Undergraduate Programs Research Articles

Multidisciplinary Collaboration and Industry Partnership: Keys for the Development of the Masters of Geomatics in Disaster Risk Reduction Curriculum

Abstract. Despite the high susceptibility of the Philippines to natural disasters, there is a significant lack of human resources focused on disaster risk reduction (DRR). To address this, the University of the Cordilleras, in collaboration with the ERASMUS CBHE Plus Program: Geomatics in Disaster Risk Reduction of the European Union, has developed a curriculum for a GeoDRR program. This program is designed to produce professionals with expertise in disaster risk reduction, geomatics, and remote sensing. The curriculum development employed a mixed-methods approach using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) Framework and the DACUM (Developing a Curriculum) method. The ADDIE Framework guided the structured development process, while the DACUM method identified the necessary competencies for students. The resulting UC MGeoDRR curriculum comprises 15 units of Core Courses, 15 units of Professional Courses, 9 units of Electives, and a 6-unit Capstone project. The curriculum is designed to be localized and contextually relevant, integrating DRR into research, innovation, and extension activities. The pilot program is recommended for graduates of related undergraduate programs and DRR professionals and practitioners.

Physiotherapists’ knowledge, attitude and practice of clinical prediction rules in low-back pain

Abstract Background and aim Clinical prediction rules (CPRs) are mathematical tools that are intended to guide clinicians in clinical decision making or predict a future outcome, but they seem rather unknown, under-utilized, or avoided by clinicians. This study aimed to assess knowledge, attitude, and practice of CPRs in low-back pain (LBP) among physiotherapists. Methods A cross-sectional study involving 45 consenting specialist musculoskeletal physiotherapists from three public-funded teaching hospitals in Nigeria was carried out. An adapted validated questionnaire on facilitators and barriers to CPRs utilization, and a socio-demographic proforma were used to collect data. Descriptive and inferential statistics were employed to analyze data. Alpha level was set at p < 0.05. Results Respondents were mostly males (71.1%), married (64.4%) and first-degree holders (55.6%). Twenty-eight (62.2%) of the respondents had above-average knowledge of CPRs in LBP. Rates for positive attitude towards, and utilization of CPRs were 37.8% and 15.6%. Knowledge and attitude about CPRs in LBP were not significantly influenced by socio-demographic factors (p > 0.05). However, there was a significant association between the utilization of CPRs and years of experience (χ2 = 10.339 p = 0.016). Conclusion Most Nigerian physiotherapists had above-average knowledge, but a negative attitude and low utilization of CPRs in LBP. Clinicians’ years of clinical experience influence the usage of CPR. There is a need to incorporate training in CPRs into undergraduate and continuous professional development programmes.

Integrating Extended Reality in undergraduate engineering programmes: operational feasibility and descriptive analysis of student perspectives

Integrating Extended Reality in undergraduate engineering programmes: operational feasibility and descriptive analysis of student perspectives

The Experiences of Implementing a Near‐Peer Teaching Scheme Into an Undergraduate Dental Hygiene and Dental Therapy Programme at the University of Sheffield in the United Kingdom

ABSTRACTObjectivesTo assess the learning and relationship‐building potential of a near‐peer teaching scheme that is low in faculty financial and time input.MethodsThis longitudinal study collects data via pre‐ and post‐programme questionnaires completed by near‐peer tutors and learners following a six‐week scheme schedule. Qualitative data are analysed using a descriptive analysis model to assess the perceived value of the scheme.ResultsParticipants find the scheme to be highly beneficial and rewarding. In the 2023 scheme, as for all previous cohorts, no near‐peer tutees reported any issues of negative cognitive congruence and most found that they had experienced a greater opportunity to ask for clarification on basic knowledge without fear of reproach. Near‐peer tutors valued the opportunity to develop teaching skills in the supportive confines of their own undergraduate diploma, and reflected on their own experience of learning within a prior run of the scheme as being motivational to teach others.ConclusionNear‐peer teaching offers a sustainable and effective approach for dental hygiene and dental therapy programmes. It benefits both tutees and tutors, enhancing skills, fostering relationships and preparing students for future teaching roles. The scheme also promotes a positive learning culture and improves overall educational quality.

