Undergraduate Education Research Articles

Research on the Integration of Ideological and Political Education with Professional Practice Teaching for Undergraduates

Ideological and political education is a valuable tradition and unique political advantage of our country. It is also a crucial tool for universities to maintain the correct political direction, accomplish the fundamental task of cultivating moral character, and train youth with the "Four Virtues" in the new era. In the context of unprecedented changes in a century, with increasingly complex internal and external environments, it is urgent to further strengthen ideological and political education for undergraduates. Ideological and political education is not an abstract concept; it must be closely integrated with professional practice teaching to maximize its effectiveness. How to better promote the in-depth integration of these two aspects in terms of concepts, content, carriers, and models, and how to find effective entry points and integration paths, has always been a challenging issue in the field. Based on this, this paper explores the relationship between ideological and political education and professional practice teaching from a theoretical perspective, outlines the significance of their integration, analyzes current difficulties and issues in teaching, and proposes integration paths focusing on concepts, infrastructure, reform and innovation, methods, and team building. It is hoped that this paper will provide some references for the field.

Current Status and Insights of Undergraduate Teaching Reform in Urban and Rural Planning under the Context of “Emerging Engineering Education”

Under the background of “Emerging Engineering Education,” the Urban and Rural Planning major faces significant challenges in teaching reform. This study thoroughly analyzes the current status of undergraduate teaching reform in Urban and Rural Planning in China, revealing that the reform has achieved notable results in promoting teaching quality and enhancing students' comprehensive abilities. The reform has updated teaching concepts, emphasized interdisciplinary integration and practical ability cultivation, and reinforced practical teaching by updating course content and teaching methods, effectively improving students' practical skills and innovation abilities. However, challenges such as insufficient practical teaching resources and incomplete innovation ability cultivation mechanisms remain. Drawing on successful domestic and international teaching experiences in Urban and Rural Planning, this study proposes recommendations such as strengthening interdisciplinary integration, deepening industry-university cooperation, innovating teaching methods, and improving the practical teaching system. In the future, undergraduate teaching reform in Urban and Rural Planning should further focus on interdisciplinary integration, industry-university-research collaboration, teaching method innovation, and the construction of a practical teaching system to meet the development needs of the Urban and Rural Planning field in the new era, contributing more wisdom and strength to China's sustainable urban and rural development.

Reshaping the Teacher-Student Relationship in Higher Education Through ChatGPT

The rapid progress in artificial intelligence, especially with advancements in generative AI such as ChatGPT within Natural Language Processing (NLP), has introduced both new opportunities and challenges for traditional teaching models and the teacher-student relationship in higher education. ChatGPT's advanced deep learning and NLP capabilities have overcome limitations inherent in conventional teacher-student interactions, such as one-way communication and geographical constraints, and have promoted the growth of personalized teaching. This innovation has fostered a learning environment where "Everyone can be a teacher, every place can be a classroom, and teaching can happen at any time". However, this technology also brings challenges, including greater reliance on technology, diminished emotional connections between teachers and students, and issues related to algorithmic transparency. This paper examines ChatGPT's application in higher education, analyzing its effects on evolving teaching and learning models and the transformation of teacher-student relationships. By employing the “teacher-student-AI” triadic interaction model, the study highlights the significance of human-machine collaboration. It aims to optimize AI's self-learning processes, enhance human-centered education, and advance intelligent education in a more efficient and empathetic direction, offering both theoretical insights and practical guidance for transforming teacher-student relationships and improving undergraduate education standards.

