The REACH Program Brings Science Practices to Students: A Teacher’s Perspective
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PROVIDER: S-EPMC9876564 | biostudies-literature | 2021 Jan
REPOSITORIES: biostudies-literature
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Project description:The clinical practicum for biomedical science students aims to provide graduates with the knowledge and skills required to work in diagnostic laboratory settings. This study examines graduates' perspectives on content, teachers and clinical training and their satisfaction rates based on the skills gained during training. The study was conducted on females who graduated from Qatar University between 2015 and 2020. We used a previously validated questionnaire called CPAT-QU. Telephonic interviews were conducted and were analyzed using SPSS. The results showed a high satisfaction rate, of 80%, for the content and organization of the clinical training. The participants' main concerns included the evaluation criteria, as 8.7% were not satisfied. The students suggested increasing the length of the training in order to obtain experience that was more practical. The students' satisfaction with the teachers was 70% in terms of their attitude, command of knowledge and ability to convey knowledge. In total, 69.5% of the graduates claimed that their instructors were interested in teaching and 4.4% claimed their instructors conveyed disinterest in teaching. The Qatar University graduates were satisfied with the content of their clinical training. However, they reported some gaps in this training. Identifying these gaps will help in restructuring clinical training to improve student experience.
| S-EPMC9565152 | biostudies-literature
Project description: Not available
| S-EPMC7640623 | biostudies-literature
Project description:BackgroundHealth disparities are often a function of systemic discrimination and healthcare providers' biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP.MethodsHere, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students' implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions.ResultsThe data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students' perception of the training varied substantially (e.g., training range = 1-100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes.ConclusionsThese findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.
| S-EPMC10858479 | biostudies-literature
Project description:IntroductionA national survey characterized training and career development for translational researchers through Clinical and Translational Science Award (CTSA) T32/TL1 programs. This report summarizes program goals, trainee characteristics, and mentorship practices.MethodsA web link to a voluntary survey was emailed to 51 active TL1 program directors and administrators. Descriptive analyses were performed on aggregate data. Qualitative data analysis used open coding of text followed by an axial coding strategy based on the grounded theory approach.ResultsFifty out of 51 (98%) invited CTSA hubs responded. Training program goals were aligned with the CTSA mission. The trainee population consisted of predoctoral students (50%), postdoctoral fellows (30%), and health professional students in short-term (11%) or year-out (9%) research training. Forty percent of TL1 programs support both predoctoral and postdoctoral trainees. Trainees are diverse by academic affiliation, mostly from medicine, engineering, public health, non-health sciences, pharmacy, and nursing. Mentor training is offered by most programs, but mandatory at less than one-third of them. Most mentoring teams consist of two or more mentors.ConclusionsCTSA TL1 programs are distinct from other NIH-funded training programs in their focus on clinical and translational research, cross-disciplinary approaches, emphasis on team science, and integration of multiple trainee types. Trainees in nearly all TL1 programs were engaged in all phases of translational research (preclinical, clinical, implementation, public health), suggesting that the CTSA TL1 program is meeting the mandate of NCATS to provide training to develop the clinical and translational research workforce.
| S-EPMC8826009 | biostudies-literature
Project description:Collegiate recovery programs (CRPs) offer resources and programming for postsecondary students in addiction recovery to ensure they can initiate or maintain their recovery and complete college. To achieve these goals, CRPs offer a variety of activities that research and theory suggests should produce positive outcomes among their students; yet the lack of systematic evaluation research in this area means it is unknown which programming components may drive outcomes. Recovery capital theory posits a variety of factors at multiple ecological levels that might influence students' recovery experience and their engagement and success in community programs like CRPs. To address this complexity in research and evaluation work on CRPs, we provide a recovery capital-oriented theory of change and logic model for CRP evaluations, and demonstrate how this model could be used with an exemplar case. This is followed by a recovery capital-oriented data collection toolkit for future research and evaluation. These efforts should help to inform program planners and evaluators interested in understanding the influence of the ecosystem of recovery-oriented systems of care in CRPs for emerging adults.