Effect of Technological Pedagogical and Content Knowledge Framework based Capacity Building Programme Module (CBPM) on Teaching Aptitude of Pre-Service Teachers

Technology integration in education transcends the mere implementation of technological artefacts, encompassing theoretical frameworks and evidence-based research findings to enhance pedagogical practices rather than being limited to the rudimentary application of computer hardware and software in instructional delivery. This study employed a quasi-experimental methodology, utilising a pre-test/post-test equivalent group design incorporating the Solomon four-group paradigm to generate quantitative data from pre-service teachers enrolled in undergraduate teacher education programmes. Statistical analyses, including descriptive measures of means, standard deviations and standard errors of means, demonstrated a significant favourable influence of a Technological Pedagogical and Content Knowledge (TPACK) framework-based capacity-building programme Module on the teaching aptitude of pre-service teachers.

The association between students’ confidence and ability to modulate spinal manipulation force–time characteristics of specific target forces: a cross-sectional study

Abstract Background Spinal manipulative therapy (SMT) is a guideline-recommended care for musculoskeletal pain taught in various undergraduate programs. Visual feedback through force-sensing tables can improve modulation of SMT force–time characteristics and, potentially, students’ confidence, both factors important for clinical competence and patient outcomes. However, it is unclear if a link exists between students’ confidence and ability in SMT force–time modulation. We aim to investigate this relationship and whether it was moderated by experience. Methods This cross-sectional study recruited first- to third-year Canadian Memorial Chiropractic College students. Participants provided information about their confidence in performing SMT using different impulse forces of 200N, 400N, and 800N with a pre-established pre-load and a time-to-peak force < 150ms. SMT impulse forces of 200N, 400N, and 800N were targeted on a Human Analogue Mannequin positioned prone on a force-sensing table. We described the confidence levels and SMT force–time characteristics and assessed their association using linear mixed models. We re-ran the models interacting with SMT experience. The order of the three SMT impulse forces was randomly performed. Participants and outcome assessors were blinded to force–time characteristics recordings. Results One-hundred-and-forty-nine participants provided usable data. Participants were confident in delivering 200N and 400N impulse forces. However, confidence decreased for 800N forces. Accordingly, participants performed impulse forces close to the 200N and 400N but had difficulty accurately modulating to 800N forces. A positive association was found between confidence and the ability to modulate their force–time characteristics, especially keeping the same pre-load force, keeping the time to peak force < 150ms, and providing the 800N impulse force. This association was not moderated by experience. Conclusions Students were more confident in their abilities to perform lower SMT forces but lacked confidence in their abilities to perform higher (800N) forces. This aligned with their skills, as many struggled to apply 800N force. However, students who had higher confidence levels generally performed better overall. There was substantial variability in SMT force–time characteristics, which may have implications for adverse events and patient satisfaction. Some of this variability could be attributed to students’ confidence. Thus, further investigations are necessary in undergraduate settings to implement and optimize these findings. Registration https://osf.io/6f7d5

Fostering SDG Content Integration in the Economics and Business Undergraduate Curriculum: A Faculty-Driven Mapping Approach

The Faculty of Economics and Business (FEB UM) initiated a project to align its undergraduate study program with sustainable development principles. This involved mapping the Sustainable Development Goals (SDGs) within the curriculum, using recommended keywords and faculty assessments. The exercise aimed to objectively showcase current sustainability integration and to identify areas for enhanced sustainable practice infusion. The method entailed both the direct and indirect consideration of SDG content. This endeavor heightened faculty awareness and enthusiasm for incorporating the SDGs, highlighting the significance of aligning academic programs with global sustainability objectives. This study has offered a framework for similar institutions aiming to boost sustainability through curriculum mapping and active faculty engagement.

