Curricula Of Undergraduate Programs Research Articles

THAT’S ANTHROPOLOGY: CONFRONTING AGEISM AND STUDENT DISCOMFORT IN SERVICE LEARNING

Abstract Undergraduate anthropology majors participated in a 15-hour, semester-long service-learning project at an adult day and health care center during Spring 2024. While a research-based model of intergenerational service-learning has been incorporated in the undergraduate gerontology program curriculum at UNC Charlotte for 25 years, this was the first time anthropology undergraduates engaged in intergenerational research as part of their senior seminar. With no prior coursework in gerontology, and limited intergenerational experiences, anthropology senior seminar students began the semester with uncertainty and ageist biases. The founding director of the gerontology program, a professor emerita of anthropology, guided students’ practical development by providing lectures, leading exercises, and facilitating discussions throughout the semester. During the course, the students learned about and confronted complex presentations of ageism. Their time at the day center involved socializing with participants, assisting staff, creating and tending a therapeutic garden, working with participants to create memory boxes, and building rapport. These steps were essential for building a reciprocal, collaborative intergenerational research relationship that integrates anthropological pedagogy. We suggest their initial resistance to this work is the result of age segregation and internalized sociocultural narratives of ageism, as well as misguided expectations of the frustrating, messy, challenging reality of undertaking anthropological research using participant observation. Consistent narrative themes of unprecedented gratitude, personal growth, and learning about ageism emerged from student field notes, class discussions, and written reflections. This program evaluation presents novel insights for future integration of intergenerational programming and gerontological knowledge into anthropological pedagogy.

Design, Implementation, and Evaluation of a Logbook for Clinical Education of Undergraduate Physiotherapy Students

Introduction: Clinical performance without documentation, assessment, and feedback may lead to an inefficient internship in the field. Logbooks are recommended to assess physiotherapy (PT) students’ clinical practice in the curriculum, therefore, this study aims to design, implement, and evaluate a logbook for undergraduate PT students. Materials and Methods: The present study includes three phases. In the first phase, a logbook was designed based on the existing evidence, undergraduate PT program curriculum, and opinions of clinical instructors of the relevant internships. After that, it was adjusted based on the topics of clinical rotations. In the implementation phase, students completed these logbooks during neurology, musculoskeletal inpatient, outpatient, and cardiovascular inpatient rotations. In the third phase, a 29-item questionnaire was used to assess the students’ and instructors’ perspectives on the logbook. Results: The designed logbook for undergraduate PT students consisted of two major sections, assessment of students’ clinical competencies and documentation of clinical experience. Sixtynine students and 12 clinical instructors completed the questionnaires. Approximately 49% of the students and 87% of the instructors felt that the logbook’s quality was satisfactory. Nearly 53% of the students and over 90% of the instructors consider the use of the logbook and its content essential. Conclusion: A logbook was developed as a workplace-based assessment (WBA) method. It was designed to cover different internships, including PT in musculoskeletal, cardiovascular, and neurological conditions in outpatient or inpatient settings. Both students and instructors agreed on using the designed logbook to assess the student’s clinical performance.

Spatial issues in social work education in Chile: curriculum analysis of universities and professional institutes

ABSTRACT In response to the growing use of spatial concepts in social work, this article addresses their incorporation in the curriculum of undergraduate programmes and the differences among diverse types of higher education institutions. The aims were 1) to identify how spatial issues are incorporated in social work curriculums in Chile and 2) to compare how this incorporation is made in social work programmes in different higher education institutions. The method was a quantitative and descriptive analysis of the curricula of the totality of the programmes in the country (N = 45). We defined 11 concepts to search: community, spatial concepts (territory, environment, place, space), spatial phenomena (city, rural, housing), and social concepts associated with spatial issues (networks, poverty, citizenship). The results show that community is the most relevant concept. Nevertheless, when viewed collectively, spatial concepts hold similar significance. However, there are noticeable differences in how different higher education institutions use spatial concepts. Professional institutes often overlook spatial concerns compared to universities. We recommend regulating social work education to incorporate a minimum curriculum that addresses these issues. Further research is needed to evaluate course content, references, and scientific publications in Chilean social work.

