Subsequent Academic Year Research Articles

Jumping Asymmetries and Risk of Injuries in Preprofessional Ballet

Background: Preprofessional ballet dancers are exposed to the risk of injuries, primarily in the lower extremities, with most injuries occurring during jumping and landing activities. Interlimb asymmetry during jumping and landing activities has been associated with the injury risk in adolescent athletes, but this has not been examined in dancers. Purpose: To investigate associations between interlimb asymmetry during a double-leg countermovement jump (DL-CMJ) and single-leg jump (SLJ) and the injury risk in adolescent preprofessional ballet dancers. Study Design: Cohort study; Level of evidence, 2. Methods: Adolescent preprofessional ballet dancers (N = 255) performed 3 DL-CMJs and 3 SLJs on force plates during annual screening. Absolute and directional (separate values for left and right limb dominance) asymmetries in a set of kinetic variables during a DL-CMJ and in jump height during an SLJ were calculated. Each variable was characterized as having “high” or “normal” asymmetry according to the percentage of asymmetry (greater than or less than or equal to, respectively, the mean ± 0.5 SD) based on the present sample. Risk ratios (RRs) and 95% CIs were calculated based on the injury incidence in the subsequent academic year. Results: Of the 242 dancers that satisfied the inclusion criteria, 128 injuries were observed in the subsequent academic year. In the whole sample, 3 absolute, 7 left limb–dominant, and 1 right limb–dominant kinetic asymmetry in the eccentric, concentric, and landing phases of the DL-CMJ as well as left limb–dominant jump height asymmetry in the SLJ were associated with a significant (P < .001) increase in the injury risk (RR, 1.28-1.69 [95% CI, 1.02-2.37]). Separating by sex, asymmetries in the eccentric and landing phase of the DL-CMJ were not significant in boys, while in girls, RRs for asymmetries in the eccentric and landing phase of the DL-CMJ increased, and SLJ jump height asymmetry was not significant. Conclusion: Higher asymmetries in certain kinetic variables during the DL-CMJ and in jump height during the SLJ were associated with an elevated risk of injuries in elite preprofessional ballet dancers with some sex-specific differences. Associations were mainly identified for high left limb–dominant asymmetry in the takeoff phase, suggesting that the injury risk may be specific to a relative right limb deficit.

Cognitive empathy of osteopathic students: a longitudinal study with data comparisons to the Project in Osteopathic Medical Education and Empathy (POMEE).

Establishing an empathic bond of trust with patients is a characteristic that physicians need, because patients feel that physicians are more caring if they sense that they are empathetic. Former cross-sectional studies have shown an erosion of cognitive empathy as medical students progress through their education. This study aims to measure the changes in student cognitive empathy as they progress through their undergraduate osteopathic medical education. Cognitive empathy scores are compared to the nationwide norms established by the Project in Osteopathic Medical Education and Empathy (POMEE) study by Mohammadreza Hojat, PhD, and colleagues. During orientation to medical school, and at the beginning of each subsequent academic year, and just before graduation, the graduating classes of 2017-2019 participated in this longitudinal study by filling out the Jefferson Scale ofEmpathy-Student Version (JSE-S). A total of 345/459 Osteopathic Medical Student (OMS) I-IV students (75.2 % of the graduates) filled out the forms for all five time points. Desired specialty choice and sex were also collected. Specialty choice was divided into Core and Non-Core groups. Core specialties are "people-oriented" and have a large amount of patient contact and continuity of care, while Non-Core specialties are "technical- or procedure-oriented" and have little or no patient contact and/or continuity of care. Men selecting Non-Core specialties had significant drops in JSE-S scores (p=0.001); whereas men who selected the Core specialties did not have a significant decrease. Forwomen, there was no significant drop in JSE-S scores forthose selecting either Core or Non-Core specialties. Whencompared to POMEE norm data, none of the Campbell University School of Medicine students had JSE-S scores thatwere above the 50th percentile. Students selecting Core specialties do a better job of maintaining their cognitive empathy, which aids their ability to establish an empathic bond of trust with patients, when compared to students who desire Non-Core specialties. JSE-S scores not above the POMEE 50th percentile is concerning and indicate either a curricular change to betterenhance empathic communication skills and/or better applicant selection.