| S-EPMC8986624 | biostudies-literature
Project description:BackgroundHepatitis B virus infection remains a significant public health concern globally, particularly among healthcare workers, including health science students who are at high risk due to their exposure to infected patients and contaminated medical equipment. In Ethiopia, where the burden of HBV infection is substantial, preventive practices among health science students are critical for minimizing transmission and ensuring a healthy workforce. However, there is a lack of comprehensive evidence regarding the effectiveness of these practices specifically among this population in Ethiopia. Therefore, this study aimed to provide a systematic review and meta-analysis of preventive measures for Hepatitis B infection among Health Science Students in Ethiopia.MethodsThis study followed the guidelines outlined in the PRISMA checklist and focused on research conducted within Ethiopia. Seven relevant studies were identified through comprehensive searches across various databases including Google, Medline, PubMed, and Scholar. Data retrieval was systematically conducted using a checklist, and analysis was performed using STATA version 14. Heterogeneity was assessed using both the Cochrane Q test and the I2 statistic. Additionally, publication bias was evaluated using Egger's weighted regression, a funnel plot, and Begg's test.ResultsIn this meta-analysis and systematic review, we identified a total of 515 research articles, of which seven studies met the eligibility criteria for analysis. The overall pooled magnitude of practices aimed at preventing Hepatitis B infection among Health Science Students in Ethiopia was 41.21% (95% CI: 30.81-51.62). Factors significantly associated with these practices included better understanding of Hepatitis B infection prevention (OR = 1.99, 95% CI: 1.20-3.29), age group 20-24 years (OR = 5.79, 95% CI: 2.43-13.78), needle stick injury exposure (OR = 3.43, 95% CI: 1.10-10.70), and students enrolled in medicine or public health officer departments (OR = 4.20, 95% CI: 2.65-6.65).ConclusionOur analysis indicates that only 41.21% of Health Science students in Ethiopia adhere to Hepatitis B prevention practices. To improve these practices, it is essential to mandate vaccination, provide targeted training on infection prevention, and increase awareness of vaccine uptake. Tailored educational programs should equip students with practical strategies. Additionally, intelligent interventions must address factors influencing preventive practices. Collaboration between institutions and ongoing monitoring is crucial to ensuring success.
| S-EPMC11236149 | biostudies-literature
Project description:Mentorship transforms careers. Yet, a lack of awareness of the need for a mentor is ironically, a pandemic. The pandemic has brought a host of challenges for the academic researcher. As bench work has come to a standstill, there is not just reduced productivity, but a significant increase in fear, anxiety, and depression amongst students. Our survey of -150 graduate students of Life Sciences courses confirmed the anecdotal observation that > 75% did not have a mentor other than their academic guide. Over the past six months, we have been exploring the requirements of mentee-mentor relationships during both normal times and during the COVID-19 pandemic. Written primarily from the mentee perspective, we have described the (i) criteria and roles of an ideal mentor and mentee, (ii) the problems faced by the mentee, and (iii) the solutions to address these challenges. We have described the experience of 10 mentees with a mentor during these challenging times, in which we discussed scientific, psychological, and practical support for each other. We provide some recommendations based on previous work in mentor–mentee interactions and explore the critical nature of this delicate relationship for a successful career. Supplementary Information The online version contains supplementary material available at 10.1007/s43538-021-00002-z.
| S-EPMC8171227 | biostudies-literature
Project description:Laboratory courses provide a unique environment for students to engage in the practices of scientists and develop the skills necessary for a career in science. Research has indicated that inquiry-based laboratory activities, which allow students to make key decisions throughout the laboratory experiment, provide opportunities to develop these necessary skills and practices. This study focuses on characterizing laboratory experiments used in analytical chemistry courses for their level of inquiry and opportunities for engagement in scientific practices. Data for this analysis was collected from participants of the MICRO project, a project designed to assist instructors in adopting inquiry-based laboratory experiments. Laboratory experiments used by instructors prior to their involvement in the project and then during the semester of implementation of the inquiry-based laboratory experiments were analyzed for their level of inquiry and opportunities for engagement in scientific practices. We found that, despite an increase in the level of inquiry of laboratory materials, there was not an increase in prompted opportunities to engage students in all of the science practices. We also found that certain science practices were more likely to be prompted in certain sections of the laboratory materials, such as through the pre-laboratory and post-laboratory questions.