Teaching evidence-based practice to undergraduate healthcare students Educators' knowledge, skills, attitudes, current practice, perceived barriers, and facilitators: A Danish cross-sectional study

BackgroundEvidence-Based Practice is recognized as a standard practice and a core competence for clinical healthcare professionals and therefore educators' competences in teaching Evidence-Based Practice are essential. Yet only little is known about the knowledge, skills, attitudes, and teaching practices around Evidence-Based Practice among educators of Danish undergraduate healthcare students. ObjectivesThe objectives of this study were to describe: 1) the Evidence-Based Practice profiles regarding attitudes, knowledge, skills, and teaching practices among educators who teach in undergraduate healthcare educations; 2) the current state of teaching Evidence-Based Practice in undergraduate program curricula; 3) the perceived barriers and facilitators to teach Evidence-Based Practice; and 4) the educators` needs regarding teaching Evidence-Based Practice. Design, setting and participantsA cross-sectional survey using a self-administrated online questionnaire among 81 educators at University College South Denmark. MethodsThe survey covered 1) Demographic questions, 2) Educators Evidence-Based Practice profiles measured by the Evidence-Based Practice Questionnaire for teachers, 3) perceived state of Evidence-Based Practice teaching 4) perceived barriers and facilitators and 5) educators´ needs for competence development regarding teaching Evidence-Based Practice. ResultsThe translated version of the Evidence-Based Practice Questionnaire showed that respondents had a mean of 3,6 regarding practicing Evidence-Based Practice when asked to rank on a scale of 1–7 (higher score indicating higher degree). The respondents showed positive attitudes towards Evidence-Based Practice and had a high self-perception of their Evidence-Based Practice skills and knowledge, scoring an overall average value of 5 on these items. In open ended questions educators gave a variety of examples of their Evidence-Based Practice teaching in terms of content, teaching methods and cooperation with clinical practice. ConclusionsEducators report limitations to teaching Evidence-Based Practice; however, attitudes, knowledge and skills were perceived generally high. Main facilitator was partnership with clinical practice and main barrier was time lack. MeSHEvidence-Based Practice, Health Educators, Knowledge, Attitude.

Translational Systems Approach to Clinical Dental Research: A Primer for Precision and Personalized Oral Health in Resource-Constrained Settings

Resource-constrained regions such as sub-Saharan Africa urgently need to leverage innovative approaches to dental care provision and research, using available scarce resources. Even though a lot of clinical dental research has emerged in Africa, from the use of clinical dental samples (or data) and carried out by dental healthcare personnels, the principles of clinical dental research (CDR) and the embellishment of a translational dental research (TDR) pipeline is not widely used and considered. Neither has this principle trickled down to curriculum-integrated mechanisms at many academic dental schools on the continent. Equipping future dental professionals with robust clinical dental research skill need to be implemented in an integrated and systematized manner on the continent. It is therefore important to define the precise parameters of CDR and what it should entail, as well as what the exact purpose of carrying out such research should be. Furthermore, key concepts in TDR, as well as precision and personalized oral health (PPOH) need to be established, in the era of precision and omics-based dentistry. Hence, this paper discusses an integrative implementation framework and models for optimizing the use of TDR for cost effective CDR in resource-limited settings. We also proposed the utilization of a CDR and TDR model that uses a systems-oriented, multiscale integration of CDR, TDR and PPOH within the clinical dental practice settings, dental research environments, as well as incorporation of these concepts into the pedagogical curriculum of undergraduate and postgraduate dental training programs. Using the proposed integrative implementation framework for CDR and TDR in resource-constrained regions, it is envisaged that cost- and labour-effective practices will be instituted. Not least, effective incorporation of PPOH and one health into CDR and TRD will hopefully translate into beneficial global oral public health policies and systems reform in Africa.

A Review of Medical Microbiology Curriculum Integration in the Integrated Modular System of Education At Medical Schools in Saudi Arabia

Medical or clinical microbiology has its importance in the curriculum of undergraduate degree programs of all medical colleges of the Kingdom of Saudi Arabia. This review describes the preclinical medical microbiology teaching at Prince Sattam bin Abdulaziz University as a hybrid module, it is integrated into blocks or system-based courses. Various teaching and practical approaches were discussed and elaborated. Several challenges and potential suggestions were also emphasized for innovation in an integrated system of teaching.