ChatGPT in Undergraduate Education: Performance of GPT-3.5 and Identification of AI-Generated Text in Introductory Neuroscience

ChatGPT in Undergraduate Education: Performance of GPT-3.5 and Identification of AI-Generated Text in Introductory Neuroscience

Perspective or Spectacle? Teaching thoracic aortic anatomy in a mixed reality assisted educational approach– a two-armed randomized pilot study

PurposeAnatomical understanding is an important basis for medical teaching, especially in a surgical context. The interpretation of complex vascular structures via two-dimensional visualization can yet be difficult, particularly for students. The objective of this study was to investigate the feasibility of an MxR-assisted educational approach in vascular surgery undergraduate education, comparing an MxR-based teaching-intervention with CT-based material for learning and understanding the vascular morphology of the thoracic aorta.MethodsIn a prospective randomized controlled trial learning success and diagnostic skills following an MxR- vs. a CT-based intervention was investigated in 120 thoracic aortic visualizations. Secondary outcomes were motivation, system-usability as well as workload/satisfaction. Motivational factors and training-experience were also assessed. Twelve students (7 females; mean age: 23 years) were randomized into two groups undergoing educational intervention with MxR or CT.ResultsEvaluation of learning success showed a mean improvement of 1.17 points (max.score: 10; 95%CI: 0.36–1.97). The MxR-group has improved by a mean of 1.33 [95% CI: 0.16–2.51], against 1.0 points [95% CI: -0.71- 2.71] in the CT-group. Regarding diagnostic skills, both groups performed equally (CT-group: 58.25 ± 7.86 vs. MxR-group:58.5 ± 6.60; max. score 92.0). 11/12 participants were convinced that MxR facilitated learning of vascular morphologies. The usability of the MxR-system was rated positively, and the perceived workload was low.ConclusionMxR-systems can be a valuable addition to vascular surgery education. Further evaluation of the technology in larger teaching situations are required. Especially regarding the acquisition of practical skills, the use of MxR-systems offers interesting application possibilities in surgical education.

Integrating tele-urgent care in undergraduate medical education: a partnership between the US Department of Veterans Affairs and academia

Background: The COVID-19 pandemic made clinical rotations for medical students difficult to maintain in person. Several medical schools adapted to the pandemic by providing some training in telemedicine. The use of telemedicine has grown exponentially in the United States in recent years and COVID-19 acted as an accelerant for its growth. What remains largely unknown is the longterm value and sustainability of telemedicine in medical education. This study aims to address this gap in the literature by examining the value of integrating a clinical virtual urgent care rotation in the training of medical students. Methods: The authors examined retrospective descriptive data from Veterans who utilized telemedicine services from a virtual urgent care clinic. The analysis included 2,512 patient episodes with 23 medical students between July 1, 2020 to April 30, 2023. The study examined trends in monthly average first contact resolution (FCR) and tested whether the first contact resolution from the medical student rotation was statistically different from the Clinical Contact Center (CCC) overall. Results: The retrospective descriptive analysis found that the monthly first contact resolution for patients seen by medical students was approximately 80%. This average was not statistically different than the 18,000 patient episodes that occurred within the CCC during the same period. Informal feedback from the students was positive, and they all presented on wellreceived capstone topics such as tele-critical care, tele-cardiology, tele-orthopedics, and a history and critical analysis of telemedicine. Conclusions: This study confirmed the value of telemedicine in medical education and the call to medical schools to consider incorporating formal education on telemedicine in the medical student curricula. As medicine moves toward incorporating telemedicine in specialty practices, having it as part of medical education will be a valuable inclusion for future physicians.

Aptitude for Research Among Medical Students in India: Identifying the Challenges.

