TOWARDS INTEGRATION OF THE FINITE ELEMENT MODELING TECHNIQUE INTO BIOMEDICAL ENGINEERING EDUCATION

Biomedical engineering (BME) is a multidisciplinary field, resulting in a heavy course load from different fields. We hypothesize that the engineering curriculum be tailored according to the requirements of the BME profession. In this study, we focus on the teaching of the finite element modeling (FEM) technique by redesigning the course to address the needs of the BME profession by some custom-made changes to meet the unmet needs. After the completion of the course, evaluation methods of the students were analyzed and detailed over a survey providing feedback from the students. The surveys were related to the teaching the theory of FEM, the laboratory sessions, and the project sessions. The survey results were evaluated using statistical methods. The Pearson correlation coefficient showed a linear agreement between theoretical and practical sessions indicating efficient blending of skills because of the custom-made changes. The survey analysis showed that the students were in favour of the changes, allowing them to be more resourceful and confident with their skills. The positive results indicate a positive attitude among the students towards their profession. As the course design addresses the needs of the profession allowing students to fit in better, the students might follow their own profession after graduation. A wider follow-up study might be planned next to compare the results between who received tailor-designed courses and those who did not.

How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways

Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially intended. Drawing on surveys of nearly 800 preservice student teachers and their mentor teachers, we offer a descriptive overview comparing traditional, alternative, and residency pathways preparing teachers in Chicago Public Schools. Our study provides evidence that nontraditional forms of teacher preparation in Chicago do indeed provide unique routes of entry into the profession. We find substantive differences in the kinds of preparation that these pathways offer, including features of preparation such as program and student teaching duration and methods course load, which are often assumed to differ. We also find differences in features not historically studied including mentor characteristics and experiences, types of mentoring provided, and supports received by mentors.

Measuring the Impact of Online Education on Academic Performance Amid COVID-19 with the Moderating Effect of Instructor

The COVID-19 pandemic imposed a new order, another pace for humanity. More than ever, in pandemic times, education is called upon to be unique and to reinvent itself by seeking other possibilities through digital technologies in virtual learning environments. Therefore, it is essential to know the critical factors that affect academic performance during online education. This paper aims to present the effects of student characteristics, time management, and course load on online education. The main aim is to check the impact of online education on academic performance with the mediating effect of burnout and technology and the moderating effect. The data was collected from 313 students in Karachi, Lahore, Islamabad, and Peshawar’s reputable business schools, namely, IoBM, IBA, SZABIST, LUMS, IQRA University, and Institute of Management Sciences, and the data was analysed using PLS-SEM and SPSS. The result suggested that time management, course load, and student characteristics significantly impact online education. The result also indicates that burnout does not mediate the relationship between online education and academic performance. This study also investigated the role of technology and instructors as moderators between online education and academic performance. The result shows that the instructor’s role moderates the relationship, but technology has no impact on moderating this relationship.

Students at Hispanic-Serving Institutions (HSI) in Texas and New Mexico: An In-Depth Profile of Their Backgrounds, Commitments, and Perspectives

Hispanic-Serving Institutions (HSI) educate nearly two-thirds of the Hispanic/Latinx students who attend college. Yet little is known about the student populations they serve. Findings from two NSF-funded surveys completed with students at 14 HSIs in Texas and New Mexico in 2018 and four HSIs in TX in 2019 are presented. The combined sample was 1,293 students. A description of the backgrounds, commitments, experiences, and preferences of students at HSIs and differences found between responses from Hispanic/Latinx and non-Hispanic students are discussed. Primary topic areas are demographics, first-generation student standing, cultural orientation, primary language and fluency in Spanish, family and work commitments, relationship status, family support, living arrangements, means of financing college, course load, STEM identity, annual income of household of origin and of personal household, locus of control orientation, familism, and experience in college. The result is a thorough and up-to-date profile of the HSI student population in TX and NM. Statistical analysis revealed multiple significant differences between Hispanic/Latinx and non-Hispanic students attending the HSIs and the presence of several significant predictors for forms of activity and patterns of commitment. The findings are immediately applicable to process, program, student support, and instructional planning, implementation, and evaluation for over 120 HSIs in the region and, by extension, to hundreds more across the United States.