Framework for Undergraduate Entrepreneurship Education in Australia: Preliminary Exploration

This study investigates engagement activities higher education institutions have been providing to develop a learning culture as well as entrepreneurship skills for undergraduate entrepreneurship education learners in Australia. This research is intended to explore changes and adjustments made in the curriculum of undergraduate entrepreneurship education programmes in selected higher education institutions in Australia due to uncertainties caused by COVID-19. We focused on six Australian universities offering undergraduate entrepreneurship programmes, which were purposefully chosen. Data and information were gathered from the universities’ websites, documents available from the same source, the universities’ structure of engagement activities, and their curriculum. Previous literature was referred to for models already proposed and executed. By considering the COVID-19 crisis as well as similar types of future uncertainties, the study has identified the necessity of implementing open innovation and experiential learning models in a blended environment and having strong IT infrastructure for sustainable industry-university collaboration to facilitate a learning culture and develop entrepreneurship skills in undergraduate entrepreneurship education learners in Australia.

Beyond all boundaries: women empowerment and the Russian sportswear market

Learning outcomes The case demonstrated the importance of cultural peculiarities and mechanisms of customer learning in localizing global marketing campaigns. It introduced the consequences of unexpected spillover of viral marketing and PR scandals on the competition. It helps in developing the students’ ability to determine and assess the impact of viral marketing campaigns from the perspectives of various stakeholders of the organization. Case overview/synopsis In 2017, Nike Russia created one of the most successful and influential ad campaigns in the Russian women's sportswear market by encouraging young girls to try new sports. At the same time, Reebok launched a successful worldwide “be more human” campaign aimed at empowering women all around the globe. Two years later, Reebok Russia tried to localize the successful campaign while adjusting the message to be more assertive. As a result, the company met a country-wide outrage from both feminists and anti-feminists. The case centers around Nikolay Borisov, the CEO of Nike Russia, who was unexpectedly drawn into a provocative public discussion on the use of the female empowerment agenda for cause-related marketing. The case dilemma was set during mid-February 2019 and involved Borisov’s assessment of the impact of the competitor’s viral campaign on the market and choice of a reaction strategy to public outrage. Complexity academic level This case is appropriate for an undergraduate or graduate-level program curriculum for courses dedicated to or including topics related to positioning, doing business in emerging markets, corporate social responsibility and consumer behavior. Before engaging with the case, the students should be aware of basic management and economics-related concepts and terms, such as strategy, positioning, CSR and viral marketing. Supplementary materials Teaching notes are available for educators only. Subject code CSS 8: Marketing.

A Bose horn antenna radio telescope (BHARAT) design for 21 cm hydrogen line experiments for radio astronomy teaching

We have designed a low-cost radio telescope system named the Bose Horn Antenna Radio Telescope (BHARAT) to detect the 21 cm hydrogen line emission from our Galaxy. The system is being used at the Radio Physics Laboratory (RPL) (Radio Physics Lab, IUCAA NCRA-TIFR, <http://www.iucaa.in/∼rpl/>, <http://www.ncra.tifr.res.in/ncra/rpl/>), Inter-University Centre for Astronomy and Astrophysics (IUCAA), India, for laboratory sessions and training students and teachers. It is also a part of the laboratory curriculum at several universities and colleges. Here, we present the design of a highly efficient, easy to build, and cost-effective dual-mode conical horn used as a radio telescope and describe the calibration procedure. We also present some model observation data acquired using the telescope for facilitating easy incorporation of this experiment in the laboratory curriculum of undergraduate or post-graduate programs. We have named the antenna after Acharya (teacher or an influential mentor) Jagadish Chandra Bose, honoring a pioneer in radio-wave science and an outstanding teacher, who inspired several world renowned scientists.