| S-EPMC11905284 | biostudies-literature
Project description:IntroductionThe COVID-19 pandemic has led to significant changes to academic program delivery worldwide. Face to face (traditional teaching) lectures were replaced with online, recorded, or live sessions; however, online systems are not an efficient substitute for clinical or laboratory courses. The purpose of this study is to evaluate the imaging student's perspective on COVID-19 awareness to ensure they are prepared for clinical training and laboratory education, and to evaluate the teaching quality of the online radiography program delivery.MethodsAn online survey was conducted with radiography and medical imaging students of two female campuses in the United Arab Emirates (UAE). Knowledge and awareness level of COVID-19, such as symptoms and diagnostic tests, were evaluated using multiple choice questions. The Likert scale (1-5) was used to evaluate the teaching quality of the online learning of radiography, such as critical thinking and communication skills. Open-ended questions were included for students to provide comments and feedback.ResultsOut of 305 female students, 212 participants (71%) responded and were included in the study. The average age was 20 years, and respondents were from different study levels (year 1-year 5), with 47% and 53% of the participants from Al Ain campus and Abu Dhabi campus, respectively. Seventy percent of the respondents reported a Bachelor degree, while 30% were higher Diploma participants. The overall COVID-19 awareness level mean score was acceptable (70%). Senior students with a Bachelor degree and clinical experience scored higher than other students (72% vs. 65%, P<0.05). The mode value of the Likert scale for the teaching factors assessment (1-5) for most of the respondents showed average (mode=3) response value. However, the mode for the stress factor was high (mode=5). The overall online radiography teaching satisfaction for the teaching quality factors was less than 50%. However, more than half of the respondents (52%) recommended delivering the radiography program using the online learning system.DiscussionCOVID-19 imposed several challenges to the educational systems worldwide, requiring implementation of effective strategies to improve the current online teaching. Effective communication between instructors and students, engaging students with case studies discussion, and encouraging students to think critically and to be creative are important strategies.ConclusionOnline delivery of the radiography and medical imaging program imposes challenges for laboratory and clinical courses. It is recommended that academic institutions implement state of art technology to bridge the gap between traditional and online learning methods during the pandemic. Students are suggested to be mentally prepared to accept the shifting of the teaching mode to relieve stress and gain knowledge and practical skills more efficiently.
| S-EPMC8332710 | biostudies-literature
Project description:BackgroundAcquiring sufficient knowledge and understanding the importance of intestinal microbiota and probiotics in health and disease, as well as their potential for interactions with concurrently administered drugs, can significantly influence future pharmacotherapeutic practices among health science students.ObjectiveThis study aimed to assess the knowledge, factors influencing knowledge, attitudes, and practices regarding intestinal microbiota and probiotics and their interactions with drugs among students of the Faculty of Medicine in Novi Sad.Materials and methodsThis cross-sectional study was conducted in the form of an anonymous questionnaire among first- and final-year medical and pharmacy students. Predictors of knowledge scores were analyzed using a negative binomial regression model.ResultsThe questionnaire was completed by 263 medical and pharmacy students (44.58% first-year and 55.5% final-year students). Approximately half of the students (53.2%) demonstrated fair knowledge, 34.2% had poor knowledge, and only 12.5% had good knowledge about the intestinal microbiota and probiotics. Study year and self-assessment of knowledge were statistically significant predictors of knowledge scores, while the presence of chronic diseases, previous education, and lifestyle were not. The most common indications for probiotic use among respondents were antibiotic use (75.4%) and gastrointestinal symptoms (69.9%). A large number of respondents reported not paying attention to the concurrent use of probiotics with drugs or food, nor to the choice of specific probiotic strains. Most students expressed that they receive insufficient information on this topic at the university.ConclusionMost students demonstrate inadequate knowledge about the gut microbiota and probiotics, which affects their practical use of these supplements. The primary reasons for this are insufficient information and unreliable sources of information. Therefore, enhancing education on this topic could significantly improve the knowledge and pharmacotherapeutic practices of future healthcare professionals.
| S-EPMC11600795 | biostudies-literature