Training Program For Students Research Articles

An innovative clinical interprofessional education experience to advance knowledge and skill in communication with aphasic patients: A randomized controlled pilot study

BackgroundBecause of its impact on communication, aphasia increases patients’ risk for poor healthcare outcomes. Healthcare teams should be equipped to effectively serve this population. PurposeThe primary aim was to pilot the effectiveness of an aphasia communication.partner training program for healthcare students by examining changes in knowledge and behavior. A secondary aim assessed learners' understanding of other healthcare professionals’ roles and responsibilities. MethodStudents in pharmacy, physician assistant, and occupational therapy were randomly assigned to experimental or control groups. The former participated in didactic training with speech-language pathology students and mentored interactions with aphasic patients. Both groups completed pre-/post-training knowledge assessments and participated in semi-structured patient interactions. DiscussionThe clinical IPE experience resulted in statistically significant differences in aphasia knowledge and associated behaviors. Additionally, learners’ understanding of healthcare professions improved. ConclusionsClinical IPE experiences are effective at improving clinical communication skills and increasing knowledge of language-impaired populations.

Engineering student satisfaction and loyalty: The E-learning effect

This study explores the influence of e-learning tools on student satisfaction and loyalty within engineering programs. A survey administered to 67 Syrian engineering students and professors examined their perceptions of e-learning platforms. The results indicate a growing appreciation for e-learning's effectiveness in delivering educational content. The research highlights the particular value of e-learning tools during disruptions to traditional learning, such as pandemics. The study reveals a positive correlation between e-learning use and student academic performance, satisfaction among both students and professors, and a trend towards loyalty to these tools. Based on these findings, the study recommends adaptations in information presentation methods by professors to leverage the capabilities of e-learning tools. It emphasizes the importance of maximizing the potential of these tools and suggests implementing training programs for both students and faculty to enhance e-learning proficiency. The research also underscores the need for continuous curriculum updates to ensure compatibility with evolving e-learning technologies. Finally, the study recommends exploring additional benefits to incentivize continued engagement with e-learning tools by both students and educators.

Perceptions of lecturers and students regarding discriminatory experiences and sexual harassment in academic medicine – results from a faculty-wide quantitative study

BackgroundDiscrimination and sexual harassment are prevalent in higher education institutions and can affect students, faculty members and employees. Herein the aim was to assess the extent of discriminatory experiences and sexual harassment of students and lecturers at one of the largest teaching hospitals in Europe. We analyze whether there are differences between lecturers and students, different study programs as well as sex/gender differences.MethodsIn an interdisciplinary, iterative process, a semi-standardized questionnaire was developed and sent to N = 7095 students (S) of all study programs and N = 2528 lecturers (L) at Charité—Universitätsmedizin Berlin, Germany. The study was conducted from November 2018 to February 2019. Besides a broad range of questions on sociodemographic background allowing for diversity sensitive data analysis, they were asked if they had witnessed and/or experienced any form of discrimination or sexual harassment at the medical faculty, if yes, how often, the perceived reasons, situational factors and perpetrators.ResultsThe response rate was 14% (n = 964) for students and 11% (n = 275) for lecturers. A proportion of 49.6% of students (L: 31%) reported that they have witnessed and/or experienced discriminatory behavior. Sexual harassment was witnessed and/or experienced by 23.6% of students (L: 19.2%). Lecturers (85.9%) were identified as the main source of discriminatory behavior by students. Directors/supervisors (47.4%) were stated as the main source of discriminatory behavior by lecturers. As the most frequent perceived reason for discriminatory experiences sex/gender (S: 71%; L: 60.3%) was reported. Women and dental students experienced more discriminatory behavior and sexual harassment.ConclusionsDiscriminatory behavior is experienced by a significant number of students and lecturers, with power structures having a relevant impact. Dental students and women appear to be particularly exposed. Specific institutional measures, such as training programs for lecturers and students are necessary to raise awareness and provide resources. Furthermore, national preventive strategies should be thoroughly implemented to fight discrimination and harassment at the workplace.