Offsite Construction education adoption in Civil Engineering undergraduate curriculum: analysis and proposal

Offsite construction (OSC) is not new globally yet is still not widespread in Civil Engineering (CE) programs. This study proposes strategies for implementing OSC education in a CE undergraduate program curriculum. The research method used was the exploratory field study. Data were collected from three online questionnaires sent to interested parties: OSC industry professionals, faculty members, and final-year students. Each questionnaire sought to answer a specific objective of this study: to identify the design and onsite assembly competencies demanded by the industry, identify the interfaces between OSC and the CE program curriculum and determine the level of confidence of final-year students in applying OSC competencies. The collected data analysis was qualitative and generated from a crossing of the data from the three questionnaires, which supported the proposition of hypotheses for the insertion of OSC teaching by identifying the needs, deficiencies, and difficulties the three interested parties presented. Findings suggest that the OSC competencies most demanded by the industry are about knowing how to detail the interfaces between the components and the parts of the construction site, guarantee the assembly of elements within the deadlines, or learning how to take safety measures against accidents during the construction site. Data also suggest that students are interested in the subject but graduate with little confidence in applying most of the design and onsite assembly competencies demanded by the industry. One of the few exceptions is the knowledge to take safety measures against accidents on the job site. As a result, two hypotheses were generated to adopt OSC teaching in a Civil Engineering program.

An Active Learning Didactic Proposal with Human-Computer Interaction in Engineering Education: A Direct Current Motor Case Study

Engineering education requires learning strategies to engage students and improve the development of disciplinary and transversal competencies. Additionally, as economic resources are generally limited, it is sought to avoid investing large sums of money in software and hardware, as well as in fitting out laboratories. This work presents a didactic proposal within the framework of active and collaborative learning that includes the flipped classroom technique to be applied in the curriculum of undergraduate engineering programs and inside a massive flexible digital master class. The activity is the mathematical modeling, simulation, and control system of a direct current motor where simulation work is carried out in open license computational packages. Students understand the physical phenomena involved in the motor’s modeling and the input–output variables’ relations. Moreover, an analogy between an electromechanical and a pure electrical model is carried out, where the relevant variables respond in an agile and reliable manner. To validate the modeling, the differential equations are solved by applying numerical methods, and tested for control purposes. The activity has been validated with a rule-based system applied to a Likert scale survey data. This type of human–computer interaction, in the context of active learning, could engage students and motivate them to develop competencies that are highly appreciated by industry practitioners.

The Importance of Genomic Literacy and Education in Nursing.

Genetic discoveries and technological advances have been changing nursing care delivery, which modifies the roles and practices of nursing in society. Although the need for education of nurses in the field of genomics has been recognized in the 1960s, many countries still have no clear guidelines in this field of education and training. The purpose of this study was to evaluate current genomics content in the curriculum of undergraduate and graduate programs of studies in nursing in Croatia, and to measure the genomic literacy of Croatian undergraduate nursing students through assessing participants’ understanding of genomic concepts most critical to nursing practice. The curriculum of undergraduate and graduate programs of nursing classes of 2020/2021 were independently analyzed by the authors. For measuring the knowledge of essential genomic concepts among nurses, a Genomic Nursing Concept Inventory (GNCI©) instrument was employed. Results indicate that the current genomics content, for undergraduate and graduate nursing programs in Croatia, is inadequate and not concordant among universities. Moreover, the genomic literacy of Croatian undergraduate students (Undergraduate program 10) was found to be low. Scores across respondents ranged from 3 to 22 (out of possible 31), with a mean scale score 9.8 (SD 5.3) (31.6% correct). We can conclude that the curriculum for undergraduate and graduate programs of Studies in nursing should be revised to implement the latest genomic practices and approaches to genomics education while nurses should acquire an adequate level of genomic literacy in order to produce desired outcomes of competency in nursing practice.

Pharmacy Education In Indonesia

Pharmacy education in Indonesia mainly involves a four-year undergraduate degree, followed by a one-year professional pharmacy programme. The curriculum and learning outcomes of undergraduate and professional pharmacy programmes follow academic standards set by the Association of Indonesian Pharmacy Higher Education, based on the Seven Star Pharmacist concept developed by the World Health Organisation (WHO). Most pharmacy undergraduate programmes are focused on general pharmacy skills and knowledge, which includes pharmaceutical sciences and clinical pharmacy. Professional pharmacy programmes provide more pharmacy practice training and skills; thus, graduates have broader career opportunities than undergraduates because they are prepared for higher responsibilities within pharmacy practice. Although there have been significant improvements in pharmacy education, there remain challenges related to government policies, stakeholder agreements, educational offerings, competencies, and training. This requires considerable collective efforts from the government, educational systems, associations, and other stakeholders to improve the role of pharmacists in Indonesia.