Postdigital concerns relating to teaching and learning of machine drawing

The freshmen of the engineering curriculum are trained in the engineering drawing skill set which includes the generation of orthographic projections of any given component. When these freshmen are promoted to the next subsequent academic year, they are ready to learn the generation of three-dimensional computer-aided drawing (CAD) geometric models from the given orthographic projections. In today's postdigital era, the challenges and issues faced by these sophomores in generation of spatially visualized CAD geometric model is discussed in this work. A perceptive visual image of stop valve in a CAD-based environment is formulated, as the stop valves play a major role in product as well as process-oriented industries. The impediments faced by students in generating the spatially visualized CAD geometric model in the postdigital era have been discussed and deliberated at a stretch. Students’ performance assessment before imparting training versus after imparting training in CAD-based geometric modeling skills by employing perceptive visual imagery method is recorded in this work.

A hierarchical clustering approach for examining the relationship between pelvis-proximal femur geometry and bone stress injury in runners

Bone stress injury (BSI) risk in runners is multifactorial and not well understood. Unsupervised machine learning approaches can potentially elucidate risk factors for BSI by identifying groups of similar runners within a population which differ in BSI incidence. Here, a hierarchical clustering approach is used to identify groups of collegiate cross country runners based on 2-dimensional frontal plane pelvis and proximal femur geometry, which was extracted from dual-energy X-ray absorptiometry scans and dimensionally reduced by principal component analysis. Seven distinct groups were identified using the cluster tree, with the initial split being highly related to female-male differences. Visual inspection revealed clear differences between groups in pelvis and proximal femur geometry, and groups were found to differ in lower body BSI incidence during the subsequent academic year (Rand index = 0.53; adjusted Rand index = 0.07). Linear models showed between-cluster differences in visually identified geometric measures. Geometric measures were aggregated into a pelvis shape factor based on trends with BSI incidence, and the resulting shape factor was significantly different between clusters (p < 0.001). Lower shape factor values, corresponding with lower pelvis height and ischial span, and greater iliac span and trochanteric span, appeared to be related to increased BSI incidence. This trend was dominated by the effect observed across clusters of male runners, indicating that geometric effects may be more relevant to BSI risk in males, or that other factors masked the relationship in females. More broadly, this work outlines a methodological approach for distilling complex geometric differences into simple metrics that relate to injury risk.

The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement

Personal characteristics and classroom environment features both play important roles in predicting students' levels of classroom engagement. The present study took a person-environment transaction perspective to investigate how factors at both the personal (i.e., student externalizing behaviors) and relational (i.e., teacher-student relationships) levels jointly predict the development of classroom engagement behaviors in a sample of 784 elementary school students. Using a longitudinal cross-lagged model spanning across Grade 3 to Grade 5, we found a negative reciprocal association between teacher-student relationships and externalizing behaviors, such that a more positive teacher-student relationship predicted fewer externalizing behaviors in the subsequent academic year, and fewer externalizing behaviors predicted a more positive teacher-student relationship 1 year later. In addition, externalizing behaviors directly negatively predicted subsequent classroom engagement, whereas teacher-student relationships indirectly predicted subsequent classroom engagement by way of externalizing behaviors. Overall, students with more externalizing behaviors experienced more conflicts with and received less support from their teachers, which predicted the development of more externalizing behaviors and lower subsequent classroom engagement.

Energy Consumption by Lifts: Can Health Promotion of Stair Climbing Reduce Electricity Bills for Business?

Lifts are almost ubiquitous in modern, high rise workplaces. This study tested the effectiveness of health messages displayed on posters to promote stair climbing and reduce the use of the lifts, and consequently their cost. There were six buildings at the university accommodation comprised of 11 lifts and 15 stair cases. Posters with a message based on the potential calorific expenditure from a single total ascent were displayed for four weeks. The stair climbing interventions were conducted in the spring and autumn of the subsequent academic year. Results showed no significant difference in electricity consumption between baseline and intervention, for either intervention period (p= .799).