Can vocational interests of students be used to recruit suitable candidates for teacher training programmes in technical vocational education and training in Germany?

PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling.

Comparison Study Between Weight Training and Fartlek To Improve The Running Speed Of Trainee Teachers In The 100-Meter Event

The purpose of this study is to compare the effectiveness of weight training and Fartlek in improving the running speed of trainee teachers in the 100-meter event. The study aims to determine which training method is more effective in enhancing running speed. The study participants were randomly assigned to either weight training or fartlek groups and underwent their respective training programs for four weeks. The running speed of both groups was evaluated and compared using a standardized assessment tool. The results of this study will contribute to the existing knowledge on the benefits and limitations of weight training and Fartlek in improving running speed. The t-test showed that there is no significant difference between the two means among both training groups and its proven that both weight training and Fartlek training is suitable is improving the running speed of trainee teachers in 100-meter event. This study is expected to provide valuable information for coaches, trainers, and physical educators in developing effective training programs for athletes and physical education students. and reduce labor costs and water wastage and increase productivity and efficiency.

Practices of Personal Protective Measures against SARS-Cov-2 among Undergraduate Medical Students in South India

Introduction: The use of personal protective measures holds relevance despite mass immunization coverage of COVID-19 vaccination in the population. This is because vaccination only gives protection from severe COVID-19 and does not prevent the risk of infection. Medical students can be vital in training people in infection control practices. The study aimed to assess the practices of undergraduate medical students regarding personal protective measures against COVID-19. Methods: A cross-sectional study was done among first to final-year students at a private medical college in Mangalore. Data were collected using a Microsoft form. Results: The mean age of the 302 participants was 21.2±1.6 years. The majority of them were females [179 (59.3%)]. Face mask was worn by 295(97.7%) participants. Non-recommended types of face masks like using cloth masks [108 (36.6%)] and handkerchiefs [7 (2.4%)] were reported by participants. 35 (11.9%) of them wore the face mask incorrectly. Periodicity of replacement of disposable type masks was not done every day by 181(61.4%) participants. 142(48.1%) of them did not dispose of masks whenever they became moist on every occasion. Only 79 (26.8%) always practiced proper disposal of face masks. Hand sanitizer to disinfect hands was always used by 102 (33.8%) participants. Only 42 (13.9%) participants practiced correct practice of hygiene hand wash always. Only 58 (19.2%) participants had a good level of practice. Practice level was significantly poorer among males and first-year students. Conclusion: Several gaps in preventive practices against COVID-19 were identified, particularly among males and first-year students. These issues need to be addressed among medical students in future training programs.

Exploring the effectiveness of a novel memory training program for students with learning disabilities in the United Arab Emirates: investigating the role of gender differences

IntroductionThe present research aims to investigate the efficacy of a newly developed memory training strategy on improving the memory capabilities of students with learning impairments.MethodsInvolving thirty male and female students with learning challenges, the study divided participants into experimental and control groups, with the former undergoing a novel memory training program. Memory was evaluated before and after a 3-month training period using a recall assessment technique developed from prior studies.ResultsFindings indicated statistically significant differences in memory scores between the experimental and control groups on the novel memory scale (total score) and its aspects (Auditory, Visual, and Visual kinesthetic memory), with improvements noted only in the experimental group. Gender did not significantly impact the scores, and there was no significant interaction between gender and group on training outcomes, suggesting the training's universal applicability.DiscussionThe study demonstrates that a novel memory training course can significantly enhance memory functions in students with learning impairments, irrespective of gender. These results offer promising directions for integrating cognitive training into educational strategies to support students facing learning challenges.