Undergraduate University Education in Internet of Things Engineering in China: A Survey

To address the problem of a serious Internet of Things (IoT) talent shortage, the Chinese government is encouraging universities and institutions to establish a major in IoT Engineering to train high-level IoT talent. Since 2011, 700 Chinese universities and institutions have established IoT Engineering undergraduate programs. We surveyed the history, status, curriculum, and problems of IoT undergraduate degree programs in China. Based on data collected from faculties, students, and graduates, we found that the IoT Engineering curriculum was an unsystematic patchwork and was deficient in practical platforms. We then provide suggestions for further development and exploration of IoT education by presenting a Technical Knowledge Map of IoT Engineering. This survey work on Chinese IoT education can prompt Chinese educators to reflect on its achievements and problems, which will contribute to IoT talent cultivation worldwide.

Global environmental change and planetary health in the curriculum of undergraduate health professionals in Latin America: a review

BackgroundPeople living in Latin America are already affected by global environmental changes and several health inequities, increasing the risk of poor health. Health professionals have a key role in tackling these threats and their consequences by providing direct care and advocating for public health policies. Hence, health professionals should be taught about global environmental changes, climate change, and policy advocacy, which could be included under the planetary health frame. Unfortunately, whether these ideals have been included in the undergraduate curriculum in Latin American universities is unclear. We aimed to analyse the incorporation of courses on climate change, environmental health, and planetary health in the curriculum of undergraduate health professionals in Latin America. MethodsIn this review, we did a documentary analysis of the curriculum of undergraduate health professional programmes that had been published on each university website. We selected the ten best Latin American universities for each country according to the QS Latin American University 2020, Times Higher Education World University 2020, and Academic Ranking of World Universities 2019 rankings. Between April 6 and May 5, 2020, we reviewed the curriculum of the nursing, medicine, nutrition, and psychology courses at these universities, looking for the phrases “climate change”, “environmental health”, and “planetary health” in the names of the courses offered. FindingsWe included 161 universities and reviewed 392 courses. We identified 276 (70%) courses that incorporated public health or epidemiology, or both; however, only 118 (30%) courses covered environmental health, and only two (1%) courses were on climate change. None of the universities included in our review offered a planetary health course. InterpretationOur findings imply that new Latin American health professionals are receiving insufficient training on environmental matters, which comprise roughly 25% of the global burden of disease. As we enter the Anthropocene epoch and rapid global environmental changes, health professionals need to be aware of the challenges and actively involved in the responses to protect the population and the environment. The planetary health approach facilitates this awareness and preparation. Planetary health education includes concepts regarding the holistic association between global environmental changes, natural systems, human health, and sustainability, among others, encompassing a broader perspective than just environmental health FundingNone.

The Problems of Legal Education in Pakistan: Teaching and Learning, Curriculum, and Assessment Methods

There are very few studies that identify problems with legal education in Pakistan. Almost none compared problems of legal education in Pakistan with that in the developed world to show where Pakistan is standing on the score of the standards of legal education. This study is addressing this important gap by focusing on three important problems of legal education in Pakistan: outdated curriculum of undergraduate and postgraduate programs of law in educational institutions of Pakistan; traditional methods of assessment; and inadequate teaching and learning methods. These problems of legal education have serious implications for the justice system of Pakistan. Due to the aforementioned problems, lawyers impart limited knowledge to legal practice. As a result, they cannot contribute to the litigation process adequately. Same lawyers later become judges. Their limited learning affects the decision-making process and the administration of justice. Therefore, it is important to examine and evaluate these problems. Comparing current practices in Pakistan's educational institutions with that in developed countries, this article critically explains the aforementioned problems and recommends how those problems can be addressed. Keywords: Legal Education, Management, Learning, Methods.

