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Purpose: To determine the impact of occupational socialization on eight South Korean teachers' interpretation and delivery of the Hanaro Teaching (HT) model. Method: Data were collected through formal interviews, film of teachers employing HT, document analysis, reflective journaling, and the critical incident technique. They were analyzed using analytic induction and constant comparison. Findings: The teachers interpreted and delivered the HT model in four different ways. These were the full and full+ versions of the model, watered down, and taking a cafeteria approach. The organizational socialization phase was key in shaping how the teachers delivered the model. The teachers' acculturation and professional socialization were mainly supplemental. Conclusions: The fact that seven of the teachers employed HT without any formal training suggests that the model was fairly easy to learn. Specific training in undergraduate physical education teacher education, however, could lead to more teachers employing the full and full+ versions of the model. [ABSTRACT FROM AUTHOR]

Working in a stem cell laboratory necessitates a thorough understanding of complex cell culture protocols, the operation of sensitive scientific equipment, adherence to safety standards, and general laboratory etiquette. For novice student researchers, acquiring the necessary specialized knowledge before their initial laboratory experience can be a formidable task. Similarly, for experienced laboratory personnel, efficiently and uniformly training new trainees to a rigorous standard presents a significant challenge. In response to these issues, we have developed an educational and interactive virtual cell culture environment. This interactive virtual lab aims to equip students with foundational knowledge in maintaining cortical brain organoids and to instill an understanding of pertinent safety procedures and laboratory etiquette. The gamification of this training process seeks to provide laboratory supervisors in highly specialized fields with an effective tool to integrate students into their work environments more rapidly and safely.

Neuroscience is an inherently interdisciplinary and rapidly evolving field. While many universities have neuroscience or related majors, they are highly heterogeneous, and it is unclear how their content aligns with a recent proposal of what ideas make up the field of neuroscience. It is therefore important to document and assess the alignment of neuroscience curricula with core concepts in the field. Recently, a large effort by some members of the neuroscience education community described eight core concepts for undergraduate neuroscience curricula. In this paper, we focus primarily on courses in biology, cognitive science, and psychology at a large university, surveying the recent and current course instructors of these courses to ask them (1) to what extent these community-derived core concepts are incorporated into their classes and (2) to what extent these concepts should be incorporated into their classes. In addition, we map core concepts onto course syllabi. We found that core concepts are well-represented across disciplines, and identified differences between departments' inclusion of core concepts. We found that instructors cover fewer core concepts than they desire, and that two core concepts, "Evolution" and "Gene-environment interactions", were less frequently addressed across disciplines. We consider barriers to instructors' ability to align course content with core concepts, both within and across disciplines. In this effort, we provide an example of how departments can evaluate their alignment of major requirements with the neuroscience core concepts. [ABSTRACT FROM AUTHOR]

We conducted a study of 362 undergraduate art education students to investigate the influence of emotional regulation skills on academic engagement, and the mediating role of academic self-efficacy in this relationship. The results revealed a significant positive correlation between emotional regulation skills and academic engagement. Furthermore, academic self-efficacy mediated this relationship. Our research contributes to a better understanding of the interplay of emotional regulation skills, academic engagement, and academic self-efficacy among undergraduate art education students in the context of higher education in China. The findings offer practical insights for educators to enhance academic engagement among students in art education programs and suggest future directions for research. [ABSTRACT FROM AUTHOR]

Our multifaceted society calls for engineers that are not only experts in their domain, but possess the flexibility to understand adjacent disciplines. The inclusion of the performing arts in engineering curricula has shown potential for cultivating creativity and equipping STEM students with problem-solving abilities. However, the literature offers limited examples of such integration in engineering courses. We present a unique learning experience involving engineering students from the Royal Institute of Technology (KTH) and circus students from Bachelor's programme in Circus at Stockholm School of the Arts (SKH). Grounded in the concepts of docendo discimus, presentational dimension of circus and reflective thinking, our study aimed to: (1) explore engineering students' acceptance of an unconventional collaboration with circus peers; and (2) assess the pedagogical value of this collaboration for the engineering students. We highlight challenges and potentialities of this collaboration, to inform educators interested in creative teaching approaches. [ABSTRACT FROM AUTHOR]

The manuscript describes a community-based mathematical modeling task that was implemented in a Calculus I classroom to engage students in mathematical modeling. Twenty-five undergraduate students engaged in this activity. These students selected a context that they found interesting, posed questions, developed constraints, came up with solution strategies, checked their strategies for effectiveness, and revised their work. In going through the various parts of the modeling activity, the students experienced the various characteristics of community-based mathematical modeling. The task, its implementation, and opportunities for students' learning are shared. [ABSTRACT FROM AUTHOR]

Background: The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. Objective: This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Method: Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Results: Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Conclusion: Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Teaching Implications: Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants (N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy. [ABSTRACT FROM AUTHOR]

