Abstract
Introduction/Objective
In response to the sudden COVID-19 pandemic, the Chinese government has restricted student visas for international students as part of an emergency "zero COVID" plan. ...As a result of these border closures, most international students enrolled in Chinese medical universities have not returned to campus for more than 2.5 years and have continued their medical education online. Basic medical science study has continued relatively smoothly compared to clinical apprenticeships, which focus more on clinical traineeship and practice. How to turn the crisis caused by the pandemic into an opportunity to improve the level of basic medical science education and level of pathology interest in our school is the topic explored in this paper.
Methods/Case Report
The methods proposed in this study include the intelligence of artificial intelligence technology and adaptive teaching tools for teaching students in accordance with their aptitude, interactive microscopic slides and gross pathology recognition methods based on computer graphics technology, and Internet-based group learning and large group discussions. All the advantages of traditional classroom teaching are therefore included and some overcome the shortcomings of traditional classroom teaching.
Results (if a Case Study enter NA)
Grades in 2019-2020 school year basic medical science courses were obtained. In this school year, the first semester was traditional education on campus and the second semester was online using the method described in this paper. Second semester grades were 17.2% higher than the first. USMLE Step 1 performance was another measured outcome because it focuses on basic science and pathology. A good outcome on this exam was obtained and the teaching method proposed in this paper is verified.
Conclusion
The author is preparing to expand the sample size to further verify, improve, and perfect the method proposed in this paper, so as to promote the depth and breadth of basic medical education and continuing success from education into success in pathology careers.
COVID-19 has created significant challenges for higher education institutions and major disruptions in teaching and learning. To explore the psychological wellbeing of domestic and international ...university students during the COVID-19 pandemic, an online cross-sectional survey recruited 787 university students (18+ years) currently studying at an Australian university. In total, 86.8% reported that COVID-19 had significantly impacted their studies. Overall, 34.7% of students reported a sufficient level of wellbeing, while 33.8% showed low wellbeing and 31.5% very low wellbeing. Wellbeing was significantly higher in postgraduate students compared with undergraduate students. Future anxiety was significantly greater among undergraduate than postgraduate students. Multivariable regression models showed female gender, low subjective social status, negative overall learning experience or reporting COVID-19 having a huge impact on study, were associated with lower wellbeing in the first few months (May-July) of the pandemic. Supporting the health, wellbeing, and learning experiences of all students should be of high priority now and post-pandemic. Strategies specifically targeting female students, and those with low self-reported social status are urgently needed to avoid exacerbating existing disparities.
Students come to a university with a diversity of religious, spiritual, and secular backgrounds and identities. This theoretical perspective explores the relevance of spiritual development theory for ...understanding and supporting internationally mobile students' holistic development. Spiritual development theorizing in higher education student affairs is analyzed across the landscape of three waves of student development theory with particular attention to implications for practice.
The increase in the number of international students attending English-dominant schools brings benefits as well as challenges for institutions. Shapiro, Farrelly, and Tomaš provide a lively, ...informative discussion that answers the questions instructors commonly ask when seeking to ensure success for these students: What do I do to help students be successful in U.S. academic culture? How can I ensure that the content for my course is comprehensible to students who are still learning English? How do I design assignments and assessments that are fair while still acknowledging the difficulty of doing academic work in a second or foreign language? How might I treat international students as a linguistic and cultural asset in the classroom, and help them to become institutionally integrated? The second edition of this best-selling book is filled with anecdotes, reflection questions, strategies, resources, and activities that can easily be adapted to curricula in various disciplines and provide instructors, as well as academic advisors and administrators, with tools for responding to common classroom challenges.
The article analyzes the experience of teaching the discipline "Dental implantation" to foreign students in Dentistry studying at the Chuvash State University in Cheboksary in the context of ...internationalization and digitalization of higher education. Forms and methods of teaching Dental implantation and international academic mobility of faculty members are proposed. Foreign students are active participants in the student scientific circle of the department "Dentist of the Future"; they take part in the annual International Student Conferences, tooth drawing competitions "Da Vinci's Tooth", All-Russian festivals of students and youth "Man. Citizen. Scientist". The authors emphasize the significance of professional and communicative competencies denistry teachers. The teachers of the department are members of the International Club of Implantologists - International team for Implantology. In 2019 in Valletta on Malta the first summit “World Women's Implantology Communities WIN EMEA” took place, and in May the University of Bern in Switzerland hosted a symposium in honor of Professor Daniel Buser “20 Years of Progress in Implant Dentistry”. The teachers of the department took part in these events. The main emphasis in the programs was placed on the active use of digital technologies in dental implantation, teaching discipline at the university using international standards. Internet resources allow you to check tasks for the teacher. For more than ten years, online testing has been carried out to monitor and assess the level of knowledge, skills and abilities of students in this discipline. The department tests students in Online Test Pad. Computer tools and technologies are used to help educate dentistry students. To improve the quality of diagnosis and treatment, digital technologies for virtual examination and treatment are used: computed tomography, intraoral scanning, data collection and planning methods, CAD / CAM technology, tools and materials for 3D production. The department is aware that foreign graduates will represent Russian education in their country, and seeks to transfer knowledge using digital technologies, international standards and experience. Uniting efforts with foreign colleagues improves the quality of work with foreign students and develops competitiveness of university alumni.