Introduction Understanding the reasons behind the undervaluation of research among undergraduate medical students in India is crucial for advancing medical knowledge. This cross-sectional study aims to investigate the knowledge, interest, and barriers faced by 606 Indian medical students through an online questionnaire distributed via social media platforms. Aims To identify the knowledge of research and the challenges faced by medical students to pursue research in their undergraduate education. Methods and material This was a prospective observational study carried out over a period of one month in October 2022. Study approval was taken from the Genebandhu Independent Ethics Committee (Reference Number- ECG004/2022). The responses obtained from the questionnaire were recorded in Google Sheets and transferred to Microsoft Excel (Redmond, WA, USA). Results Among the participants, 46.53% were male and 53.47% were female, primarily from the first (11.39%) and second (9.90%) years of their medical education. Notably, the majority had undertaken United States Medical Licensing Examination (USMLE) (54.95%), followed by National Eligibility cum Entrance Test (Postgraduate) (NEET-PG) (34.65%) and Professional and Linguistic Assessments Board (PLAB) (7.92%). The study revealed that 78.22% considered research pivotal to their academic trajectory, with a mean age of 23.14 years (SD=2.82) and an average research knowledge score of 2.75 (SD=1.31). The type of postgraduate exam significantly influenced enthusiasm for research activities (p<0.001), with higher enthusiasm among those preparing for exams abroad. Nonetheless, the type of medical college did not significantly affect interest in research activities (p=0.4879). Conclusion Addressing the undervaluation of research among undergraduate medical students in India is imperative. The curriculum should integrate robust support mechanisms to nurture research skills, emphasizing its importance for future medical practitioners. This could involve seminars, courses, and interactive sessions aimed at fostering research acumen among students.

Online Social Comparison and Impostor Phenomenon Among Music Education Undergraduates

The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. In Phase 1, participants provided demographic information and completed measures of online social comparison, Facebook use, and the Clance Impostor Phenomenon Scale (CIPS). Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants’ perceptions of how they engaged in online social comparison. I identified four themes in the data: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. The findings provide insight for music teacher educators into how online social interactions among students may influence music educator identity and well-being during the undergraduate degree.

Insights into research activities of senior dental students in the Middle East: A multicenter preliminary study

BackgroundDespite the increasing recognition of the importance of research in undergraduate dental education, limited studies have explored the nature of undergraduate research activities in dental schools in the Middle East region. This study aimed to evaluate the research experience of final year dental students from three dental schools in the Middle East.MethodsA descriptive, cross-sectional study was conducted among final-year dental students from three institutions, namely Jordan University of Science and Technology, University of Sharjah (UAE), and Oman Dental College. Participants were asked about the nature and scope of their research projects, the processes involved in the research, and their perceived benefits of engaging in research.Results A total of 369 respondents completed the questionnaire. Cross-sectional studies represented the most common research type (50.4%), with public health (29.3%) and dental education (27.9%) being the predominant domains. More than half of research proposals were developed via discussions with instructors (55.0%), and literature reviews primarily utilized PubMed (70.2%) and Google Scholar (68.5%). Regarding statistical analysis, it was usually carried out with instructor’s assistance (45.2%) or using specialized software (45.5%). The students typically concluded their projects with a manuscript (58.4%), finding the discussion section most challenging to write (42.0%). The research activity was considered highly beneficial, especially in terms of teamwork and communication skills, as well as data interpretation skills, with 74.1% of students reporting a positive impact on their research perspectives.ConclusionsThe research experience was generally positive among surveyed dental students. However, there is a need for more diversity in research domains, especially in qualitative studies, greater focus on guiding students in research activities s, especially in manuscript writing and publication. The outcomes of this study could provide valuable insights for dental schools seeking to improve their undergraduate research activities.

A Descriptive Summary of Field Placements in Undergraduate Art Therapy Education

To learn about the current practices of undergraduate art therapy field placement courses being offered in the United States, we surveyed 32 undergraduate educators about their program’s courses. The results indicated a range in course structure, yet commonalities in instructional content emerged: (a) development and application of professional skills, (b) fostering student reflection, (c) encouraging student research pertinent to the setting, and (d) facilitating professional and career development. Common challenges in fieldwork included the difficulty with maintaining sites, finding qualified supervisors, and supporting the diverse needs of students. These survey results were consistent with national practices yet can inform future research and guidelines pertaining to undergraduate field placement courses while also highlighting the unique aspects specific to the field of art therapy.

Cultivating long-term well-being through transformative undergraduate education.