Design and implementation of a virtual on-line lab on optical communications

ABSTRACT The paper describes the design and implementation of a virtual lab for on-line lab training on optical communications, part of the ‘Optical Communications’ course offered at the Dept. of Electrical & Electronic Engineering Educators, School of Pedagogical & Technological Education (ASPETE), Athens, Greece. The virtual lab is based on the OptiSystem 16 software tool while the on-line component was implemented by using the MS-Teams tool of MS-Office. The lab includes a synchronous and an asynchronous part. Since the virtual lab was offered for the first time, students’ response was evaluated on the basis of the submitted lab reports to allow for proper corrective actions during the subsequent academic year. Results were encouraging in that 79% of the students achieved a passing grade, however, 60% of students either failed or attained a low passing grade, which leaves room for improvement. Further analysis revealed a lack of a proper background in mathematics, physics and essential signal quantities. Future actions will include an investigation of the optimum combination between the physical and the simulation lab, development of short notes and multiple-choice questions, a closer association between the lab work and relevant small tasks/projects and a more systematic feedback process.

COVID-19 prevention at institutions of higher education, United States, 2020–2021: implementation of nonpharmaceutical interventions

BackgroundIn early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs’ use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021.MethodsFrom December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). ed data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs.ResultsOverall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having < 1000 students was associated with having implemented fewer NPIs than IHEs with ≥1000 students.ConclusionsOnly 1 in 5 IHEs implemented all CDC recommendations, while a majority implemented a subset, most commonly changes to the classroom, facemask protocols, and COVID-19 testing. IHE enrollment size and location were associated with degree of NPI implementation. Additional research is needed to assess adherence to NPI implementation in IHE settings.

A hierarchical clustering approach for examining potential risk factors for bone stress injury in runners

Bone stress injuries (BSI) are overuse injuries that commonly occur in runners. BSI risk is multifactorial and not well understood. Unsupervised machine learning approaches can potentially elucidate risk factors for BSI by looking for groups of similar runners within a population that differ in BSI incidence. Here, a hierarchical clustering approach is used to identify groups of collegiate cross country runners (32 females, 21 males) based on healthy pre-season running (4.47 m·s−1) gait data which were aggregated and dimensionally reduced by principal component analysis. Five distinct groups were identified using the cluster tree. Visual inspection revealed clear differences between groups in kinematics and kinetics, and linear mixed effects models showed between-group differences in metrics potentially related to BSI risk. The groups also differed in BSI incidence during the subsequent academic year (Rand index = 0.49; adjusted Rand index = −0.02). Groups ranged from those including runners spending less time contacting the ground and generating higher peak ground reaction forces and joint moments to those including runners spending more time on the ground with lower loads. The former groups showed higher BSI incidence, indicating that short stance phases and high peak loads may be risk factors for BSI. Since ground contact duration may itself account for differences in peak loading metrics, we hypothesize that the percentage of time a runner is in contact with the ground may be a useful metric to include in machine learning models for predicting BSI risk.

Longitudinal effects of U.S. students’ reentry shock on psychological health after returning home during the COVID-19 global pandemic

Guided by the stress process model (Pearlin, Mullan, Semple, & Skaff, 1990; Pearlin, 1999), the purpose of this longitudinal investigation was to examine the extent to which the stressor of premature forced reentry from studying abroad during the COVID-19 pandemic (e.g., reentry shock, reacculturative stress) was predictive of stress-related compromised mental health (i.e., perceived stress and loneliness) into the subsequent academic year. A total of 133 college students from different U.S. universities completed a short online questionnaire as soon as they came back from their study abroad experience (T1) and approximately six months after (T2), when they were resuming their Fall 2020 academic semester. Consistent with the stress process model, secondary stressors associated with reacculturation were predictive, concurrently and longitudinally, of mental health outcomes, especially loneliness, indicating that students who had the hardest time returning home unexpectedly were at the highest risk for worsened mental health over the following months. These findings reveal that reacculturation following unplanned termination of a study abroad experience is not an event as much as it is a process that unfolds over a period of months, as would be understood from the perspective of the stress process model.