Scaling Oral Assessment Authentically

The rise of AI and related threats to academic integrity in a post-pandemic academic environment where most assessments are not invigilated forces universities to revisit the question of how to conduct safe and fair assessments (Dawson, 2022). As invigilated exams and online proctoring have fallen out of favour with university administrators due to cost, space or privacy concerns, oral assessments have found renewed interest (Newell, 2023). These are effective in measuring students' knowledge whilst verifying that the responses truly belong to the student (Joughin, 1998). Though there are many established variations of oral assessment, from viva voce thesis defence to interactive orals (as widely conducted in Law and Medicine), they usually emphasise authentic live interaction between student and assessor. However, the sheer scale of some undergraduate programs (as common in Business Schools) along with the integrated nature of business curriculum requiring marking expertise from different graders makes truly interactive oral exams unfeasible. As a response, a large first-year undergraduate Business course (with student enrolments of between 500-1200 per term) at a G08 institution implemented an authentic recorded oral assessment, which mimics job interview practice. Students were recorded for a set time period while they responded to questions verbally with the resulting video and transcripts being later marked. We utilised an asynchronous, remotely invigilated oral assessment (Baird et al., 2022) for the final exam to improve academic integrity and to further embed transferable skills that is industry relevant whilst increasing student employability. The new assessment format was named ‘Live Recorded Video Exam (LRVE)’. The invigilation process for this exam was conducted on a one-on-one basis where one invigilator checked each student in their groupings. The invigilators were provided with a procedural checklist to follow to be consistent within all the groups. The process involved the invigilator calling the student into a Microsoft Teams channel, verifying the student’s identity, checking their immediate surroundings, sharing the screen of the device that the student was using, providing a password verbally for the student to access the exam questions and then to start the recording for invigilation purposes. Once the recording commenced, the invigilator would leave the meeting room and allow the student to complete the exam independently by articulating their responses. The graders had access to both the video recording as well as the captioned transcript to mark the exam and check for any student misconduct. Students were informed about the exam format through different channels from the teaching team as well as innovative student-led initiatives. They were given various opportunities to prepare throughout the term within established class structures and practice mock sessions. Out of 542 exams, none were reported for violations of academic integrity and the rate of special consideration applications was lower. This is, in part, due to potential problems being rectified during the student check-in process. Surveys conducted after the exam showed the LRVE format was well-received by markers and student representatives in part because of its flexibility, offering a complement to traditional viva voce models and demonstrating its scalability.

Implementing an interactive oral task to assess undergraduate psychology students’ attainment of pre-professional competencies

Finding engaging and authentic ways to assess required competencies which are resistant to academic misconduct is a challenge for tertiary psychology education. While simulation-based tasks are commonly used to assess postgraduate students’ development of professional competencies, they are less commonly used in undergraduate programs to assess pre-professional competencies. Interactive oral assessments have been suggested to achieve authenticity while inhibiting academic misconduct, and to be feasible within an online learning environment. The current study presents students’ and markers’ perceptions of an interactive oral task implemented to assess fourth-year psychology students’ counselling and reflection skills. Results suggest that students and markers perceived the interactive oral task to be an authentic assessment of knowledge and skills required for future practice, which encouraged deeper learning than written assessments or exams, and was resistant to academic misconduct. Despite feeling anxious about the new assessment format, both students and markers reported finding the engaging nature of the task enjoyable and indicated that they would like to be involved in more interactive oral assessments in the future. The extent to which these findings reflect the current literature, and the role for interactive oral tasks in the innovative, authentic assessment of pre-professional competencies which promote academic integrity are discussed.

Extending curricular analytics to analyze undergraduate physics programs

Curricular analytics (CA) is a quantitative method that analyzes the sequence of courses (curriculum) that students in an undergraduate academic program must complete to fulfill the requirements of the program. The main hypothesis of CA is that the less complex a curriculum is, the more likely it is that students complete the program. This study compares the curricular complexity of undergraduate physics programs at 60 institutions in the United States. The institutions were divided into three tiers based on national rankings of the physics graduate program, and the means of each tier were compared. No significant difference between the means of each tier was found, indicating that there is not a relationship between program curricular complexity and program ranking. Further analysis focused on the physics, chemistry, and mathematics courses, defined as the core courses of the curriculum. Significant differences in the number of required core courses and the complexity per core course were measured between the tiers; both were measured as large effects. Programs with the highest rankings required fewer core courses while having a higher complexity per core course. These institutions have more strict prerequisite requirements than lower ranking programs. This study also showed complexity was quantitatively related to curricular flexibility operationalized as the number of available eight-semester degree plans. The number of available degree plans exponentially decreased with increasing core complexity per course. Modifications to a curriculum at one institution were analyzed; a similar relationship between the number of available degree plans and increasing complexity per core course was found. Published by the American Physical Society 2024

Development of a recommendation engine for university study programme selection: A regression-based approach