This study explored Indonesian prospective teachers' views on the adapted (including global socio-scientific issues) and revisited (including local socio-scientific issues) versions of the scientific habits of mind (SHOM) scale and compared their SHOM levels concerning teacher education programs and grades. The sample of the study consisted of 1298 Indonesian prospective teachers drawn from departments of chemistry education, biology education, science education, elementary teacher education, and mathematics education. The adapted and revisited versions of SHOM scale were used to collect data. The result showed that the locality of socio-scientific issues (SSI), grade, and teacher education program somewhat influenced the Indonesian prospective teachers' SHOM levels. Also, their familiarity with local SSI acted as a cornerstone to make a decision about SSI via SHOM. This study suggests that teacher education programs should be enriched with undergraduate courses (e.g., integrating SSI into SHOM, measuring SSI with SHOM, ethnoscience through SSI and SHOM) to stimulate the Indonesian prospective teachers' SHOM levels via SSI. [ABSTRACT FROM AUTHOR]

This article interrogates relations between dual senses of economics as ‘discipline’: as a form of knowledge and as a form of training. Scholars have suggested that economics performatively brings homo economicus into being. Yet this has been often posited as a singular figure, while eclipsing the unequal forms of personhood and sociality it instantiates. Through ethnography of elite undergraduate economics education in the United Kingdom, I ask how the ‘representative agents’ of homo economicus are considered ‘representative’, and how they relate to the forms of ‘agency’ that students cultivate. I argue that ambivalent epistemologies in economics oscillate between a‐realism and what I term ‘brutal realism’, which appeals to epistemic prowess yet normalizes the partial perspective of a detached elite masculinity. Students are encouraged to foreclose critique to stabilize these unstable models; thus the multiplicity of representative agents paradoxically contributes to their traction. Meanwhile, students cultivate ethics of efficiency that facilitate this wilful blindness, shaping their trajectories into finance. I demonstrate that the authority of economics emerges through distinct affective, pedagogical, and epistemological forms, and there are multiple mirrors between these forms and the content of economics education. [ABSTRACT FROM AUTHOR]

Purpose: Diagnosing and treating obstructive sleep apnea (OSA) requires fundamental understanding of sleep medicine, including training and clinical experience. So far, dental sleep medicine (DSM) has not yet become a mandatory part of dental education in Germany. This questionnaire-based survey for both lecturers and students aimed to evaluate DSM education among undergraduate students. Methods: A structured questionnaire was sent to the managing directors and student councils of all 30 German university dental schools. The questionnaire contained 13 questions on teaching quantity and content, lecturers' knowledge, and future interest in DSM. For each university dental school, only one questionnaire should be completed by the student council and the managing director. A scoring system assessed lecturers' knowledge based on clinical experience and qualifications. Descriptive data and correlation coefficients were calculated (P < 0.05). Results: The responses of 24 lecturers (80%) and 28 students (93.3%) could be evaluated. DSM was reported to be included in the curriculum by 14 lecturers (58.3%) and 4 students (14.3%). Mean teaching hours per semester were 1.4 ± 1.4 h (lecturers) and 0.2 ± 0.6 h (students) accordingly. Greater knowledge of lecturers in DSM was positively correlated with the inclusion of DSM in the curriculum (P = 0.022) and with the number of teaching hours per semester (P = 0.001). Conclusion: Postgraduate education and incorporating DSM knowledge into undergraduate education ("Teach the Teacher") seems to play a key role in fundamentally training future dentists in this field. [ABSTRACT FROM AUTHOR]

Background: Multiple choice questions are heavily used in medical education assessments, but rely on recognition instead of knowledge recall. However, grading open questions is a time-intensive task for teachers. Automatic short answer grading (ASAG) has tried to fill this gap, and with the recent advent of Large Language Models (LLM), this branch has seen a new momentum. Methods: We graded 2288 student answers from 12 undergraduate medical education courses in 3 languages using GPT-4 and Gemini 1.0 Pro. Results: GPT-4 proposed significantly lower grades than the human evaluator, but reached low rates of false positives. The grades of Gemini 1.0 Pro were not significantly different from the teachers'. Both LLMs reached a moderate agreement with human grades, and a high precision for GPT-4 among answers considered fully correct. A consistent grading behavior could be determined for high-quality keys. A weak correlation was found wrt. the length or language of student answers. There is a risk of bias if the LLM knows the human grade a priori. Conclusions: LLM-based ASAG applied to medical education still requires human oversight, but time can be spared on the edge cases, allowing teachers to focus on the middle ones. For Bachelor-level medical education questions, the training knowledge of LLMs seems to be sufficient, fine-tuning is thus not necessary. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionsMedical schools increasingly incorporate ultrasound into preclinical curricula but face barriers including financial constraints, shortages of qualified instructors, and limited curricular space. This study explored how integrating ultrasound co-teaching into an existing first-year clinical skills course influenced preceptors’ teaching experiences and characterized areas for curricular improvement.Ultrasound instructors rotated through classrooms during small-group physical examination skills sessions with 110 medical students, joining physical examination preceptors who taught remaining session content. Twelve ultrasound and traditional preceptors’ experiences were characterized through focus group interviews paired with inductive thematic analysis.Four themes were identified. First, the shared classroom fostered vicarious learning and novel instruction techniques but could feel disruptive to teaching. Second, ultrasound integration prompted physical examination preceptors to adopt a learner role. Third, students appeared to associate ultrasound with anatomy and physiology more than physical examination. Finally, ultrasound integration carries multiple logistical considerations.Co-teaching ultrasound within clinical skills courses can promote learning and was associated with multiple effects on faculty preceptors and the teaching process. Those planning similar initiatives should consider strategies to optimize preceptor experiences, minimize disruptive potential, and promote connections between ultrasound and physical examination content. [ABSTRACT FROM AUTHOR]

