Undergraduate Programs Research Articles

Program Evaluation of the Clinical Education Based on Four-Component Instructional Design (4C/ID) Model

Background: Clinical education is a key step in medical education. The study aimed to evaluate clinical education in undergraduate medical education programs based on the Four-Component Instructional Design (4C/ID) model. Methods: The cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2023-2024. Fifteen departments where medical students studied the clerkship and internship courses were evaluated. An evaluation checklist was used including four domains, 23 questions, and 100 items. The evaluation was implemented in three steps including "Preparation of evaluation", "Execution of evaluation" and "Preparation of evaluation report and application of results". Data were analyzed using descriptive tests (mean, standard deviation, SD, and frequency). Results: The findings showed that the status of the departments in the "educational goals and learning tasks" domain in the clerkship and internship courses were 48.33 and 49.26, which achieved the highest level of compliance. The lowest compliance reported in the domain of "practice opportunities" was 14.30 and 15.77 in the clerkship and internship courses. The compliance in the domain of "procedural information in educational events" in the clerkship courses was 33.15 and in the internship courses was 36.17 and in the domain of "supportive information" in the clerkship courses was 24.36 and internship was 23.46, indicating a medium to a low level of compliance. Conclusion: Clinical learning is recognized as a complex learning, which requires supportive information and practice opportunities for learning. The results showed that lower compliance was reported in the domains of "practice opportunities" and "supportive information" in the educational department clerkship and internships. Therefore, it is recommended to plan for the development of support resources on various platforms. It also requires an appropriate educational design to deliver practice opportunities in simulation and workplace environments in undergraduate medical education.

Transitioning to university in Botswana

Academic and social deficits, a nine-month secondary school-to-university learning loss, a readiness gap for university-level coursework, and limited cultural capital characterize the transition to university for Botswana’s secondary school completers seeking a STEM qualification. This study investigated internationally implemented developmental education interventions that STEM-offering public universities in Botswana may proactively implement to ease the transition and improve matriculant’s chances of success from their first year at university. Findings indicate that a Developmental Winter Bridge Program presents the best option for secondary school completers’ acclimatization, assimilation, and university success. Policy recognition of the Bridge Program as a pre-entry requirement for STEM undergraduate programs is recommended as the first step towards increasing confidence in the preparation of future-ready engineers and scientists.

Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach

ABSTRACT Attention paid to awarding gaps in higher education linked to ethnicity tends to focus on outcomes at the final award stage. Our project sought to scrutinise awarding gaps at module level where these gaps may emerge. Our aim was twofold: to identify the most important barriers to student success and determine strategies to reduce awarding gaps at module level, as perceived by students from various ethnic backgrounds and to investigate to what extent there is consensus amongst students of various ethnic backgrounds regarding these barriers and strategies. We employed a two-phase Delphi approach. The first phase involved data analytics to identify modules with awarding gaps in health and life sciences undergraduate degree programmes. The second phase employed a Delphi approach to collect student feedback on barriers to success and strategies to overcome them, focusing on culture, curriculum, and assessment. The study engaged 36 students in the first round and 53 in the second round. Our research confirmed the existence of awarding gaps at the module level. Students reached consensus on 55 out of 79 factors affecting their academic performance, with notable differences between White and racially minoritised student groups. This study suggests that, to close awarding gaps, both a module-level approach and a deep commitment to listening to our students is needed. Our study is the first to use a consensus-driven Delphi approach to identify key barriers and strategies at the module level, offering a framework for addressing awarding gaps and fostering inclusive, equitable education within and beyond the UK.

Discourse, Knowledge, and Practice

This article presents the findings of a three-stage qualitative study examining how English language teacher education in Colombia conceives its teaching practicum and student-teachers. Insights emerged from three key sources: English language student-teachers’ autoethnographies, Colombian-authored scholarly articles, and undergraduate programs’ relevant institutional documents. We analyzed each source using tailored methodologies: narrative analysis, epistemic discourse analysis, and documentary analysis. The findings reveal that the practicum is understood by three points of convergence: foundation, knowledge, and practice. This framework defines English language student-teachers by their discourse, knowledge, and practice. The study highlights that the teaching practicum is a pivotal space where student-teachers apply language education discourses and their knowledge in practice. Reflecting on how English language student-teachers are formed and how the practicum is conceived has prompted the undergraduate programs and the community to advocate for a transformation from a theoretical approach to a more flexible, experience-based approach.

