability.

Simulating surveys for graduate researcher development.

Recognizing the value of experiential education in social/behavioral science research training, we designed and offered a simulation of a survey research project for doctoral students in education. Through three phases of the project, from instrument design through scale investigation and quantitative analyses, students are developed as researchers in a realistic and authentic way. In this paper, we highlight the advantages, challenges, and outcomes from applying simulation methods within graduate research methods courses, with a specific focus on survey methodology and quantitative skill development.

Learning to Learn Independently: Guiding Students to Develop Self-Directed Learning Skills During Medical Student Independent Research Projects—Findings from an Australian University

IntroductionMost medical schools offer students the opportunity to conduct independent research projects in order to learn about evidence-based medicine. This study aimed to explore the experience of students, graduates, and supervisors during an independent research project through the lens of self-directed learning.MethodsStudents and recent graduates were asked to complete an anonymous survey about their experiences. Semi-structured interviews were also conducted with a purposeful sample of 11 students, 14 graduates, and 25 supervisors. Interviews were recorded and transcribed. An inductive thematic analysis was conducted and themes were refined through the lens of self-directed learning.ResultsMost participants agreed that the independent research project could enable students to develop valuable self-directed learning skills. Participants commented on the importance of the research mentor, faculty support structures, and membership of a research team. Participants who were not well supported described feeling distressed and isolated.DiscussionMedical student involvement in independent research projects can develop self-directed learning skills in the presence of a one-to-one mentoring relationship with a research supervisor, structured guidelines and support from the faculty, and membership of a research team. The development of self-directed learning skills should be part of the learning outcomes of any independent student research project.

Exploring the learning preferences of farmworker-serving community health workers.

Community health workers are responsible for finding, processing, and transferring health information to communities with limited access to health-related resources, including farmworkers. This paper is the culmination of an undergraduate student research project to explore the learning processes and preferences of farmworker-serving community health workers in the USA. The project was designed for students from farmworker or agricultural backgrounds at two North Carolina universities and was supported by a North Carolina Department of Health and Human Services workforce development grant. Semi-structured interviews were conducted, in person and virtually, with a convenience sample of 17 current and former community health workers. The interview data were analysed thematically and identified a preference for a combination of learning styles, with visual and hands-on learning being the most preferred. Community health workers also identified the importance of learning preferences in relation to their responsibilities as health educators. This study provides librarians, along with public health and medical professionals, with useful information about learning preferences to inform the creation of new and varied learning materials for community health workers.

&lt;span&gt;Factors influences scientific research activities of engineering students at An Giang University&lt;/span&gt;

Scientific research helps enable students to access theoretical and practical knowledge in depth. However, stimulating student participation in scientific research is challenging for universities and colleges nationwide. This study was conducted on 224 students majoring in engineering at An Giang University to investigate the factors influencing student involvement in scientific research. The survey results showed that from 2018 to 2020, there were no student scientific research projects, while in 2021 there were 02 and in 2022 only 01. Among the 7 surveyed influencing factors, personal interest was the highest, accounting for 36.61%. Regarding the 4 levels of satisfaction surveyed, the majority of students were satisfied with their supervising professors, accounting for 38.83%. For accessing scientific research, understanding of scientific research accounted for only 8.93%. Therefore, we propose several solutions such as increasing bonus points for academic achievements, allocating more funding support, organizing research groups, and promoting scientific conferences within the university to enhance student participation in scientific research.

Bioluminescence - The Vibrant Glow of Nature and its Chemical Mechanisms.