Modernising engineering education demands integrating diverse perspectives through multidisciplinary, collaborative approaches. In developing countries, collaboration with stakeholders presents a significant challenge. This study aimed to develop a novel collective approach to establish priorities for modernising engineering education. A workshop was conducted by the Modernisation of Undergraduate Education Program at the Pontifical Catholic University of Paraná in a Southern Brazilian metropolis, with 63 stakeholders from various sectors (education, experts, government, industry, and civil society organisations). The workshop consisted of three rounds discussions, including two rounds with stakeholders of the same sector and one round with stakeholders of different sectors mixed in discussion tables. Each table, comprising 3–7 participants, aimed to reach a consensus. Several topics were addressed in the discussions, including curricularization of extension, updating outdated curricular bases, and integrating soft skills and entrepreneurship into engineering programs. The resulting goals emphasised the integration of engineering education with society and industry. Participants agreed on short to medium-term deadlines for achieving these goals. This approach connected stakeholders, fostering an extensive collaborative, multisectoral network supporting engineering education modernisation. [ABSTRACT FROM AUTHOR]

Background: The majority of junior doctors in the UK do not proceed directly into specialty training after completing mandatory foundation training but instead take a year out of training. A common post undertaken during a year out of training is a clinical teaching fellow (CTF) role which is used to provide undergraduate medical student teaching. There is only a small amount of literature available regarding CTF posts, and very little of this explores experiences or reasons for taking up such as post. An understanding of the reasons why doctors are choosing to work as CTFs and what their experiences are in post will contribute to how the role is further developed and utilised within the NHS. This study aimed to explore the experiences of CTFs employed in the West Midlands at NHS hospital Trusts. Methods: CTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 and 2020 who were enrolled in a longitudinal study were invited to take part in an individual interview asking about their experiences as CTFs. Results: Nine CTFs participated in an interview. Five main themes were identified which related to their experiences in post and plans for future careers. Participants reported choosing to undertake a CTF role due to wanting a break from clinical work and having previously enjoyed delivering teaching. Positive experiences in post included lifestyle related benefits and self-development opportunities. Challenges identified with the role included the impact of COVID-19 and volume of students. Conclusion: This is the first study to use interview methodology to explore experiences of CTFs, and has provided a valuable insight into the experiences of those in post in the West Midlands region. Understanding why doctors chose this job and what their experiences are could help to further develop and refine the role. To guarantee demands for teaching staff are met those employing CTFs should be aware of reasons why doctors apply for the post and ensure the post remains a desirable option. [ABSTRACT FROM AUTHOR]

Purpose: Anatomical understanding is an important basis for medical teaching, especially in a surgical context. The interpretation of complex vascular structures via two-dimensional visualization can yet be difficult, particularly for students. The objective of this study was to investigate the feasibility of an MxR-assisted educational approach in vascular surgery undergraduate education, comparing an MxR-based teaching-intervention with CT-based material for learning and understanding the vascular morphology of the thoracic aorta. Methods: In a prospective randomized controlled trial learning success and diagnostic skills following an MxR- vs. a CT-based intervention was investigated in 120 thoracic aortic visualizations. Secondary outcomes were motivation, system-usability as well as workload/satisfaction. Motivational factors and training-experience were also assessed. Twelve students (7 females; mean age: 23 years) were randomized into two groups undergoing educational intervention with MxR or CT. Results: Evaluation of learning success showed a mean improvement of 1.17 points (max.score: 10; 95%CI: 0.36–1.97). The MxR-group has improved by a mean of 1.33 [95% CI: 0.16–2.51], against 1.0 points [95% CI: -0.71- 2.71] in the CT-group. Regarding diagnostic skills, both groups performed equally (CT-group: 58.25 ± 7.86 vs. MxR-group:58.5 ± 6.60; max. score 92.0). 11/12 participants were convinced that MxR facilitated learning of vascular morphologies. The usability of the MxR-system was rated positively, and the perceived workload was low. Conclusion: MxR-systems can be a valuable addition to vascular surgery education. Further evaluation of the technology in larger teaching situations are required. Especially regarding the acquisition of practical skills, the use of MxR-systems offers interesting application possibilities in surgical education. [ABSTRACT FROM AUTHOR]