Berrylush: scaling for growth

Learning outcomes Working through the case and the questions that follow will allow students to evaluate: critically assess the effectiveness and feasibility of Berrylush’s business model through the lens of the Business Model Canvas; understand: explain the strategies used by the organisation to gain and sustain a competitive advantage; apply: use the principles of judo strategy to develop tactics for competing effectively against well-established brands; analyse: examine how environmental changes affect the organisation; and create: formulate a growth strategy for Berrylush. Case overview/synopsis Two young MBA graduates from a top Indian management institution dreamed of running a large-scale business, providing women all over India with high-quality western clothing. In 2017, Berrylush was born with an initial business model where they designed and manufactured all their products in-house. While at one point, their maximum production capacity was only 900 units a month, within a handful of years, the brand saw its highest selling week of 2022 with sales of over 50,000 orders on India’s largest apparel and fashion website. Co-founder Alok Paul is spearheading the company’s channel expansion, taking it from only direct-to-consumer online sales to offline sales, creating an omnichannel experience for shoppers. Complexity academic level The case can be used for an undergraduate or MBA program teaching a strategic management course after the fundamentals of strategic management have been taught but before strategy execution and implementation have been discussed. Supplementary material Teaching notes are available for educators only. Subject code CSS 11: Strategy.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

Analyzing ChatGPT's Sustainability as a Language Learning Tool: Saudi EFL Learners' Perspectives, Problems and Pedagogical Prospects

The study assessed Saudi EFL students' perspectives on ChatGPT's incorporation into EFL classrooms for language acquisition and instruction, challenges and barriers, and pedagogical prospects. 212 respondents were randomly selected from different stages of the undergraduate programs at the College of Business Administration and College of Science & Humanities, Prince Sattam bin Abdulaziz University, KSA. A questionnaire with self-designed and partially incorporated items from existing studies was utilised to collect the data from the respondents. The data was analyzed quantitatively using descriptive statistics. It was found that Saudi EFL learners held an immensely favorable perspective on the efficacy of ChatGPT incorporation into EFL classrooms. It was also found that ChatGPT-powered classrooms posed certain challenges such as erroneous results, plagiarism and reproduction, professional integrity, listening and speaking, failure to think critically, and incapability to understand cultural and psychological contexts embedded in idioms and language expressions. However, it was also found that ChatGPT, despite its limitations, offers significant educational implications as it can satisfy learners' specific needs better than conventional language learning and teaching methods.

In-service English language teacher-researchers’ ideologies, realities, and practices concerning Qualitative Research

This article explores the ideologies, realities, and practices of six English language teacher-researchers concerning research. The participants of this study are all Colombian in-service teachers who currently work at different local schools and universities and had formerly participated as guests in a set of educational podcasts about qualitative research. The data collection instruments comprised individual interviews from the podcast episodes and reflective questionnaires inquiring about the participants’ experiences as researchers. The findings illustrate how the teacher-researchers struggled to understand qualitative research beyond the scientific method at the beginning of their academic lives. However, after experiencing qualitative research, teacher-researchers transformed how they conducted qualitative research and the way they viewed doing qualitative research in ELT and education. Consequently, the teacher-researchers acknowledge qualitative research as a social practice that can lead to comprehending and transforming the communities involved. We conclude that the influence of scientific method-oriented epistemologies on qualitative research in ELT underscores the need for a more critical stance, advocating for research that unveils societal injustices and inequalities. By embracing a broader vision of research, particularly in undergraduate programs, teacher-researchers can cultivate a pragmatic perspective that empowers pre-service and in-service teachers alike to contribute meaningfully to their communities through research. This entails deconstructing traditional ideologies and promoting research practices that enrich classroom teaching and foster social impact, thereby transforming teachers into active agents of change within their contexts.

Advocacy for Children: A Pediatrician's Core Professionalism Responsibility.