Despite the growing body of research suggesting certain pedagogical approaches that can support student well-being, higher education has not fully embraced these approaches and typically still does not view well-being as a high priority in comparison with other metrics such as retention or GPA. Here, we contend that universities must play an active role in supporting lifelong well-being in their student populations by expanding their definitions of student success and providing opportunities and programs that support elements related to well-being. We propose a student well-being nexus, which comprises a sense of belonging, agency, purpose, identity, civic engagement, and financial well-being. This article provides a perspective on the importance of each element to well-being and which pedagogical practices have been shown to support various dimensions of well-being in undergraduate education, such as service learning, undergraduate research, and mentoring. In addition, it showcases 6 exceptional initiatives from various universities that aim to support one or more of the student well-being nexus dimensions, which can serve as models for other universities. Finally, several guiding principles are outlined for higher education institutions to support the implementation of student well-being initiatives and transformational learning opportunities. These include assessment of initiatives, embedding initiatives into the curriculum, and avoidance of creating additional financial burdens for students. These efforts can promote well-being on college campuses and beyond graduation.

Critical spots in undergraduate cartographic education: analysis of final tests and oral examinations

Critical spots in undergraduate cartographic education: analysis of final tests and oral examinations

The Effectiveness of Technology-Enhanced Learning in Prosthodontic Education: A Systematic Review.

To compare the effectiveness of technology-enhanced learning (TEL) with traditional learning in prosthodontic education. The protocol was registered before commencement [CRD42023390277]. The search was conducted to identify randomized controlled trials (RCTs) focused on comparative assessment of TEL and traditional learning in prosthodontic education up to 6 June 2024. A comprehensive search strategy was formulated, encompassing multiple electronic databases. Screening, data extraction and risk of bias assessment using the Cochrane tool (RoB 2) were performed. Educational outcomes were evaluated by Kirkpatrick's four-level evaluation model. Of 2830 records identified, 14 RCTs were included. All the trials were judged at high risk of bias or had some concerns. The included studies assessed the short-term benefits of various TEL approaches, including e-learning, blended learning, video demonstration specialized self-evaluation software and virtual reality simulation in prosthodontic education for undergraduates. Promising results were found in individual studies, particularly in terms of perceived learning conditions with problem-based learning (PBL) and self-reported understanding and confidence when using video demonstrations. Most studies reported comparable outcomes to traditional learning in practical skills assessments, while the results regarding the acquisition of theoretical knowledge through the incorporation of TEL approaches were contradictory. One study reported promising results in perceived learning conditions with the PBL approach, as well as improved self-reported understanding and confidence with the use of video demonstrations. Furthermore, there was a limited number of studies assessing the effect of TEL approaches on students' behaviour. There is a lack of high-quality evidence to support the adoption of TEL approaches in prosthodontics. However, the incorporation of virtual reality simulation has demonstrated promising results, particularly in improving practical clinical skills.

A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard

ABSTRACT This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We also discuss the importance of being willing to be with students as they shed the shame that may have kept them silent in other classroom settings. This article explores what it means for educators to make room for Latinx students to use their voices and embrace their ideas sin vergüenza, without shame.

Abortion Education for Medical Students in an Era of Increased Abortion Restrictions.

Following the Supreme Court's decision in Dobbs v Jackson Women's Health in June 2022, many states restricted or banned abortion. Medical educators have focused on how this change impacts abortion training for residents, but schools must also adapt undergraduate medical education. Medical schools provide the foundation for future physicians' knowledge and attitudes on abortion. Comprehensive, high-quality abortion education for all medical students is essential for the future of abortion care. Here, we present how education champions can lead curricular improvements in abortion education in the preclinical, clerkship, and postclerkship phases of undergraduate medical education.