Bioluminescence, the mesmerizing natural phenomenon where living organisms produce light through chemical reactions, has long captivated scientists and laypersons alike, offering a rich tapestry of insights into biological function, ecology, evolution as well as the underlying chemistry. This comprehensive introductory review systematically explores the phenomenon of bioluminescence, addressing its historical context, geographic dispersion, and ecological significance with a focus on their chemical mechanisms. Our examination begins with terrestrial bioluminescence, discussing organisms from different habitats. We analyze thefireflies of Central Europe's meadows and the fungi in the Atlantic rainforest of Brazil. Additionally, we inspect bioluminescent species in New Zealand, specifically river-dwelling snails and mosquito larvae found in Waitomo Caves. Our exploration concludes in the Siberian Steppes, highlighting the area's luminescent insects and annelids. Transitioning to the marine realm, the second part of this review examines marine bioluminescent organisms. We explore this phenomenon in deep-sea jellyfish and their role in the ecosystem. We then move to Toyama Bay, Japan, where seasonal bioluminescence of dinoflagellates and ostracods present a unique case study. We also delve into the bacterial world, discussing how bioluminescent bacteria contribute to symbiotic relationships. For each organism, we contextualize its bioluminescence, providing details about its discovery, ecological function, and geographical distribution. A special focus lies on the examination of the underlying chemical mechanisms that enables these biological light displays. Concluding this review, we present a series of practical bioluminescence and chemiluminescence experiments, providing a resource for educational demonstrations and student research projects. Our goal with this review is to provide a summary of bioluminescence across the diverse ecological contexts, contributing to the broader understanding of this unique biological phenomenon and its chemical mechanisms serving researchers new to the field, educators and students alike.

ADDRESSING CHALLENGES IN SUPERVISING STUDENT RESEARCH

In Ukraine, student involvement in scientific research primarily occurs through participation in student scientific groups or societies. However, many teachers face challenges when supervising student research projects. This study aims at identifying challenges in supervising student scientific research in higher education, drawing on experiences of both foreign and domestic university faculties. Literature from PubMed and Google Scholar databases was reviewed, focusing on articles related to the topic. Researchers suggest early engagement of students in scientific research within laboratories and participation in inquiry-based programs such as "discovery-based," "project-based," and "inquiry-based," mirroring real-world scientific practices. These approaches offer valuable insights into science, providing structured support and laboratory experience for students. However, challenges such as material and technical limitations and teachers' lack of motivation to dedicate sufficient time to students hinder the widespread implementation of research programs in universities. To foster successful student scientific research, students must be motivated to take ownership of their work, and department laboratories require adequate material and technical support to facilitate student research groups. Additionally, scientific mentors should receive adequate pedagogical training to effectively guide research groups. Mentor efforts should focus on encouraging student participation in research activities by enhancing their awareness and creating opportunities for engagement.

Student Involvement in Science in the Focus of Sociological Analysis

Introduction. The relevance of the topic is due to the following contradiction. According to comparative international studies, in a number of developed countries there is a decline in the interest of young people in scientific activities. In this regard, Russia is an exception, since young Russians are more loyal to science than, for example, their peers in Europe and highly value the impact of scientific achievements on society. At the same time, the problem of «worn-out» scientific personnel in Russia has not been completely resolved. The aging process has slowed down, but it is too early to talk about a massive influx of young personnel into science. Against the background of this contradiction, the authors put forward hypotheses about the lack of involvement of engineering students in scientific research and the dissatisfaction of representatives of the digital generation with the formats of scientific communication that they encounter.Methodology and sources. To develop the research methodology, the authors relied on the concept of the influence of the university on the student (E. Pascarella, P. Terenzini); the theory of the determination of student success by its academic and social integration into various spheres of university life (V. Tinto). To clarify the concept of «scientific communication» the authors turned to the conceptual model of M. Buki and B. Trench, which differentiates the channels and methods of public access to scientific information.Results and discussion. The purpose of the study was to determine the degree of student involvement in the scientific activities of the university and to analyze the conditions for the formation of communication strategies that promote involvement. Students of 1–3 years of bachelor's degree in technical specialties (N = 304) participated in the research.Conclusion. The following results were obtained. Firstly, although students view science as a highly significant activity, they do not recognize it as a model of their professional identity. Secondly, although science is of interest to many respondents, it remains at the level of plans, not action. Respondents see an obstacle to this in their own lack of confidence in their scientific and technical training. Third, research has identified communication strategies that both arouse interest in science and provide students with a sense of progress in mastering research competencies.