En las Ciencias Sociales y Humanas el objeto de estudio está muy centrado en los problemas sociales que afectan a las personas, las estructuras y las comunidades. Toda investigación se apoya en un ...proceso metodológico y ético que la guía y le da consistencia científica, siendo fundamental el contexto de recepción y seguimiento del proceso, para su exitosa implementación y consolidación. En este artículo, presentamos algunas estrategias metodológicas innovadoras en la promoción de la habilitación del estudiante de tercer ciclo (PhD) de servicio social. Estrategias que van desde la promoción de espacios integradores de motivación de los estudiantes; la estimulación de grupos informales de investigación de la iniciativa estudiantil informal en la realización de oportunidades en línea para el establecimiento de relaciones de contacto con otros centros de investigación y otros estudiantes/investigadores; y la creación de actividades de investigación de campo, con el objetivo final de completar con éxito una tesis doctoral. Como estrategia co-construida entre el programa de doctorado y los estudiantes de doctorado, nos referimos a la creación de un espacio de encuentro y reflexión, capaz de reunir elementos de integración de los estudiantes mediante el fomento de la actividad científica que abarque acciones de acogida y bienestar, en particular del llamado estudiante extranjero. Un espacio que facilita las relaciones de reciprocidad y trabajo colectivo que inciden directamente en el bienestar personal de sus miembros, el intercambio y la producción de conocimientos científicos, estimulando la reflexión y el crecimiento científico, así como la ampliación de la formación mediante la promoción de la participación de estudiantes de doctorado en eventos científicos internacionales y nacionales, promoviendo, al mismo tiempo, el incentivo a la práctica investigativa y cooperativa de sus miembros, así como el incentivo a la publicación en revistas indexadas y no indexadas y la presentación de Documentos de Trabajo. Como ejemplo empírico, presentamos el Núcleo de Doutorandos em Serviço Social Latino-Americano (NUDLA/ISCTE - IUL), un núcleo que configura un espacio de éxito en la superación de los retos que el doctorado puede poner en el camino de sus alumnos. El proceso de preparación de una tesis doctoral se caracteriza por ser largo, lento y solitario, lo que a menudo se ve interrumpido por factores externos y/o internos, lo que lleva a una fuerte reducción de la frecuencia del número de estudiantes en el programa de formación, a una finalización tardía de la tesis o al abandono del programa de doctorado. Nos referimos a los estudios que concluyen que los estudiantes de doctorado, en comparación con otros grupos profesionales altamente educados, sufren con mayor frecuencia síntomas de deterioro de su salud mental, como el estrés y, potencialmente, problemas psiquiátricos como la depresión. Además, la investigación sobre el impacto personal y profesional de la investigación revela cómo la práctica y los entornos de investigación son fundamentales para el surgimiento de una identidad de investigación. En este campo los estudios concluyen que el proceso relacional en el doctorado es una dimensión elemental de la construcción de uno mismo como investigador. Estas limitaciones arriba mencionadas desafían a los estudiantes, así como a las universidades, a buscar estrategias para "sobrevivir al doctorado" (López et. al., 2019). El conocimiento en Trabajo Social basado en una tesis original produce nuevos contenidos para los diferentes ciclos de formación y permite la especialización del objeto de estudio en Trabajo Social. La formación de tercer ciclo en Trabajo Social es el medio privilegiado para aclarar las ideas erróneas tanto en el ámbito académico como en el profesional y para reforzar la identidad profesional en el marco de sus principios/fundamentos y del proyecto ético-político del Trabajo Social contemporáneo.
Welcome to America? Lee, Jenny J; Rice, Charles
Higher education,
03/2007, Letnik:
53, Številka:
3
Journal Article
Recenzirano
This research explores the experiences of international students at a research university in the U.S. Southwest. Based on interviews of a sample of 24 students from 15 countries, we consider a range ...of difficulties they encounter which runs from perceptions of unfairness and inhospitality to cultural intolerance and confrontation. Utilizing the conceptual framework of neo-racism to explain many of their experiences, we organize our analysis and discussion around their words and the contexts in which the difficulties they encounter emerge. We find that not all of the issues international students face can be problematized as matters of adjustment, as much research does, but that some of the more serious challenges are due to inadequacies within the host society. (HRK / Abstract übernommen).
Temporariness has become an increasingly salient feature in international migration that presents itself as fragmented, non-linear, including different intermediate stops and multiple returns and new ...departures. This special issue proposes a new analytical framework that brings together the role of policies defining migrants as temporary and the role of migrant's own agency in perceiving their migration project as temporary or permanent. The proposed analytical framework covers both low- and high-skilled, legal and irregular migratory flows, and different visa and citizenship regimes. This introduction starts by discussing the relationship between migration and time pointing to its multiple facets. The second section discusses temporary migration as a policy category looking at how it is regulated in more or less flexible regimes, including categories of temporary migrants that are not usually included in temporary migration debates, notably international students or working holiday makers. Section three turns to the lived experiences of migrants and the ways in which they conceptualise their migration (or their migration plans) as temporary or more long term, emphasising how these views can be also changing over time and through the actual migration experience. The final section brings the two strands together and presents the contents of this special issue.
Improving science, technology, engineering, and mathematics (STEM) education, especially for traditionally disadvantaged groups, is widely recognized as pivotal to the United States's long-term ...economic growth and security. In this article, we review and discuss current research on STEM education in the United States, drawing on recent research in sociology and related fields. The reviewed literature shows that different social factors affect the two major components of STEM education attainment: (
a
) attainment of education in general, and (
b
) attainment of STEM education relative to non-STEM education conditional on educational attainment. Cognitive and social-psychological characteristics matter for both components, as do structural influences at the family, neighborhood, school, and broader cultural levels. However, whereas commonly used measures of socioeconomic status (SES) predict the attainment of general education, social-psychological factors are more important influences on participation and achievement in STEM versus non-STEM education. Domestically, disparities by family SES, race, and gender persist in STEM education. Internationally, American students lag behind those in some countries with fewer economic resources. Explanations for group disparities within the United States and the mediocre international ranking of US student performance require more research, a task that is best accomplished through interdisciplinary approaches.
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