Preparing Undergraduate Learners with Skills Required by a Transformative Work Environment

Higher Education systems need to undergo significant transformation to produce graduates who are highly skilled and prepared for their roles in the impending workforce. Despite an improvement in university throughput rates, unemployment remains predominantly high, which could be attributed to the misalignment between mandatory workplace skills and those possessed by graduates. The focus of the study was on the exploration of skills acquired from the new General Education modules introduced into the curriculum of undergraduate programmes. Hence, the study discovered learners’ perspectives on the relevance of the skills acquired from these modules in the undergraduate programme to ensure survival in the workforce. The methodology adopted in the study was a quantitative survey research design, using the questionnaire as the data collection tool from a census of the first-year learners registered in the undergraduate programme. The results provided significant evidence to support the view that the skills acquired from the General Education modules in the undergraduate programme are indispensable in industry and enhanced critical thinking of the learners.

Sustainable growth in times of crisis: L’Oréal Russia

Learning outcomes This study enables to critically assess: what constitutes the consequences of a financial crisis to a multi-national enterprise operating in the emerging market of Russia; the decision-making processes behind crisis management and the corresponding search for informational grounds to be used as decision justification; and the role of sustainable development in times of crisis. Case overview/synopsis During the 2014–2015 financial crisis in Russia, L’Oréal Russia managed to increase growth by 7%–15%, strengthening its place as the market leader in the country. First, the case illustrates the way Antonio, the General Manager of L’Oréal Russia, had successfully approached this situation by learning from the shortcomings of the company’s strategy during the 2007–2008 crisis and deciding to take a proactive position concerning stakeholders. Then, upon recalling his success story, Antonio suddenly found himself at the dawn of yet another crisis caused simultaneously by the COVID-19 outbreak and oil prices drop. In the face of uncertainty regarding the applicability of prior crisis management strategy for the new economic and social reality of Russia, Antonio was worried about whether the company would be able to achieve the 2020 sustainable development goals of L’Oréal by the end of the year. The case dilemma involves choices Antonio faced during mid-March 2020 about strategy formulation based on an adjustment to the expected consumer behavior patterns and possible need to rethink sustainable development goals priority. Complexity academic level This case is appropriate for an undergraduate or graduate-level program curriculum for courses dedicated to or including topics related to crisis management, doing business in emerging markets, corporate social responsibility and consumer behavior. Before engaging with the case, the students should be aware of basic management- and economics-related concepts and terms, such as strategy, sustainable development, CSR and economic crisis. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

Integration in Medical Education

The term integration has gained importance in Medical education over the last two decade, and is believed to facilitate knowledge, that is more meaningful to clinical practice. A move towards integration in medical education is likely to reduce fragmentation of the medical course and motivate students towards better learning, It aims to improve medical education by bridging the traditional barrier between basic and clinician sciences. Integration is one of the major changes incorporated in the new competency based curriculum for undergraduate medical program in India. There are associated changes in the assessment system too in relation to integration. However, the concept of integration/integrated curriculum lacks significant clarity as how to implement it in medical institutions with added paucity of literature on this important topic. Integrated teaching is the integration of the concepts wherein various subject-based knowledge or aspects of one theme or topic are assimilated to provide the holistic approach. Our review focusses on the need for integration with comparative analysis of the two most important models of integration (Fogarty and Harden) which are being followed, delving on their common features for simplifying this complex topic as well as for better understanding of the concept. We have also proposed six steps for implementation of integration. We conclude that the proposed change from conventional to new integrated curriculum requires robust planning and coordination amongst the various stakeholders in medical institutions.

Effects of artificial intelligence technology on accounting profession and education

Purpose- The increasing use of digitalization and artificial intelligence applications has created an expectation that there will be a decrease in the use of human resources. There is no doubt that these technological developments that allow delivering faster and error-free work will also affect the accounting and auditing professions and will create essential changes in the roles and expected skills of professional members. Therefore, the purpose of this study is to determine the effects of artificial intelligence technology on accounting profession and education. Methodology- In this study, the accounting master's programs of AACSB accredited universities in the United States were analyzed, and the courses added to the programs to deliver new skills to accountants and auditors were examined. Findings- It is determined that there are many courses offered in the curricula of the programs on business/data analytics, management/accounting information systems, big data, data mining, and similar topics. Conclusion- For accountancy professionals to get adapted to technological developments quickly and to ensure that the transformation process of the accounting profession is completed in a short period of time, first graduate and then undergraduate program curricula should be updated by adding courses that will provide the necessary skills and competencies. Thus, it will be possible to increase the quality of accounting education by meeting the needs of the accounting professionals with respect to the new technologies such as artificial intelligence.