In this paper, we identify the use of Digital Storytelling (DS) as a mode of pedagogy aligned with an ethics of care. We consider how DS, as summative assessment, may foreground care ethics such as attentiveness, responsiveness, and trust. Our interest in this topic stems from our concern over the impact on staff and students of the massification of higher education, which includes low attendance, social isolation, and educator burnout. This paper presents an empirical study of students’ summative work and educators’ views on the use of DS in the classroom in the context of a large, international cohort of first year undergraduates on an Education Studies programme. We conclude that DS may help students overcome some of the negative issues of massification and the legacy of Covid-19 identified in this paper, and that educators may also derive benefits from its use. [ABSTRACT FROM AUTHOR]

Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research -- a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modeling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education. [ABSTRACT FROM AUTHOR]

Pursuing cutting edge questions in organismal biology in the future will require novel approaches for training the next generation of organismal biologists, including knowledge and use of systems-type modeling combined with integrative organismal biology. We link agendas recommending changes in science education and practice across three levels: Broadening the concept of organismal biology to promote modeling organisms as systems interacting with higher and lower organizational levels; enhancing undergraduate science education to improve applications of quantitative reasoning and modeling in the scientific process; and K-12 curricula based on Next Generation Science Standards emphasizing development and use of models in the context of explanatory science, solution design, and evaluating and communicating information. Out of each of these initiatives emerges an emphasis on routine use of models as tools for hypothesis testing and prediction. The question remains, however, what is the best approach for training the next generation of organismal biology students to facilitate their understanding and use of models? We address this question by proposing new ways of teaching and learning, including the development of interactive web-based modeling modules that lower barriers for scientists approaching this new way of imagining and conducting integrative organismal biology. [ABSTRACT FROM AUTHOR]

The concept of the ideal student is one that has generated much research across many disciplines across the globe and continues to stimulate debate about teaching and learning within higher education. This paper explores the concept of the ideal student in relation to the experiences of mature female students enrolled onto a Foundation Programme in Business and Management. Although some Foundation Programmes are intended to recruit international students, most are conceived for school-leavers who are deemed to be the ideal cohort for this programme by the university. As such, there exists the potential for a disconnect between the concept of an ideal student which is generally associated with an implied curriculum model and the experiences of mature students. This paper explored the experiences of mature female students on a Foundation Programme at an English Business School that prepares students for undergraduate study. The research involved interviews with five mature female students, three of whom are mothers. The findings were analysed using Interpretative Phenomenological Analysis and challenges the concept of the ideal student as useful theoretical model upon which to construct the curriculum. This paper also conceptualises the mature student learning journey through the PIPE support model. [ABSTRACT FROM AUTHOR]

This article presents a reflection on a teaching experience involving the use of the Brügner tangram, an interesting but little-known manipulative material. It details an activity conducted as part of an undergraduate mathematics education course for prospective primary school teachers. The main objective of this paper is to present the implementation of a sequence of activities designed to convey to future teachers the importance of systematically solving problems that involve searching for or constructing different cases. Specifically, participants are provided with the three pieces of the Brügner's tangram and assigned the task of identifying all possible convex polygons that can be constructed. Moreover, they are required to elucidate the methodological approach underpinning their exploratory process, with an emphasis on establishing relationships between the polygons. Graphs are introduced as one of the possible approaches for modelling the problem, offering a graphical representation that aids in the systematic search for solutions. This paper describes different activities involving the Brügner's tangram which has demonstrated its adaptability as an instructional resource. The teaching sequence adheres to the five-phase structure proposed within the framework of the van Hiele model, which is also part of the course. [ABSTRACT FROM AUTHOR]

Evolving conceptions of the purposes of higher education suggest the need for assessment practices that contribute to preparing students to navigate complex social-ecological challenges. Though shifts in assessment discourse have begun to respond to this need, further examination of the role of students in assessment processes is required. One strategy that has been highlighted is rubric co-design, in which students and instructors interactively deliberate assessment criteria. However, the literature shows that student voices are typically limited in these processes. To address this gap, this study advances a student-led rubric co-design process to promote student agency and learning. Principles from sustainability are applied to orient the activities of students in this approach by emphasizing the participative, normative and integrative features of the process. A formative intervention was conducted in an undergraduate course focused on professional skill development. Data were collected through individual and group reflections, with reflexive thematic analysis applied to develop themes that represented the ways that students navigated their experiences in the assessment process. Findings demonstrate the promise of the approach in enhancing student agency and promoting self-formation as emerging professionals, while articulating the phases and strategies that shape students' leading role in rubric co-design processes. [ABSTRACT FROM AUTHOR]