Longitudinal Impact of an Interdisciplinary Course on Aging for First-Year Students

Undergraduate courses on aging have the potential to counteract negative stereotypes about older adults and to shift students’ academic plans as they learn about aging-related opportunities. For six years we have taught an interdisciplinary course on aging for first-year undergraduate students. We present longitudinal data on students’ attitudes and academic trajectories after taking the course. Students who took the course (n = 314) and comparable students who were not in the course (n = 353) were surveyed prior to and at the end of their first semester and at the end of each subsequent academic year. At each time point students rated the degree to which aging issues are relevant to their personal and professional lives. Students also reported aging-related curricular and extracurricular activities they pursued. Multivariate repeated-measures analyses revealed a significant interaction such that personal and professional relevance of aging issues were lower and remained stable for students not in the class, and were higher and increased for students in the class, F(2,226) = 13.18, F(2,226) = 14.94, p’s < .01. However, for course students, relevance returned to baseline levels by the end of their first year and remained constant in subsequent years. Results from chi-square analyses revealed that students in the class reported more engagement in aging-related courses, χ2(1) = 8.3, research projects, χ2(1) = 90.1, and extracurriculars, χ2(2) = 20.6, p’s < .01. Results suggest that exposing students to information about aging early has the potential to alter academic trajectories, highlighting the importance of early education.

Evaluation of two academic practice partnerships for chronic disease management in nursing education

More clinical sites are essential to meeting the learning needs of nursing students who will care for patients with chronic disease after graduation. Partnerships between schools of nursing and academic practices can increase clinical training capacity, allow future nurse practitioners (NPs) to apply knowledge and skills in the context of care delivery, and potentially improve patient outcomes with little associated risk. This article describes the experiences of primary care NP students (n=37), NP faculty (n=2), and clinic providers (n=2) in an academic practice partnership performing home visits with complex pediatric asthma and adult heart failure (HF) patients. A 14-item postexperience survey was used to obtain student feedback. Over 75% (n=28) of student participants responded. Most respondents, 80% assigned to pediatric asthma patients and 90% assigned to adult HF patients, reported the home visit experience prepared them to care for patients with chronic diseases. Clinic providers indicated the extra attention to both patient groups reduced barriers to care and improved care continuity. This partnership offers a model for developing clinical skills in advanced practice nursing students and enhancing scarce clinical placement resources. Findings were used to refine the program and expand to include all 150 students in the subsequent academic year.

Integrating Health Literacy and Cultural Competency Concepts Across the Doctor of Pharmacy Curriculum

Objective. To determine the longitudinal impact of integrating health literacy and cultural competency content throughout the professional pharmacy curriculum and the impact of additional changes made to the curriculum based on the results of a longitudinal analysis. Methods. Health literacy and cultural competency concepts were integrated throughout a four-year professional pharmacy curriculum. A cohort of students were assessed using health literacy and cultural competency survey instruments at baseline, the end of the fall semester of the first professional (P1) year, and the end of each subsequent academic year. From the four-year assessment, a need for additional reinforcement in the spring P1 semester was identified, so a health literacy activity was incorporated into an introductory pharmacy practice experience (IPPE) for two cohorts of students. The outcomes were compared to those of a single cohort of students who had completed their P1 year prior to integration of the additional content. A health literacy survey instrument was given at the beginning and after completion of the semester to assess change. Preceptors also completed a brief survey. Results. Curricular integration improved health literacy and cultural competency attitudes and self-perceived ability in P1 students, as assessed by the instruments. However, declines in students' health literacy and cultural competency were identified when the students were retested in the spring semester. After implementing the health literacy IPPE activity, the health literacy scores of P1 students in the two subsequent years improved. Preceptors also gave positive feedback on the utility of this activity. Conclusion. Integrating health literacy and cultural competency content throughout the curriculum resulted in improvement in students' scores in these areas from the first to the fourth professional year, but when there were no integrated activities, scores dropped. Implementing additional activities improved student-perceived HL skills. Thus, it may be important to ensure there is inclusion of content in each semester of the curriculum to maximize effects.

Evaluation of an Interprofessional Tobacco Cessation Train-the-Trainer Program for Respiratory Therapy Faculty.