Combating Procrastination on Massive Online Open Courses via Optimal Calls to Action

Massive online open courses (MOOCs) are a booming phenomenon in the digital era. However, the online nature of educational delivery via MOOCs creates every opportunity for digital distraction and procrastination, resulting in difficulties for students and instructors. According to a new study in Information Systems Research, the authors Ni Huang (University of Houston), Jiayin Zhang (Tsinghua University), Gordon Burtch (University of Minnesota), Xitong Li (HEC Paris), and Peiyu Chen (Arizona State University) report a randomized field experiment on a large MOOC platform to examine several calls to action (CTAs) pertaining to the completion and submission of course assignments with an eye toward combating student procrastination on MOOCs. Their results show that descriptive norms (i.e., informing the completion rates of the assignments) lead to higher probabilities of assignment completion and a shorter time to completion. In contrast, a deadline reminder in the form of a planning prompt (i.e., informing the target deadline for assignment submission and the importance of planning ahead) has a surprisingly counterproductive effect, in particular, if students’ active course load is low. One possible explanation is that the students with low course loads may perceive the deadline to be distant, which reduces their sense of urgency and leads to complacency.

The speech-language-hearing pathologist’s training to work in education: what speech-language-hearing undergraduate students have to say

ABSTRACT Purpose: to discuss the speech-language-hearing pathologist’s training to work in education, based on the report from speech-language-hearing students. Methods: a total of 29 students in the seventh semester of the Speech-Language-Hearing program at two higher education institutions participated in this study. The questionnaire used was developed specifically for this study. It comprised open- and closed-ended questions on the profile of the students and their training to work in educational settings. Data were also collected on the syllabi of the courses related to Educational Speech-Language-Hearing Pathology at both institutions. The data were quantitatively and qualitatively analyzed. Results: the results indicated that the summed course load of the education-related courses is low, and their syllabi do not cover important aspects for the speech-language-hearing training aimed at the work in education. Also, the students reported that most of the practical activities took place in kindergarten or elementary school, with objectives related to a medical-centered view. The students also pointed out the need for improvements in the speech-language-hearing training to work in education. Conclusion: the students reported that their training should involve a broader course load, as well as contents and experiences to help them to consciously, critically, and responsibly join the educational setting.

Surgery course load in Brazilian medical schools

Introduction: Surgery is an important curricular component of undergraduate medical courses. This study was conducted because the surgery course load in Brazilian medical has not been systematically explored at the national level. Objective: To analyze the surgery course load in Brazilian medical schools. Method: A cross-sectional, descriptive study was carried out with Brazilian medical schools acknowledged by the Ministry of Education, which had begun their activities prior to December 31, 2017 and, as of September 2018, had their curriculum matrix and/or political-pedagogical project with the surgery course load available on the internet. The variables studied were total medical curriculum course load and surgery course load before and during clerkship, as well as the schools’ geographic region and fee status. Data analysis was performed using descriptive statistic Student t-test, analysis of variance, and Mann-Whitney U and Kruskal-Wallis tests, with the null hypothesis rejected for p < .05. Results: The study included 205 of the country’s 323 existing medical schools, of which 175 had available information on the surgery course load during the clerkship, 157 before the clerkship, and 129 had information on course load before and after the clerkship. The median total surgery course load in hours was 815.0 (P25 - 75 = 677.5 - 992.0; minimum = 340.0 h; maximum =1,665.0), while the mean surgery course load before clerkship in hours was 268.7 (SD = 140.3; minimum = 32.0; maximum = 780.0), with no difference between geographic regions or fee status. During the clerkship, the median course load was 540.0 hours (P25 - 75 = 400.0 - 712.0; minimum = 170.0 h; maximum = 1,410.0), with no difference between geographic regions, but with higher values in medical schools with no tuition fees. Regarding the total curriculum course load, the mean percentage of the surgery course load before clerkship was 3.2% (SD = 1.7), the median percentage during the clerkship was 6.4% (P25 - 75 = 5.0 - 8.2), the median percentage of the total surgery course load was 6.4% (P25 - 75 = 5.0 - 8.2%, and the median percentage of surgery course load (both periods) was 9.7% (P25 - 75 = 8.3 - 11.8%). Conclusions: Despite the considerable variation in the surgery course load limits, the median of total surgery and the mean of surgery course load before clerkship were similar across geographic regions and fee statuses. The median surgery course load during clerkship was also similar across regions but higher in tuition-free medical schools. The values found in this study can help schools’ administrators to assess and plan the surgery course load in their institutions.

Clinical Preparedness in a Dental School Setting: A Collaborative Approach to Patient Care through Teaching, Learning, and Clinical Preparedness

Background: At Tufts University School of Dental Medicine (TUSDM), the conclusion of second year didactic courses initiates the move to a more clinically driven course load and the simultaneous transition into providing patient care. This study investigated the attitudes and perceptions of dental students towards the Introduction to the Dental Patient (IDP) II and III courses, as well as clinical preparedness, as students transition from preclinical didactic courses to the clinic.