Studies into why young people choose to study journalism have often been informed by a belief in journalism's inherent worthiness within civil society. However, as surveys show decreasing trust in journalism and increasing avoidance of news in many countries, this article asks whether young people are being put off studying journalism in part because of rising public cynicism around its societal worth. The research compares data sets across multiple countries to explore whether there is a statistical relationship between attitudes among 18- to 20-year-olds toward trust in news and interest in learning to produce it. [ABSTRACT FROM AUTHOR]

As the advantages of course-based undergraduate research experiences (CUREs) become widely accepted as a mainstream high-impact practice for undergraduate STEM education, it is paramount for instructors to be trained in effective practices for CURE development and implementation. The Mentoring the Integration of Research Into the Classroom (MIRIC) Network is a community of practice dedicated to providing current and future instructors with long-term support in implementing CUREs tailored to specific academic environments. Through the use of virtual synchronous all-network discussions as well as participant-selected affinity groups, MIRIC provides instructors with a dynamic and diverse community of educators in which to engage in long-term conversation in best practices in CURE development and implementation. Survey data on MIRIC participants reveals both success in providing instructors with the tools they need to succeed in CURE development and inspiration for evolving network focus and direction in the future. [ABSTRACT FROM AUTHOR]

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change. [ABSTRACT FROM AUTHOR]

This paper examines three aspects of an undergraduate course, Criminologies of Atrocity. The course uses the extensive volume of testimony and other evidence held in online archives at the UN International Criminal Tribunal for the Former Yugoslavia (ICTY) and culminates in assessed individual research projects. After a description of the intellectual and institutional context of the course and an account of course delivery, the paper examines three dimensions of the course. First, the course successfully encourages a multi-disciplinary orientation among students in line with the historical development of criminology, the demands of studying atrocity, and identified pedagogical benefits. Second, the course is situated in relation to the research-teaching nexus, with pedagogical benefits around inclusion, democratization, and learning. Finally, literature on research ethics is applied to the teaching of the course. The paper supports the integration of publicly available archives into teaching which combines substantive and methodological dimensions of criminology. [ABSTRACT FROM AUTHOR]

This paper explores if, and to what extent, shifting instruction modality influenced student learning outcome success in a writing intensive undergraduate course when COVID-19 shifted the method of the course's delivery. With consistency in the instructor of record and writing prompt, the present study isolated and evaluated variability across student performance as assessed by final research project grades produced by the instructor, and assessment scores by two independent evaluators. Results show that instruction modality is associated with student performance. Students enrolled during the transitioning 2020 period earned lower grades on their final project as assessed by the instructor of record than students did in other course modalities. Additionally, these students performed lower in the areas of comprehension and citation. Students enrolled in 2021 hybrid class performed objectively lower, with lower scores on their final project and in the domains of clarity, comprehension, courtesy, cleverness, and citation in comparison to their pre-COVID-19 2019 face-to-face peers. Writing intensive capstone courses require faculty to work closely with students; students are more focused and attentive to improving the quality of their research papers and perfect their writing when faculty provide individualized attention to students in a face-to-face teaching modality. [ABSTRACT FROM AUTHOR]

"Competence" is a longstanding value of American biomedicine. One underidentified corollary of competence is efficiency: at once a manifestation of competence, a challenge to competence, and a virtue in its own right. We will explore the social construction of efficiency in US undergraduate medical education through an analysis of its sociocultural and technological landscapes. We present qualitative data from two allopathic medical school field sites in the Midwestern United States, where medical students' careful selection of certain learning resources and overall perspectives on the curriculum underscore their focus on efficiency and pragmatic approaches to knowledge. In the discussion, we consider the ethical implications of physician efficiency, as well as future trajectories for the study of efficiency in the medical social sciences, bioethics, and medical education. We posit that efficiency is at the theoretical heart of US medical practice and education: a finding that has wide-reaching implications for how researchers conceptualize the enterprise of biomedicine across cultural contexts and interpret the lived experiences of physicians, medical students, and other clinicians. [ABSTRACT FROM AUTHOR]