Although tobacco use is the leading cause of numerous preventable diseases, including respiratory illnesses, respiratory therapy students historically have received inadequate education for treating tobacco use and dependence. To address this gap, a respiratory-specific tobacco cessation training program was created and disseminated via a train-the-trainer approach for faculty in respiratory therapy and respiratory care programs across the United States. The purpose of this study was to estimate the impact of the live, web-based, train-the-trainer programs on participating faculty, and to assess changes in the extent of adoption of tobacco cessation content in respiratory therapy curricula across institutions in the United States. Five live, 2.5-h web-based train-the-trainer programs for respiratory therapy faculty were conducted. To characterize impact of this national initiative, surveys were administered at baseline, immediately after training, and then at the end of the subsequent academic year. A total of 270 respiratory therapy faculty members participated in a live webinar training, representing 248 of the 402 (61.7%) respiratory therapy schools in the United States. At the end of the subsequent academic year, faculty reported significant improvement in their overall ability to teach tobacco cessation (P < .001). Nearly all (97.4%) agreed that the webinar train-the-trainer format was conducive to learning, and high self-ratings were reported for skills to teach the tobacco cessation content. During the 2016-2017 academic year, 1,248 respiratory therapy students received training. Faculty anticipated teaching a median of 3 h of tobacco cessation in the subsequent academic year. Training respiratory therapy faculty using a train-the-trainer approach had a positive impact on faculty's perceived confidence and ability to teach tobacco cessation at their institutions.

Obesity may enhance the adverse effects of NO2 exposure in urban schools on asthma symptoms in children

Sparse data address the effects of nitrogen dioxide (NO2) exposure in inner-city schools on obese students with asthma. We sought to evaluate relationships between classroom NO2 exposure and asthma symptoms and morbidity by body mass index (BMI) category. The School Inner-City Asthma Study enrolled students aged 4 to 13 years with asthma from 37 inner-city schools. Students had baseline determination of BMI percentile. Asthma symptoms, morbidity, pulmonary inflammation, and lung function were monitored throughout the subsequent academic year. Classroom NO2 data, linked to enrolled students, were collected twice per year. We determined the relationship between classroom NO2 levels and asthma outcomes by BMI stratification. A total of 271 predominantly black (35%) or Hispanic students (35%) were included in analyses. Fifty percent were normal weight (5-84th BMI percentile), 15% overweight (≥85-94th BMI percentile), and 35% obese (≥95th BMI percentile). For each 10-parts per billion increase in NO2, obese students had a significant increase in the odds of having an asthma symptom day (odds ratio [OR], 1.86; 95% CI, 1.15-3.02) and in days caregiver changed plans (OR, 4.24; 95% CI, 2.33-7.70), which was significantly different than normal weight students who exhibited no relationship between NO2 exposure and symptom days (OR, 0.90; 95% CI, 0.57-1.42; pairwise interaction P= .03) and change in caregiver plans (OR, 1.37; 95% CI, 0.67-2.82; pairwise interaction P= .02). Relationships between NO2 levels and lung function and fractional exhaled nitric oxide did not differ by BMI category. If we applied a conservative Holm-Bonferroni correction for 16 comparisons (obese vs normal weight and overweight vs normal weight for 8 outcomes), these findings would not meet statistical significance (all P> .003). Obese BMI status appears to increase susceptibility to classroom NO2 exposure effects on asthma symptoms in inner-city children. Environmental interventions targeting indoor school NO2 levels may improve asthma health for obese children. Although our findings would not remain statistically significant after adjustment for multiple comparisons, the large effect sizes warrant future study of the interaction of obesity and pollution in pediatric asthma.

Single-Center Longitudinal Implementation of Lecture Series Based on the American College of Radiology Appropriateness Criteria for Emergency Medicine Provider Education