Pediatric advocacy is an effort to champion the well-being of children and adolescents, ensuring access to quality health care and addressing socioeconomic issues linked to adverse health. This article explores pediatricians' responsibilities in advocating for their patients within the health care system and in broader societal contexts. Models of physician advocacy and the concept of advocacy as a fundamental professionalism responsibility, grounded in ethical principles and societal obligations, are introduced. As providers for patients who lack the capacity to advocate for themselves, the unique role of the pediatrician is examined. The improving landscape of advocacy education in undergraduate and graduate medical training programs is presented, and the concept that engaging in advocacy can help physicians battle burnout is raised. Barriers to advocacy for pediatricians are addressed. Pediatricians should leverage their expertise and influence to advance the health and rights of patients and their families. [Pediatr Ann. 2024;53(12):e452-e457.].

Call to Action: Bolstering the Diminishing Pediatric Nursing Workforce.

Pediatric workforce shortages became more apparent with coronavirus disease 2019 (COVID-19) and the rise in other viruses. Among factors affecting these shortages are undergraduate and graduate curricula that include pediatric content and clinical experiences. A narrative review was conducted to examine the state of the pediatric nursing workforce, describe curricular models in undergraduate and graduate programs, and determine the effects of these models on pediatric content and clinical experiences as well as subsequent employment in pediatric nursing. Curricula affect knowledge of pediatric content and clinical ability to practice, potentially resulting in direct care pediatric workforce shortages and subsequently the number of pediatric nurse practitioners, nurse scientists, and faculty. Research is needed on specific shortages in the pediatric workforce, standardization of required pediatric content and clinical hours, and simulation versus in-person clinical experience to prepare graduates for practice, as well as practice perspectives of new graduates' ability to practice. [J Nurs Educ. 2024;63(12):806-812.].

Perspectives of medical imaging professionals about the impact of AI on Swiss radiographers

IntroductionArtificial Intelligence (AI) is increasingly implemented in medical imaging practice, however, its impact on radiographers practice is not well studied. The aim of this study was to explore the perceived impact of AI on radiographers’ activities and profession in Switzerland. MethodsA survey conducted in the UK, translated into French and German, was disseminated through professional bodies and social media. The participants were Swiss radiographers (clinical/educators/ researchers/students) and physicians working within the medical imaging profession (radiology/nuclear medicine/radiation-oncology). The survey covered five sections: demographics, AI-knowledge, skills, confidence, perceptions about the AI impact. Descriptive, association statistics and qualitative thematic analysis were conducted. ResultsA total of 242 responses were collected (89% radiographers; 11% physicians). AI is being used by 43% of participants in clinical practice, but 64% of them did not feel confident with AI-terminology. Participants viewed AI as an opportunity (57%), while 19% considered it as a threat. The opportunities were associated with streamlining repetitive tasks, minimizing errors, increasing time towards patient-centered care, research, and patient safety. The significant threats identified were reduction on work positions (23%), decrease of the radiographers’ expertise level due to automation bias (16%). Participants (68%) did not feel well trained/prepared to implement AI in their practice, highlighting the non-availability of specific training (88%). 93% of the participants mentioned that AI education should be included at undergraduate education program. ConclusionAlthough most participants perceive AI as an opportunity, this study identified areas for improvement including lack of knowledge, educational supports/training, and confidence in radiographers. Customised training needs to be implemented to improve clinical practice and understanding of how AI can benefit radiographers.

How does developmental advising impact college students? Findings from medical students in China

ABSTRACT This study contributes evidence on the impact of developmental advising using a national sample of students in the undergraduate clinical medicine program in China (n = 122,932). Using a combination of instrumental variable regression and structural equation modeling, the study explored beyond low-touch informative intervention and fully presented how developmental advising makes effects. A significantly positive advising effect on both academic and non-academic indicators was found, and it varies by the students’ demographic features, family backgrounds, and pre-college experiences, suggesting its potential to address achievement gaps across students from different backgrounds. In addition, the mediating roles of self-efficacy and learning engagement that enable advising to impact academic improvement were verified, shedding light on how developmental advising impacts students’ development.