Proposed educational outcomes for the health humanities in medical education range from empathy to visual thinking skills to social accountability. This lack of widely agreed-upon high-level curricular goals limits humanities educators' ability to design purposeful curricula toward clear, common ends and threatens justifications for scarce curricular time. We propose a novel approach to the hoped-for outcomes of health humanities training in medical schools, which has the potential to encompass traditional health humanities knowledge, skills, and behaviors while also being concrete and measurable: humanistic practice. Humanistic practice, adapted from the concept of ethical sensitivity, is an intentional process of applying humanities knowledge and skills to a clinical scenario by 1) noticing that the scenario requires humanities knowledge or skills, 2) informing one's clinical and interpersonal strategy and behavior with humanities knowledge or skills, 3) reflecting on the effectiveness of the strategy and behavior, and 4) reorienting to develop new approaches for future practice. The construct of humanistic practice may help address some of the foundational problems in health humanities outcomes research since it transcends the traditional diverse content domains in the health humanities, can link patient and provider experiences, and may bridge the divide among the additive, curative, and intrinsic epistemic positions of humanities to medical education. [ABSTRACT FROM AUTHOR]

The development of a standard anatomical language in Spanish dates back to the early stages of medicine, and its significance lies in the necessity for a common vocabulary to describe the structures of the human body. Anatomists and morphologists have been striving to achieve this goal since the late nineteenth century when the first Anatomical Nomenclature was created in Basel in 1895. Over the years, various versions of the International Anatomical Terminology have been published in Spanish, following the guidelines of the International Federation of Associations of Anatomists (IFAA). These versions have been produced in partnership with the Spanish Anatomical Society and have aimed to adjust the terms to the Spanish language and linguistic rules. The Ibero-Latin American Symposia on Anatomical, Histological, and Embryological Terminology (SILAT) have embraced the naming of morphological structures, keeping in mind the Latin and Greek roots, while respecting the translations accepted by the linguistic rules of the official languages. These symposia stick to the principles of universality, precision in structure description, and consistency in terminology. Despite more than a century of progress in anatomical terminology, there is a need for frequent revisions and adjustments to anatomical terms, particularly when translating them into various languages and because of the high number of international publications related to anatomy. A shared anatomical language is essential for the study and application of anatomy across various medical practices and in undergraduate education. Finally, the establishment of anatomical terminology in Spanish represents a long history of efforts to create a universal and precise language in this field. Despite advancements, the revision and adaptation of anatomical terms remain a continuous challenge to keep up with scientific progress and ensure effective communication in the field of anatomy. [ABSTRACT FROM AUTHOR]

College and university remain the dominant academic pathways for graduating Canadian high school students. However, apprenticeships can provide alternative education pathways for a significant proportion of the population. Despite the push to undergraduate programming, some students end up in fields that don't suit their interests. To pursue academic programming that better suits personal interests and academic aptitudes, students have the option of transferring schools. However, no study to-date has explored the transfer reasons and process of students moving between university and apprenticeships in Canada. To address this knowledge gap, we collected qualitative interview data from post-secondary administrators who work directly with transfer students. We also collected interview data from Ontario-based students who transferred to apprenticeships from university. Analysis of our interview data identifies mechanisms that influenced participants' education pathway choices. [ABSTRACT FROM AUTHOR]

Simple Summary: This paper presents an initial exploration of the strategy and direction of small-class teaching within veterinary medicine undergraduate programs in China. The aim is to summarize the characteristics, advantages, and existing challenges of this approach as implemented in China, with the goal of fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. It also aims to identify effective strategies for expanding the implementation of small-class teaching in order to cultivate top innovative talents. As a cornerstone of higher education in China, the quality of undergraduate teaching is crucial for nurturing high-caliber innovative talents that meet the needs of national and social development. Small-class teaching has emerged as a focal point in the reform of undergraduate education and represents an important approach to cultivating top-notch innovative talents. Veterinary medicine is a scientific discipline that encompasses the prevention, control, diagnosis, and treatment of animal diseases. It also involves efforts to prevent the transmission of animal diseases to humans. The training of professionals in this field should emphasize the integration of theoretical knowledge with practical skills. Therefore, small-class teaching facilitates open communication between educators and students, which is instrumental in fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. This paper provides a preliminary exploration into the strategy and direction of small-class teaching within China's veterinary medicine undergraduate programs by summarizing its characteristics, advantages, and existing challenges. The unique traits of veterinary medicine are also taken into consideration during this analysis. [ABSTRACT FROM AUTHOR]

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Copyright of Yegah Musicology Journal / Yegah Müzikoloji Dergisi is the property of International Yegah Music Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With evidence mounting on the benefits of equity-minded and active mathematics instruction, increasing numbers of mathematics faculty members are seeking to transform their instruction. Yet, many lack the skills and/or confidence to make the transition. To support faculty in meaningful instructional improvement, the authors of this paper facilitate frequent and innovative professional development (PD) guided by a community of practice framework. PD is intentionally designed to be incremental and supportive. Using one-on-one interview data from ten faculty participants who participated in PD on equity-minded and active mathematics instruction, we report on three crucial characteristics of a community of practice: the domain, the community, and the practice. Findings have implications for mathematics departments that aspire to support instructors to transform their teaching. Incremental PD guided by a community of practice framework could support faculty through the challenges of instructional transformation. [ABSTRACT FROM AUTHOR]