Rationale and ObjectivesThe purpose of our study was to improve awareness and knowledge of the American College of Radiology Appropriateness Criteria (ACR-AC) among Emergency Medicine (EM) residents and to assess the long-term effectiveness of this ACR-AC lecture-based series. Materials and MethodsTen lectures-based on the ACR-AC were given to EM residents at an academic medical center. Four of these lectures were subsequently repeated in the subsequent academic year. A prelecture quiz was given to all participants prior to each lecture and the same quiz was given after each lecture. Participants were instructed to select the most appropriate imaging study for each question. Results were analyzed with a 2-tailed paired sample t-test for the means. ResultsA total of 28 residents from three EM resident classes participated in the lecture-based series over the course of this 2-year study. In phase I of the study, there was statistically significant improvement in mean postlecture quiz scores compared to prelecture quiz scores (55.7% vs 80.5%, P < 0.01) for each topic, as well as within each training level, (P < 0.05). In phase II, the resident class of 2018 had the only statistically significant difference between prelecture and postlecture quiz scores (59% vs 94%, P < 0.05). EM residents further demonstrated an enduring effect at 1 year with statistically significant improvement in prelecture quiz scores during phase II compared with phase I (88% vs 50%, P < 0.05). ConclusionsThis work revealed that lecture-based education on the ACR-AC, relevant to EM residents, significantly increased the participant knowledge for ordering appropriate imaging. In addition, it was evident participants retained the knowledge they acquired from these lectures during phase II 1 year later.

Analysis of a First Professional Year Student Wellness Program

Objective: To identify wellness-related needs and assess the impact of wellness-related offerings among first professional year pharmacy students.&#x0D; Innovation: A survey tool was developed and offered to P1 students at the beginning and end of their fall and spring semesters. Additional biometric data was also collected to help identify wellness needs. Data from the first academic year (AY1) was used to develop targeted wellness interventions offered to P1 students during the subsequent academic year (AY2). Assessment strategies from AY1 were repeated with minor modifications in AY2 to identify changes in baseline needs and changes in markers across the academic year.&#x0D; Critical Analysis: AY1 survey response rates varied from 20.1% to 47.4% across the semester. Frequent dissatisfaction was reported with diet, weight, and exercise. AY2 survey response rates varied from 15.8% to 58.3% across the semester. The AY2 cohort demonstrated similar dissatisfaction data; however, also demonstrated lower baseline stress scores as compared to the AY1 cohort, higher baseline BMI, and higher systolic and diastolic blood pressure. Individual interventions offered to AY2 students were attended by as many as 16.5% of the academic cohort. Nutrition classes exhibited stronger attendance than fitness classes.&#x0D; Next Steps: The process used in this study was easily implemented and provided understanding of wellness gaps, which helped to identify interventions that were implemented and assessed. The process also demonstrated that wellness needs can vary from one population to another, reinforcing the value of periodic assessment to identify changing needs.&#x0D; &#x0D; Type: Note

Just a First-Year Thing? The Relations between Drinking During Orientation Week and Subsequent Academic Year Drinking Across Class Years

ABSTRACTBackground: The goal of Orientation Week is to help new students adjust to university life. However, it is a period when many new students engage in excessive alcohol consumption and where problematic drinking patterns may be established. Objective: The objective is to determine whether returning students drink in a similar manner to students in their first-year of classes and whether Orientation Week drinking predicts semester drinking more strongly for first-year than returning students. Methods: We tested 552 students (18 to 25 years old) in their first, second, or third class year of university. Students reported their Orientation Week drinking and then completed daily drinking diaries for 13 consecutive days during the academic year. Results: Orientation Week drinking was similar across class years and also predicted academic year drinking for students in all class years. Conclusion/Importance: Drinking during Orientation Week is not just a first-year problem and prevention efforts should focus on all students.

A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum

Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.

A learning development module to support academically unsuccessful 1st-year medical students

Background. Students who fail the first semester in an undergraduate medical programme at the University of the Free State may join a Learning Development Programme (LDP) in the second semester. A new generic skills module, Lifelong Learning Skills (LLLS), was added to the curriculum in 2013. Objective. To ascertain whether the LLLS module helped to improve the generic learning skills of LDP students. Methods. Student reflections and a self-administered questionnaire with open-ended questions were used to obtain feedback. Results. Students believed that the LLLS module enhanced their generic skills, and that it was beneficial to them. Aspects such as motivation, time management and critical thinking improved. Furthermore, they indicated that the skills mastered during the module continued to be useful in the subsequent academic year. Conclusion . The students’ reflections made a valuable contribution to understanding ways in which they can be supported. Through student insights, future presentation of the LLLS module can be enhanced.