Students’ Motivation and Engagement in the Implementation of Individual Development Plan for Underrepresented Minority (URM) Students in Undergraduate STEM Training Programs

Despite recent progress, statistics show an urgent need for growth in the numbers of underrepresented minority (URM) students in STEM fields. An individual development plan (IDP) has been used to assist Ph.D. trainees in exploring career paths, developing short- and long-term career goals, and creating action plans to achieve these goals. The National Institutes of Health (NIH) and many institutions require the completion of the IDP by graduate students, postdoctoral researchers, and junior faculty mentees to enhance career development. However, little information exists regarding how motivated and behaviorally engaged undergraduate URM undergraduate students are in using IDP as a tool to develop their STEM career pathway. In this study, researchers present data from the motivation levels and behavioral engagement factors that are associated with the effectiveness of the IDP with 20 URM students recruited for the REP Summer program. A total of 85% of students strongly agreed that the IDP was most effective in assessing and reflecting on their academic and professional goals. The mentorship needs were met by 80% of the students, while 75% of the students agreed that the IDP was very effective in helping to identify short-term and long-term goals for their undergraduate studies. Moreover, 70% of the students were satisfied with the IDP in developing an action plan, identifying short-term and long-term goals for their professional careers, and assessing their scientific skills, interests, and values. URM students are intrinsically and extrinsically motivated to implement the IDP and pursue careers in STEM. Findings suggest that URM students’ motivation and behavioral engagement levels impact the effectiveness of the implemented IDP with these students. There is a need to identify factors that enhance the effectiveness of the IDP to determine how to maximize the career development of URM students in STEM programs.

The Program of Pre-Professional Pedagogical Education at the Yaroslavl State Pedagogical University named after K. D. Ushinsky

Introduction. The article is devoted to the problem of building a system of pre-professional pedagogical education for schoolchildren. Мethods. The purpose of this article is to present an innovative program of pre-professional pedagogical education at Yaroslavl State Pedagogical University named after K. D. Ushinsky, developed on the basis of monitoring the state of pre-professional pedagogical training of schoolchildren in 87 regions of the Russian Federation, analysis of practice and scientific research on this topic, a survey of teachers, students, parents from 30 regions of the Russian Federation. Results. A general trend towards the discreteness of career guidance measures, the lack of consistency, general planning, and unified monitoring of the effectiveness of this type of activity was revealed. As a result, a program of pre-professional pedagogical education of schoolchildren was developed, providing a system of pre-professional education in a university setting. Conclusion. The innovative component of the program is achieved by designing areas of organization of pre-professional pedagogical training of schoolchildren consistent with the purpose: scientific and experimental activities; innovative activities based on educational organizations; scientific and methodological support for teachers of educational organizations; organization of career guidance and educational activities with students; tutor support for students in pre-professional pedagogical training programs for schoolchildren; interaction with social partners; education and informing parents.

English additional language undergraduate students’ engagement with the academic content in their curriculum in a South African speech-language and hearing training program

BackgroundThe emergence of the Speech-Language and Hearing (SLH) professions in South Africa took place during the era of racial segregation. Consequently, the culture and language of these professions have predominantly reflected the minority White population, even in SLH training programs. English has remained the language of learning and teaching (LOLT) in most South African tertiary institutions, with a strong Western cultural influence. Given the increasing diversity in these institutions, a mismatch between the language of instruction and that of English Additional Language (EAL) students poses academic challenges for this population, prompting the need for this study.AimThis study aims to investigate the learning and social experiences of EAL undergraduate students enrolled in South African SLH training programs, with a specific focus on exploring their engagement with academic content in the curriculum.MethodsA cross-sectional online survey design was employed, and a total of 24 EAL students participated in the study. Descriptive and thematic analysis methods were utilized for data analysis.ResultsThe findings revealed that EAL students encountered academic challenges primarily related to their proficiency in the LOLT, which were most pronounced in lectures and examinations, while being relatively less pronounced in assignments. Complementary use of indigenous languages, simplification of complex terminology and self-employed strategies to cope in response to the existing academic language challenges are highlighted. These findings underscore the significance of addressing pedagogical approaches, language policies, and curriculum transformation towards a more Afrocentric perspective.ConclusionThe study highlights the academic difficulties faced by EAL students in South African SLH training programs. The implications for future interventions in this context are highlighted. The findings emphasize the need for pedagogical reforms, language policy considerations, and curriculum transformation that embraces Afrocentric perspectives. Addressing these issues is crucial to ensure equitable educational experiences and support the success of EAL students in the SLH field.