This paper discusses data related to the final phase of a six-year project entitled Digital Learning Across Boundaries (DLAB): Developing Changemakers. It explores university students' growing perceptions of themselves as changemakers as they experience novel physical and digital spaces, drawing upon on the reflections of seven undergraduate education students from England who joined students from five European countries in the final year of the project. Using a critical ethnography methodology, this paper embraces reflexivity and immersion in the participants' experiences. Verbal and written reflections were collated and analysed through inductive coding. The results suggest that the multidimensional and multidisciplinary elements of the project led to transformative learning. Transformative change was experienced as students encountered a series of novel spaces and resolved disorientations that arose within them through collective interaction and personal reflection. This paper concludes that educators value the intersection of learning experiences when planning transnational projects and consider the role of cumulative disorientations, multifaceted novel spaces, and critical discourse in catalysing personal growth. [ABSTRACT FROM AUTHOR]

Objective: Taking advantage of the broad coverage of Wireless Application Protocol (WAP), we developed a Content Management System (CMS)-programmed mobile learning application. This application can help the undergraduate to obtain a comprehensive understanding of concepts in Cleft lip and palate Phenotype, and Embryonic development (CPE). The present study aims to evaluate the feasibility and efficacy of the concept acquisition teaching model on the basis of WAP in a practical undergraduate course of CPE. Design: The concept acquisition teaching model based on WAP was programmed by CMS, covering definitions of various cleft lip and palate, the mechanisms underlying the phenotypes, practical medical cases, as well as corresponding tests after learning. Setting: The CPE concept acquisition teaching model was distributed to a total of 524 undergraduate students and 46 tutors participated in CPE teaching from seven highly ranked schools of stomatology in China since April 2022. Participants: 524 undergraduate students and 46 tutors from seven highly ranked schools of stomatology in China. Interventions: The CPE concept acquisition teaching model. Main outcome measures: The effectiveness of the CPE teaching model. Results: The response rate to the survey was 100%. The grading of the questionnaires indicated that the students were satisfied with the usability, practicality, and outcome, whereas the tutors were more positive with the contents, cooperation, and outcome. Conclusions: The present study demonstrated the feasibility and efficacy of the WAP-based concept acquisition teaching model of CPE and a high level of satisfaction among undergraduate students and tutors who major in Stomatology. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Undergraduate introductory human anatomy and human physiology courses are either taught as discipline‐specific or integrated anatomy and physiology (A&P) sequences. An institution underwent a curricular revision to change the course approach from discipline‐specific Human Anatomy and Human Physiology to an integrated A&P I and II sequence, allowing the unique opportunity to explore the potential role of contextual learning in academic achievement and content retention. Mediation and moderation analysis was used to evaluate lecture examinations, laboratory practical examinations, and anatomical content retention between the different course approaches. Undergraduate students in the integrated A&P I course approach performed significantly better on lecture assessments and had a higher anatomy content retention rate at the end of the year than students enrolled in the standalone Human Anatomy course. The lecture examination averages between Human Physiology and A&P II (the second course in the sequence), as well as the anatomy laboratory practical examinations, were not significantly different between discipline‐specific and integrated course approaches. The results suggest contextual learning—providing physiological context to anatomical structures—increases the anatomical content retention and academic achievement overall. [ABSTRACT FROM AUTHOR]

Curriculum and its operative application have always been of key importance in educational system and its significance increases when it comes to higher education. The importance of an efficient and effective curriculum is acknowledged in recent studies, but the mechanisms used for preparation of curriculum are still human-intensive, tedious, and ineffective. There is a need to follow systematic and methodological approach to design curricula that is compliant with the standard bodies of knowledge. We aim to design a new approach for enabling Higher Education Institutions (HEIs) to effectively monitor and evaluate existing undergraduate curricula against a standard body of knowledge. This study is part of a large research project where Software Requirements Engineering (SRE) course has been taken as a test case to empirically validate the proposed approach. A standard, reusable, and extendable concept map of SRE using the SRE Knowledge Area (KA) of the software engineering body of knowledge (SWEBOK) has been constructed. We have performed qualitatively analysis of the undergraduate SRE course of three universities to check their compliance with standard SRE knowledge. We have followed a semi-automated approach to identify missing concepts, analyze the hierarchical organization of concepts, and present misconceptions among concepts in the SRE course. The knowledge inferred from this process will be useful for HEIs to effectively monitor and evaluate SRE course. [ABSTRACT FROM AUTHOR]