Cinemeducation: Using Movie Clips to Enhance Empathy among Medical Interns

ABSTRACT Background: Empathy plays a pivotal role in the doctor–patient relationship. Some studies show that empathy dwindles over the years in undergraduate education. The present study was therefore planned to measure and promote empathy among the interns by using Cinemeducation as an interventional tool. Materials and Methods: An educational interventional study was carried out among 60 interns belonging to the 2016 batch of a tertiary care teaching hospital in Telangana. The intervention consisted of two online sessions explaining the importance of empathy and best practices of empathy and a facilitated discussion on alternate days for a week in between on WhatsApp using movie clips. Jefferson’s scale of empathy—student version (JSE-S) was used to measure empathy levels. Knowledge and empathetic behavior were measured using a predesigned and pre-validated pre–post-test questionnaire and observer-rated checklist. Feedback on the Cinemeducation technique was taken. All the statistical analyses were performed using Jamovi software version 1.6.23.0. A value of P &lt; 0.05 was considered statistically significant for complete analysis. Results: Data from 35 interns who completed all the forms was analyzed. All the interns were in the age group of 22-24 years. There was no statistically significant improvement in the scores of self-reported empathy levels (P = 0.153), but observer-rated empathy levels and the knowledge about empathy improved significantly (p =&lt;0.001 and 0.003), respectively. Conclusion: Cinemeducation can be used to improve the empathy levels of interns. Periodic workshops/training are planned to ensure that the behavior becomes a practice and a habit.

The Impact of Work-Related Musculoskeletal Pains on Routine Tasks Among Operating Room Nurses: A Multicenter Cross-Sectional Study

PurposeTo determine work-related musculoskeletal pain (MSP) among 105 operating room nurses (ORNs) and its effect on their routine work. DesignMulticenter cross-sectional design. MethodsThis study was conducted with 105 nurses working in operating rooms of five different hospitals between December 15, 2021, and February 15, 2022. Data were collected using the “Nordic Musculoskeletal Questionnaire.” SPSS 22.0 was used for data analysis, and a significance level of p < .05 was established. ResultsAmong the nurses, 75.2% were female, 78.1% had undergraduate education, and 59% worked >40 hours/week. In the previous 12 months, 69.5% of ORNs experienced lower back pain; 68.6%, neck pain; and 61.9%, back pain. The duration spent working as a scrub nurse increased the possibility of experiencing pain in the hands, wrists, back, shoulders, and lower back region (p < .05), and women had an increased risk of lower back and back pain (p < .05). Neck, lower back, back, wrist, and hand pain increased the risk of being unable to perform daily tasks (p < .05). ConclusionsExtended work hours as a scrub nurse increase the risk of MSP, including lower back region, neck, and back pain among ORNs. Women have a higher risk of lower back and back pain. Addressing musculoskeletal issues in this profession is crucial. Clinical ImplicationsAddressing musculoskeletal discomfort is vital because of its impact on nurses’ job performance and potential patient harm. Providing ergonomic equipment, training nurses on musculoskeletal health, and raising awareness can help. It is also important to encourage regular breaks.

Maximizing Learning in Caring for Older Patients Through a Multi-Specialty Simulation Approach

Background: Simulation-based learning has been utilized in medical education and studied to enhance its educational impact since the 1960s (Hallinger, &amp; Wang, 2020). However, there is a lack of multispecialty simulations in the literature (Fisher, &amp; Walker, 2014; Age UK. 2023; NHS England, 2021; Romero-Ortuno, Stuck, &amp; Masud, 2022; Keijsers, et al., 2016). We developed and delivered simulations on Orthopaedics and Geriatric topics. Simulation mannequins, role players, imaging, and simulated clinical documentation were incorporated into scenarios. We evaluated the effectiveness of this approach on students’ knowledge and confidence when caring for older patients. Methods: Fourth-year medical students at the University of Nottingham received simulation-based teaching during their Geriatrics placement at Queens Medical Centre. Their knowledge and confidence levels were assessed before and after the simulations. We utilized six knowledge-based and six confidence-level questions mapped to their learning outcomes for hip fractures, pressure ulcers, and discharge planning stations. In addition, we asked students to provide scenario-specific feedback and their thoughts on whether the simulation workshop was pitched at the right level. Results: Students’ knowledge and confidence levels improved significantly following the simulation workshop. About 75% of the students displayed enhanced results in the knowledge-based category. In terms of their confidence level, there was improvement seen across all simulation stations, with most learners feeling four times more confident when comparing proportions pre and post-simulation. Furthermore, 99% of the students thought the simulations had positively impacted their learning. Conclusion: Our findings demonstrate the effectiveness of the multispecialty simulation approach in undergraduate geriatrics teaching. Given significant improvements in students’ knowledge, confidence levels, and positive feedback, we aim to continue delivering this multispecialty simulation-based teaching to our students. To measure the long-term efficacy of this approach, we can perhaps re-evaluate students learning after a month to assess the efficacy of this simulation workshop.