This paper is the third in a series focused on bridging the gap between secondary and higher education. Our primary objective is to develop a robust theoretical framework for an innovative e-business model called the Undergraduate Study Programme Search System (USPSS). This system considers multiple criteria to reduce the likelihood of exam failure or the need for multiple retakes, while maximizing the chances of successful program completion. Testing of the proposed algorithm demonstrated that the Stochastic Gradient Boosted Regression Trees method outperforms the current method used in Lithuania for admitting applicants to 47 educational programs. Specifically, it is more accurate than the Probabilistic Neural Network for 25 programs, the Ensemble of Regression Trees for 24 programs, the Single Regression Tree for 18 programs, the Random Forest Regression for 16 programs, the Bayesian Additive Regression Trees for 13 programs, and the Regression by Discretization for 10 programs.

Importance of accounting for student identities and intersectionality for creating equitable and inclusive physics learning environments

This research focuses on the experiences of seven undergraduate women who were majoring in physics in a medium-size physics department at a small liberal arts college. In the semistructured, empathetic interviews we conducted, the women discussed how they decided to major in physics, their interactions with their peers and instructors, and who supported them during their physics trajectory. We used Standpoint Theory and focused on the experiences of undergraduate women to get a holistic perspective of how they became interested in physics, how they have been supported in their physics journey, as well as identify any challenges that they faced in their undergraduate physics program due to their identity. Using the Domains of Power framework, we analyzed how those in the position of power, e.g., instructors, can play important roles in establishing and maintaining safe, equitable, and inclusive environments for students, which is especially important for historically marginalized students such as women and ethnic and racial minority students in physics. Published by the American Physical Society 2024

The impact of an online gamified virtual tour on cognitive enhancement in dental practice management

Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P < 0.001). Although the pre-knowledge assessment score of the PG group was notably higher than that of the UG group (P = 0.041), there was no statistically significant difference in their post-knowledge assessment score (P = 0.491). Participants had positive perceptions of GVDC in terms of usefulness, ease of use, and enjoyment, with no statistically significant differences between the two groups (P > 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention.

University Students' Perspectives on the Use of Interactive Presentation Technologies

This study seeks to examine University students' perspectives on the use of interactive presentation technologies (namely Classpoint) in order to foster an interactive learning environment and enhance motivation during remote learning. The sample consisted of 66 students who were currently enrolled in undergraduate and graduate programmes at Arab Open University. In order to accomplish the objective of the study, a questionnaire consisting of a 20-item Likert scale was devised to assess the efficacy of employing Classpoint in terms of presentations, classroom engagement, and motivation for remote learning as seen by the students. Furthermore, 14 students were subjected to semi-structured interviews. This study employs a combination of qualitative and quantitative methodologies. The findings indicated that the utilisation of Classpoint resulted in heightened classroom engagement and enhanced students' enthusiasm for remote education. The findings also indicated a strong inclination among students to utilise Classpoint for establishing an engaging learning atmosphere during remote education. Furthermore, there were statistically significant variations in the average scores based on the students' educational level, favouring those enrolled in the master's programme. However, no statistically significant difference was observed based on the students' gender. Moreover, the findings indicated that there were no statistically significant disparities in student motivation for remote learning based on educational level and gender. Additionally, the qualitative analysis revealed a substantial enhancement in student motivation because of using Classpoint.

Education in lifestyle medicine for future physicians – a strategy to reduce the burden of cardiovascular disease

ABSTRACT There is a compelling need to improve all physicians’ knowledge on lifestyle medicine (LM). This training needs to start early during medical education. This case report describes the feasibility and effects of integrating LM into an existing core curriculum of a Swedish undergraduate medical programme. A curriculum development project was organized using a six-step model: general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. New learning objectives regarding health, prevention and lifestyle medicine were formulated throughout the five-and-a-half-year programme. Learning activities and examinations were integrated in all courses with a structured progression and with focus on preventive activities in the workplace learning. The project was evaluated using student surveys of curricular quality, teacher survey of curricular content and integration in 2020, and an external review of adherence to the national qualitative target on preventive medicine. The project was executed during 2017–2018. Course evaluations and exit poll at graduation showed an overall high-quality student rating of education in prevention and in lifestyle counselling: on average, a score of 4.1/5 and 4.1/6, respectively. The teacher survey showed that over 70% of courses had a lasting increase in LM curricular content and that this content was to a large extent integrated into the existing course material. The external review concluded that the topic was well covered and integrated into the curriculum. LM could be successfully integrated into an existing medical programme curriculum with positive effects on student learning.