Student perceptions of transferable skills learned during a simulated placement

ABSTRACT This research explores students’ perceptions of the knowledge and skills gained from a 12-day simulated placement that could transfer to future placements and workplaces. Using thematic analysis we constructed five themes that collectively highlight the broad range of generic and profession-specific knowledge and skills that speech and language therapy students recognised could transfer to future contexts: 1) Extending communication skills benefits future interactions 2) Confidence in skills aids future clinical practice 3) New workplace skills support effective practice 4) Enhanced client-centred care skills are transferable 5) Understanding the ways in which learning occurred assists future learning. Our study affirms students can develop knowledge and skills during simulated placements in areas relevant to graduate expectations in speech and language therapy and other health professions. The study adds to understanding about learning transfer during and beyond student training programmes which can inform university curricula, workplace placement educators and managers supporting new graduates.

An Evidence-Based Framework for Medical Student Research Training.

As research becomes an increasingly important component of medical education, there is greater emphasis on incorporating programmatic enhancements to the research experience. This study builds a logic model to summarize research program inputs, outputs, and outcomes from research-oriented medical schools across the country, providing a framework that institutions can use to design and improve their medical student research training programs. Between November 2021 and February 2022, we administered a survey assessing institutional characteristics, research offerings, curriculum, funding, and student scholarly products to the medical schools ranked 1-50 in research in 2021 by US News and World Report. Results were compiled in the form of a logic model. Thirty-seven institutions (72.5%) responded. Common program inputs included personnel such as at least one funded program director (97.3%), while funding for medical student research activities was highly variable (8-72%). There was much less funding for faculty research mentors (2.7%), advisors (18.9%), and teaching faculty (29.7%). Common outputs included a medical student research office or program (97.3%), formal research curricula (83.8%), and services and programs such as research day (91.9%). The most common outcomes tracked were publications (48.6%), presentations/posters (43.2%), student participation (29.7%), and completion of a research requirement(29.7%). Common themes in medical student research training programs may be conceptualized with a logic model that schools can use to develop, evaluate, and iteratively improve their programs. Institutions should consider their desired program outcomes prior to designing inputs (e.g., funding, personnel) and outputs (e.g., curriculum, training). The online version contains supplementary material available at 10.1007/s40670-024-02001-3.

The Design and Early Results of a Structured Longitudinal Training Program for Undergraduate Students to Increase Diversity in Aging-Research.

Background: The Cultivating Health and Aging Researchers by Integrating Science, Medicine, and Aging (CHARISMA) program at the University of Chicago (UC), is an NIA-funded longitudinal clinical research training program for undergraduate students from groups underrepresented in the sciences and medicine. CHARISMA students participate in an aging-focused: 1) realistic research career experience, 2) didactic curriculum, and 3) multi-tiered mentorship program. This manuscript describes CHARISMA and early quantitative data demonstrating its success. Methods: Students apply for and are accepted into CHARISMA in year-long intervals, with programming lasting from June to May. Short-term outcomes are measured using student surveys, including an adapted 23-question version of the critical research appraisal inventory (CRAI), the Geriatrics Attitude Scale for Primary Care Residents, and questions rating the overall program, mentor, importance of aging research, and career interests. Results: Twenty-two students have completed CHARISMA. After completing CHARISMA, student aggregate CRAI scores increased (6.8 to 7.5, p = 0.04). Additionally, the substantial majority of students completing CHARISMA were definitely, very or somewhat Additionally, 87% (19/22), 73% (16/22), and 82% (18/22) of students were definitely, very, or somewhat interested in pursuing a career in medicine that serves older adults, pursuing a career in clinical research, or pursuing a career focused on aging-related research. Conclusion: Early data demonstrates that CHARISMA increases undergraduate student knowledge of and interest in aging-related clinical research.