EMI Dynamics: An Empirical Study on Students’ Perspectives at Tertiary Level in Türkiye

Abstract The unprecedented adoption of English-Medium Instruction (EMI) in higher education on a global scale has brought about challenges as well as opportunities for students, which necessitates a careful consideration of factors impacting their perceptions and experiences. Recognizing this critical need, our study attaches significant importance to delve into the attitudes of tertiary-level students towards EMI and aims to evaluate the attitudes and language-related challenges encountered by students in full EMI undergraduate programs. Data were collected from 278 undergraduate students in various full EMI programs at a Turkish public university. Utilizing the culturally and linguistically adapted form of Yeh’s (2014) EMI questionnaire, the study focused on students’ backgrounds, motivations, and attitudes towards EMI courses, challenges, learning strategies, and beliefs about EMI policies. The findings indicate generally positive attitudes towards EMI. Students perceive EMI as beneficial to their academic and professional development, viewing it as an opportunity to enhance their English proficiency. Nevertheless, challenges arise from coping with specialized terms, heavy learning load, and lecturers’ accents. These results offer valuable insights into the experiences of undergraduate students in full EMI programs at a state university, highlighting both the positive facets and challenges they encounter in settings where English is used as a vehicle for academic growth.

From defining to enacting interdisciplinary education: curriculum integration strategies among Hong Kong undergraduate interdisciplinary programmes

ABSTRACT Despite the emerging popularity of interdisciplinary education among universities around the world, it remains unclear how to define and enact interdisciplinary curriculum integration at the programme level and at the undergraduate level. By undergoing a qualitative documentary analysis of the programme portfolios of the 43 undergraduate interdisciplinary programmes offered by seven publicly funded universities in Hong Kong, which are publicly available on their official websites, this comparative study reveals seven common strategies that they adopt when undergoing interdisciplinary curriculum integration, which are embedded with a series of underlying motives and ideologies. These include bringing in foundational disciplinary knowledge for interdisciplinary learning; cultivating skills and dispositions throughout interdisciplinary learning; exposing to interdisciplinary research methodologies; introducing thematic clusters for interdisciplinary integration; advancing interdisciplinary understanding and expectations; providing hands-on projects for interdisciplinary inquiry; as well as developing experiential interdisciplinary collaboration across sectors and stakeholders. Conceptually speaking, this study can reveal both the similar and differing views of underlying philosophies, curricular arrangements, pedagogical features, and organisational structures that shape these Hong Kong undergraduate interdisciplinary programmes. Practically speaking, the various strategies adopted by these Hong Kong universities can inspire policymakers, administrators, and practitioners worldwide to enhance or refine their undergraduate interdisciplinary programmes, which can further support the ongoing process of institutionalising interdisciplinarity in the university context.

Developing a zero-proof beverage course: Insights from industry professionals, educators, and students

This study examined beverage-focused hospitality courses in U.S. undergraduate programs, revealing that most courses address alcoholic beverages, with only two offering nonalcoholic (zero-proof) content. Given the growing demand for nonalcoholic beverages, the study aimed to identify key beverages and topics missing from current curricula and create an optimal zero-proof beverages course. Input from food and beverage professionals and hospitality educators highlighted coffee, tea, water, functional beverages, fermented beverages, and zero-proof cocktails as critical. The course was developed using the Integrated Course Design Framework and reviewed by hospitality educators and students for improvement. A syllabus template is included.

The discrepancies between inclusive campus climate initiatives and realities: the perspectives of Hong Kong students in a Mainland university of the Greater Bay Area

ABSTRACT Within the context of the multipolar higher education landscape, China in the past decade has emerged as an important destination for Hong Kong students, especially in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA). However, little is known about their experiences in Mainland universities. The extant literature on international students moving from the rest to the West, considers individuals’ language barriers and cultural differences as main inhibitors for their academic and social engagement in the destination institution. Little research examined the role of the institutional context, especially for international students who do not head to the West to study. Building on the theory of campus climate for diversity, this study interviewed ten Hong Kong students in the early years of their undergraduate programmes in one Mainland China university, located in the GBA, and interrogated the impacts of inclusive campus climate initiatives, perceived and experienced by these cross-border Hong Kong students. Two salient initiatives, namely mixed residential living arrangements with their Mainland peers and a Hong Kong/Macao student organisation, were identified by participants who indicated that when the initiatives aimed to better integrate Hong Kong students into the host institution/society, they separated them from the domestic counterparts while strengthening their in-group trust and safety nets for navigating the university. This study’s findings have implications for the development and evaluation of institutional strategies for the purpose of embracing Hong Kong and other international/non-local students upon their arrival and supporting their well-being and academic progression in Mainland universities.