An Evaluation of the First Clinical Posting in Psychiatry of the Competency-Based Medical Education (CBME) Curriculum for Undergraduate Medical Students in India.

The new competency-based medical education (CBME) curriculum presents an opportunity to address the many deficiencies in undergraduate (UG) psychiatry education in India. There are no published reports of such evaluations of psychiatry teaching programs based on the new CBME curriculum. We performed a cross-sectional evaluation of the first clinical posting in psychiatry of the new CBME curriculum using the following metrics: clinical skills, knowledge, attitudes towards psychiatry, self-efficacy in performing the specific learning objectives (SLOs), and satisfaction with specific teaching-learning and assessment methods implemented. The mean knowledge score after the posting was significantly higher compared to the mean knowledge score at baseline (7.79 vs 5.45, p<0.001). The mean clinical skills score after the posting was 13.77 (0-20 range). Improvement was noted in the mean scores on all three sub-scales of the attitudes toward psychiatry scale. However, the improvement in scores was statistically significant only on the 'Stigma of Psychiatry' sub-scale. The mean scores on the items of the self-efficacy scale were between 63.41 and 77.73 (0-100 range). The mean scores on all items of the satisfaction scale were between 4 (somewhat satisfied) and 5 (very satisfied). We have described an evaluation of the first clinical posting in psychiatry of the new CBME curriculum. The posting was effective in imparting knowledge and clinical skills and potentially bringing about favorable changes in the attitudes toward psychiatry among UG medical students. The students also perceived confidence in performing the SLOs and were satisfied with the teaching-learning methods and assessment methods implemented.

Medical Students' Competency in EFAST (Extended Focused Assessment Sonography for Trauma) Components: A Prospective Observational Study.

Ultrasound training in undergraduate medical education is developing, and its incorporation into the curriculum requires careful planning. Extended Focused Assessment Sonography for Trauma (EFAST) is commonly taught to medical students as one of the primary applications of ultrasound. Because false-negative EFAST scans can affect patients' clinical outcomes, it is essential to evaluate the individual components of this skill. We aim to determine which EFAST components students perform sub-optimally after initial training. In this prospective observational study, 90 medical students from two final-year cohorts were assessed in EFAST components after uniform training during the emergency medicine clerkship. All validated components of the standard EFAST exam were assessed, and a descriptive analysis of individual components of EFAST was performed. The hepatorenal space, splenorenal space, and pelvic space fluid investigations had the lowest completion rates. Pericardial fluid, pelvic free fluid, and right thoracic pleural fluid investigations were often incorrectly applied. Fanning was most commonly missed in hepatorenal, splenorenal, and pelvic free fluid investigations, and between 12% and 50% of EFAST components had omitted reporting. There were significant incomplete assessments for free intraperitoneal fluid, primarily due to a lack of fanning in the hepatorenal, splenorenal, and pelvic areas. Trainers can effectively enhance student performance and outcomes by targeting these challenging areas. Further research might reveal whether residents and physicians show similar trends in EFAST completion.