Обучение будущих учителей английского языка способам перевода шуток, построенных на игре слов, на занятиях по теории и практике перевода

The aim of the study is to describe the methods of translating short humorous texts from English into Russian in order to teach them to senior students in language pedagogical training programs in the course “Theory and Practice of Translation” with an emphasis on the potential application of the acquired translation competence in future pedagogical activities. The paper presents three stages of translating a short humorous text, focusing on the second stage, during which students acquire the ability to apply the translation methods for jokes they have learned through the completion of three types of tasks within the proposed methodological framework. All methods of translating short humorous texts are illustrated with examples and commentary. The scientific novelty lies in developing a methodological toolkit (the technique of prompting questions, the technique of problem-based questions, the technique of educational analogy) for teaching future foreign language teachers how to translate wordplay-based jokes. The study describes three stages of recreating the humorous effect in translation based on the analysis of the linguistic and extralinguistic characteristics of humor in the source language and by considering the perception of the translated product by the speakers of the target language to develop translation skills among students in language pedagogical training programs. Practical recommendations are provided for future foreign language teachers on applying the acquired skills and abilities in the theory and practice of translation course within the context of their future pedagogical activities in secondary school.

Patterns of adolescent students' use of mobile phones for educational activities

This study was conducted to identify patterns of adolescent students' use of mobile phones for educational activities. Survey research design was used and implemented through three objectives, determining the extent of mobile phone use among adolescent students, identifying the mobile phone usage patterns of adolescent school students, and identifying the problems faced by the students due to the use of mobile phones. The sample is eighty grade 12 students studying advanced level technology stream in two schools of Ibbagamuwa education division. Using questionnaire and interview schedule collected data. Both quantitative and qualitative data analysis techniques used. According to the data analysis, Mobile phone usage among adolescent students has increased rapidly in the year 2020 and all students are currently using mobile phones and weaning them from using mobile phones is an impossible task, and get them to use mobile phones effectively is possible. They often try to keep and use their mobile phone privately. Also use it for non-academic activities. The use of mobile phones has weakened their relationships. The main reasons for uncontrolled use of mobile phones by students are parents' lax policies and lack of knowledge. Following suggestions are made to guide adolescent students to use mobile phones effectively. Implementation of training programs for students and teachers on use of mobile phones for academic purposes and awareness programs for parents. Students should directed to use smart classrooms and tab computers in a planned schedule in school. Apply for concessional data packages and scholarships for students.

Resilience and self-regulated learning as predictors of student competence gain in times of the COVID 19 pandemic – evidence from a binational sample

Emergency Remote Teaching (ERT) was introduced around the globe during the COVID-19 pandemic to ensure that students could continue with their studies during social distancing. Subsequent studies found considerable individual differences in the adjustment to ERT and identified resilience as a critical factor for coping with the challenges of independent studying. The growing evidence led to calls for resilience training in preparation for emergency situations. Against the backdrop of a three-phase model of self-regulated learning, this study examines self-regulated learning activities as an additional protective resource and a predictor for academic performance in ERT. Results from a survey of resilience, self-regulated learning strategies, and competence gain completed by students from universities in the US and Germany (N = 333) found self-regulated learning strategies to be more predictive of student competence gain than resilience. As a consequence, in addition to fostering resilience, institutions should also include self-regulation strategies in student training and support programs to better prepare students for academic success.

Virtual and Interprofessional Objective Structured Clinical Examination in Dentistry and Dental Technology: Development and User Evaluations.