Sustainable UAO: Paving the Way Forward in the Rise of Sustainability as Institutional Ethos

In response to the pressing global environmental crisis precipitated by the transgression of planetary boundaries due to human activity, the Universidad Autónoma de Occidente (UAO) has made a steadfast commitment to the development of theories, strategies, and practices concerning sustainability since the late 1990s. Through the establishment of both undergraduate and graduate programs, as well as research projects and the Sustainable Campus initiative, UAO has laid the groundwork for national and international recognition in addressing sustainability. Acknowledging the progress made and the historical context, UAO recognizes that the time has come to take a significant quality step towards a more comprehensive and dedicated commitment. This step involves elevating sustainability to the status of institutional ethos. This entails ensuring that the principles of sustainability are prominently and explicitly integrated into the core functions of the university, including teaching, research, and social outreach. This work looks at the journey thus far and, more importantly, charts the course for the future in the elevation of sustainability as institutional ethos. It highlights the key milestones achieved over the past two decades while identifying the most significant challenges and barriers that the university must confront and overcome in the near future to fully embody this ethos. By doing so, UAO aims to realize its ambitious goal of becoming a truly sustainable institution.

Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

AbstractThis study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

Sculpture Training Before the Development of Digital Sculpture and Artificial Intelligence (AI): A Comparison of Some Sculpture Undergraduate Programs in Vietnam and the USA

This article analyzes the impact of digital technology and AI on traditional sculpture, emphasizing the need to update Sculpture training programs in Fine Arts Universities in Vietnam. Based on survey data on the awareness of experts about the influence of AI in the field of sculpture and on the results of comparing the Sculpture training programs of domestic and foreign training schools in the Sculpture industry. The author has outlined training objectives, developed output standards, and created a knowledge system to equip learners with the skills, knowledge, and attitudes needed for modern job roles.

How I Do It: Process Control in Medical Student Experiences of Surgery

ObjectiveExtreme variation exists in teaching and clinical exposure for medical students, both from specialty-to-specialty but also between universities. There is mounting literature highlighting the need to reform and standardise surgical education to allow for unified graduate competency. In line with the recommendations from the GMC2 and the Royal College of Surgeons England (RCSE) 3, Queens University Belfast (QUB) significantly revised their undergraduate medical programme. Within this new curriculum is the introduction of Specialty Focus week in Surgery. This report reviews the processes used in the introduction of this week. DesignThe initial curriculum was formulated with a weekly timetable consisting of tutorials, bedside teaching and students following a peri-operative case. Run charts were populated with an alert when feedback dropped below a certain standard, which then triggered an intervention. ParticipantsFeedback was collected via a QR code from the first 200 surgical student. SettingsBelfast City Hospital in association with Queens university Belfast (QUB) undergraduate surgical curriculum. ResultsRun charts resulted in an alert when feedback dropped below 8/10. Following this we implemented smaller group bedside teaching. There was a significant improvement in feedback post intervention (P=0.04) with no further alerts. Overall feedback had a non-significant feedback improvement post intervention (P=0.07) with once again, no further alerts. ConclusionThis review has shown how we have provided some standardisation of local surgical teaching, as well as having a process centred model of monitoring. This curriculum is easy to implement and could be reproduced elsewhere.

Factors and mediators impacting the number of undergraduate research mentees at a research-intensive Hispanic-serving institution.

Engaging in undergraduate research experiences is known to have broad and positive impacts on college students. Despite the benefits, achieving faculty buy-in and support can be challenging even when faculty have strong research funding. In order to understand how to better support undergraduate research programs, we applied quantitative models to explore how the impact of research funding is mediated by faculty beliefs about undergraduate research mentoring in STEM disciplines. The results indicate that faculty characteristics and beliefs about the benefits and barriers of mentoring undergraduate students in research impact the number of students mentored even when accounting for research funding levels of the individual faculty. Practical recommendations are presented based on the models from this research project in order to provide insight into how centers or units on a campus may work with faculty to support and encourage mentoring of undergraduates in research in the biomedical sciences.