Pendampingan Usaha Mikro Kecil Menengah (UMKM) terhadap Pemanfaatan Pemasaran, Desain, dan Pembukuan Digital pada Usaha Pawon Bulek Chips di Kelurahan Klandasan Ulu Balikpapan

Field Work Practice (Innovation Development (PKL/PI)) is a course that must be taken as one of the graduation requirements in completing an undergraduate education degree by students of the Undergraduate Study Program (S1) at STIE Madani Balikpapan. Innovation Development (PI) is a form of service activities of STIE Madani students both undergraduate Accounting and undergraduate Management programs to the community. This activity is carried out for 3 months, from August to October 2024. One of the villages where the Innovation Development (PI) activity was carried out was the Klandasan Ulu village which was carried out by group 4. Innovation Development was carried out in the form of assistance to MSMEs Pawon Bulek Chips in RT 44 Klandasan Ulu Village and conducting seminars on marketing strategies. The seminar activities carried out were digital marketing with the title Building Brand Awarness Through Social Media: Latest Techniques and Trends. Aims to provide an understanding to MSME players and their surroundings about the importance of digital marketing in the current era. With this development, it is hoped that MSME players can reach wider marketing and further utilize digital applications to make products more developed among the community.

THE CASE OF TIMORESE ASSISTANT TEACHERS IN USING THE ENGLISH LANGUAGE: BASIS FOR EDUCATION POLICY

Learning English in Timor-Leste, a young country in the Expanding Circle of the world’s English usage,whose citizens speak multiple languages, poses diversified challenges that may be reduced throughamendments to the educational curriculum in the country. Therefore, this article delved into theexperiences of Timorese assistant teachers in a faith-based international school in Dili, Timor-Leste, asthey acquire and use English. The lack of existing literature prompted the conduct of this qualitativecase study, which involved a sample of eight assistant teachers. Four of the assistant teachers’ adviserswere also interviewed for triangulation. Thematic analysis was used to analyse the data. The resultsshowed that the participants had only been exposed to English from middle school, which resulted intheir encountering various language challenges. These challenges included interacting with individualswith limited English proficiency, grappling with complex English terminology, and facing abruptcognitive impediments. Notwithstanding these challenges, they exhibited coping strategies to surmount language barriers, including enrolling in English courses, seeking counsel from more knowledgeable individuals, engaging in informal English conversations, reading English literature, viewing English videos, and employing Google Translate. Moreover, they expressed their plans to engage in self-help practices and attend courses to improve their English language skills. Therefore, the study recommends refurbishing the country’s education policies through the inclusion of English subjects in the primary school curriculum and strengthening their undergraduate programmes on English language and literature.

Recommendations for instructing blind students in undergraduate physical education teacher education programs: Findings from a program evaluation

Recommendations for instructing blind students in undergraduate physical education teacher education programs: Findings from a program evaluation

Profile of Students and Their Study Strategies – A Diagnosis of the Strengths and Weaknesses of a Student Group in Relation to the Use of Study Strategies

In our study, we aim to define the profile of a group of students enrolled in the first year of an online undergraduate programme. Our sample consists of 166 students of both genders, with an average age of 42 years. We used a 35-item questionnaire as a data collection instrument, which enabled us to analyse the behaviour of these students. Statistical analysis of the questionnaire indicates a high level of internal consistency. The responses reveal strong confidence in their learning, realistic goal setting, self-awareness, and careful time management, with students planning tasks and study time in advance when preparing for assessments. The less positive aspect identified is the difficulty of studying with others or in groups. In summary, by developing and implementing study strategies tailored to the online context, students can maximise their learning, engagement, and academic success, as well as further develop their strategies for self-regulated learning.