Interprofessional education (IPE) facilitates interprofessional collaborative practice (IPCP) to encourage teamwork among dental care professionals and is increasingly becoming a part of training programs for dental and dental technology students. However, the focus of previous IPE and IPCP studies has largely been on subjective student and instructor perceptions without including objective assessments of collaborative practice as an outcome measure. The purposes of this study were to develop the framework for a novel virtual and interprofessional objective structured clinical examination (viOSCE) applicable to dental and dental technology students, to assess the effectiveness of the framework as a tool for measuring the outcomes of IPE, and to promote IPCP among dental and dental technology students. The framework of the proposed novel viOSCE was developed using the modified Delphi method and then piloted. The lead researcher and a group of experts determined the content and scoring system. Subjective data were collected using the Readiness for Interprofessional Learning Scale and a self-made scale, and objective data were collected using examiner ratings. Data were analyzed using nonparametric tests. We successfully developed a viOSCE framework applicable to dental and dental technology students. Of 50 students, 32 (64%) participated in the pilot study and completed the questionnaires. On the basis of the Readiness for Interprofessional Learning Scale, the subjective evaluation indicated that teamwork skills were improved, and the only statistically significant difference in participant motivation between the 2 professional groups was in the mutual evaluation scale (P=.004). For the viOSCE evaluation scale, the difference between the professional groups in removable prosthodontics was statistically significant, and a trend for negative correlation between subjective and objective scores was noted, but it was not statistically significant. The results confirm that viOSCE can be used as an objective evaluation tool to assess the outcomes of IPE and IPCP. This study also revealed an interesting relationship between mutual evaluation and IPCP results, further demonstrating that the IPE and IPCP results urgently need to be supplemented with objective evaluation tools. Therefore, the implementation of viOSCE as part of a large and more complete objective structured clinical examination to test the ability of students to meet undergraduate graduation requirements will be the focus of our future studies.

Reforming higher Professional Education in Russia in changing Geopolitical conditions

During the period of work of Russian universities according to the rules of the Bologna system, the quality of higher education has decreased. The discrepancy between the training programs for students and the current and future needs of the labour market of specialists has aggravated. The accumulated problems became the basis for reforming higher education in Russia. Methods of induction, comparative and content analysis of the reasons for changes in the education of students in undergraduate and graduate programs from 2002 to 2020. installed. Strategic documents and practical results of the activities of universities have been studied. The analysis of official sources of information and scientific publications of domestic and foreign authors revealed problem areas in the training of specialists by Russian universities. The key role of higher education in the reproduction of human intellectual capital has been proven. Recommendations for improving the organization of the educational process and resource support for the training of students at various levels of ISCED-2011 have been formulated.

Research on practical teaching of innovation and entrepreneurship training program for college students based on big data analysis

Abstract This article explores how digital technologies such as big data and cloud computing promote college students’ innovation and entrepreneurship, especially the impact of innovation and entrepreneurship training programs on college students’ entrepreneurial intentions. The article adopts big data analysis techniques to screen variables, set research hypotheses, and use partial least squares regression to quantitatively analyze the correlation between university innovativeness and training programs. It was found that the number of university intellectual property rights was significantly associated with the objectives of the training program, with a regression coefficient of 0.069. Further, the article pointed out that most students believed that the regulation of the research segment was the weakest. Therefore, the article suggests improving the training program supervision system, significantly strengthening the supervision of the research session, and also explores the correlation between academic professional factors and faculty guidance.

Особенности восприятия студентами вузов феномена цифровизации на основе двумерного анализа предикторов компьютеризации и информатизации образования: методика исследования

In the context of the transition of the education system to the digitalization stage, Russian universities are faced with the task of developing and using new digital resources, tools, technologies and models of electronic digital learning, on the one hand, and finding optimal modes for integrating existing didactic systems with new digital platforms, environments, systems and processes, on the other hand. The author developed a methodology for studying university students’ perception of the phenomenon of digitalization based on a multi-level analysis of predictors of the informatization and computerization results achieved by universities. The paper presents the results of a multidimensional predictive analysis of assessments of the conformity of equipment, technologies, devices, gadgets, objects, resources, technologies and tools related, in the opinion of respondents, to the subject areas/processes of computerization, informatization and digitalization based on the author’s system of prognostic predictors – relative indexes of distributed in a two-dimensional array of vertical and horizontal indicators of mutual influence/activity/involvement of objects/resources/processes of computerization, informatization and digitalization assessed by respondents. The main research method was a digital survey, in which 369 students of various training programs of Herzen State Pedagogical University of Russia and Admiral Makarov State University of Maritime and Inland Shipping took place. As realized by the participants, the main basis of the digitalization process is the informatization and computerization processes. According to respondents, the computerization, informatization and digitalization processes turned out to be linearly related to each other. However, the study identified nonlinear deviations in bivariate estimates for a number of indicators. In particular, differences were found in assessments of some significant predictors among students of the humanities and communications and technology training programs.