Carga horária de saúde coletiva antes do internato em escolas médicas brasileiras

Introduction: The limits of the Community Health (CH) course load (CL) before medical clerkship (MC) in undergraduate medical courses are not defined neither in the National Curriculum Guidelines nor in other documents, and have not been investigated in a comprehensive way in national studies. Objective: To analyze the community health course load before clerkship in Brazilian medical schools. Method: Cross-sectional study of schools acknowledged by the Ministry of Education, which started activities until December 31, 2017. The sites of the 323 existing schools were accessed and the schools that had their curricula available in the internet with details of the CH CL before MC were included. The variables were school geographic region and administration type, medical course CL and CH CL before MC, also including epidemiology, biostatistics and occupational health course loads. Data were analyzed using descriptive statistics, Pearson chi-square (Ӽ2) for categorical variables and Mann-Whitney-U (U) and Kruskal Wallis Ӽ2 tests for continuous variables. Results: Out of 323 existing medical schools, 222 were included (68.7%). Among the included schools, 83 were tuition-free (37.4%) and 139 were not (62.6%). The median of the CH CL before MC was 440.0 hours (P25-75 = 300.0 - 640.0), equivalent to 5.4% (P25-75 = 3.5 - 7.8) of the medical course CL. The median of the CH CL before MC in hours in private and municipal schools was, respectively, 480.0 (P25-75 = 330.7 - 679.2) and 576.0 (P25-75 = 360.0 - 766.0), and of state and federal schools, respectively, 337.0 (P25-75 = 281.2 - 524.2) and 370.0 (P25-75 = 300.0 - 480.0), Ӽ2(3) = 11.48, p = .009. The median of the total CH CL in non-tuition-free schools was 500.0 hours (P25-75 = 336.0 - 690.0) and in the tuition-free schools, it was 364.0 hours (P25-75 = 285.0 - 504.0), U = 4.259.0, z = -3.26, p = .001. The median of epidemiology and biostatistics CL in hours before MC in the 124 schools was 88.0 (P25-75 = 60.0 - 120.0), whereas the occupational health CL in 63 schools was 40.0 (P25-75 = 33.0 - 60.0). Conclusions: The CH CL before clerkship varies widely, being higher in non-tuition-free medical schools.

Community Health course load before clerkship in Brazilian medical schools

Introduction: The limits of the Community Health (CH) course load (CL) before medical clerkship (MC) in undergraduate medical courses are not defined neither in the National Curriculum Guidelines nor in other documents, and have not been investigated in a comprehensive way in national studies. Objective: To analyze the community health course load before clerkship in Brazilian medical schools. Method: Cross-sectional study of schools acknowledged by the Ministry of Education, which started activities until December 31, 2017. The sites of the 323 existing schools were accessed and the schools that had their curricula available in the internet with details of the CH CL before MC were included. The variables were school geographic region and administration type, medical course CL and CH CL before MC, also including epidemiology, biostatistics and occupational health course loads. Data were analyzed using descriptive statistics, Pearson chi-square (Ӽ2) for categorical variables and Mann-Whitney-U (U) and Kruskal Wallis Ӽ2 tests for continuous variables. Results: Out of 323 existing medical schools, 222 were included (68.7%). Among the included schools, 83 were tuition-free (37.4%) and 139 were not (62.6%). The median of the CH CL before MC was 440.0 hours (P25-75 = 300.0 - 640.0), equivalent to 5.4% (P25-75 = 3.5 - 7.8) of the medical course CL. The median of the CH CL before MC in hours in private and municipal schools was, respectively, 480.0 (P25-75 = 330.7 - 679.2) and 576.0 (P25-75 = 360.0 - 766.0), and of state and federal schools, respectively, 337.0 (P25-75 = 281.2 - 524.2) and 370.0 (P25-75 = 300.0 - 480.0), Ӽ2(3) = 11.48, p = .009. The median of the total CH CL in non-tuition-free schools was 500.0 hours (P25-75 = 336.0 - 690.0) and in the tuition-free schools, it was 364.0 hours (P25-75 = 285.0 - 504.0), U = 4.259.0, z = -3.26, p = .001. The median of epidemiology and biostatistics CL in hours before MC in the 124 schools was 88.0 (P25-75 = 60.0 - 120.0), whereas the occupational health CL in 63 schools was 40.0 (P25-75 = 33.0 - 60.0). Conclusions: The CH CL before clerkship varies widely, being higher in non-tuition-free medical schools.