The interdisciplinary nature of immunology can make studying not only engaging but also challenging, as understanding immunologic processes and immune system components requires foundational knowledge from several science disciplines. The University of Alabama at Birmingham has a unique, 4‐year, Undergraduate Immunology Program (UIP) that provides a comprehensive curriculum in immunology that includes five core courses starting in the second year, at which point, students are in the process of completing basic science sequences. For this study, students in courses across the UIP curriculum were asked to identify basic science topics that relate to four immunology concepts. In addition, students were surveyed on their confidence in understanding each of the basic science topics and were asked to identify the course in which they felt that they had fully learned the topic. Data from this study did not demonstrate a change in students’ interdisciplinary science competency from the second to fourth year. Importantly, students reported that they fully understood 11 out of 12 basic science concepts in courses offered in their first and second years, with confidence in basic science topics significantly improving from the second to third year. The lack of demonstrated improvement in interdisciplinary understanding across the curriculum may be attributed to the fact that students are able to integrate basic science topics with foundational immunologic concepts as early as their second year. Importantly, these findings suggest that the integration or review of basic science topics in an immunology course may improve students’ comprehension of foundational immunology concepts and interdisciplinary science competency. [ABSTRACT FROM AUTHOR]

Background: Point-of-care ultrasound (POCUS) is rapidly gaining prominence in various clinical settings. As its use becomes more widespread, there is a growing need for comprehensive ultrasound training in medical education to ensure that future healthcare professionals are proficient in this essential diagnostic tool. Objective: This study is the first attempt by the University of Bonn to seamlessly integrate ultrasound courses and the use of ultrasound devices into the regular activities of final year medical students and to evaluate the usage of these devices. Methods: A total of forty students in their practical year were provided with a hendheld ultrasound device for a period of four months. During this time, they were invited to take part in eight optional ultrasound courses in which they acquired images and those images were rated using a specially developed rating system. At the end of the tertial, students were able to take part in a voluntary survey on the use of the equipment. Results: Participation in the optional ultrasound courses was well received, with the Introduction and FAST module drawing the largest number of participants (29). Among the ultrasound images acquired by students, those of the lungs obtaining the highest rating, with 18.82 (SD ± 4.30) points out of 23 points, while the aorta and vena cava images scored lowest, with an average of 16.62 (SD ± 1.55) points. The overall mean score for all images was 17.47 (SD ± 2.74). Only 21 students responded to the survey. Of the participating students, 67% used the device independently four times or fewer during the tertial. Conclusion: The study aimed to enhance the BI-POCUS curriculum by improving students' ultrasound skills during their practical year. However, device usage was lower than expected, with most students using it only once a month or less. This raises concerns about the justification of the effort and resources. Future initiatives will focus on technical improvements, better login data provision, and closer monitoring of usage and progress, emphasizing the need for practical ultrasound training in medical education. [ABSTRACT FROM AUTHOR]

Background: This study aimed to assess the effectiveness of the BOPPPS model (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) in otolaryngology education for five-year undergraduate students. Methods: A non-randomized controlled trial was conducted with 167 five-year undergraduate students from Anhui Medical University, who were allocated to an experimental group and a control group. The experimental group received instruction using the BOPPPS model, while the control group underwent traditional teaching methods. The evaluation of the teaching effectiveness was performed through an anonymous questionnaire based on the course evaluation questionnaire. Students' perspectives and self-evaluations were quantified using a five-point Likert scale. Furthermore, students' comprehension of the course content was measured through a comprehensive final examination at the end of the semester. Results: Students in the experimental group reported significantly higher scores in various competencies compared to the control group: planning work (4.27 ± 0.676 vs. 4.03 ± 0.581, P < 0.05), problem-solving skills (4.31 ± 0.624 vs. 4.03 ± 0.559, P < 0.01), teamwork abilities (4.19 ± 0.704 vs. 3.87 ± 0.758, P < 0.05), and analytical skills (4.31 ± 0.719 vs. 4.05 ± 0.622, P < 0.05). They also reported higher motivation for learning (4.48 ± 0.618 vs. 4.09 ± 0.582, P < 0.01). Additionally, students in the experimental group felt more confident tackling unfamiliar problems (4.21 ± 0.743 vs. 3.95 ± 0.636, P < 0.05), had a clearer understanding of teachers' expectations (4.31 ± 0.552 vs. 4.08 ± 0.555, P < 0.05), and perceived more effort from teachers to understand their difficulties (4.42 ± 0.577 vs. 4.13 ± 0.59, P < 0.01). They emphasized comprehension over memorization (3.65 ± 1.176 vs. 3.18 ± 1.065, P < 0.05) and received more helpful feedback (4.40 ± 0.574 vs. 4.08 ± 0.585, P < 0.01). Lecturers were rated better at explaining concepts (4.42 ± 0.539 vs. 4.08 ± 0.619, P < 0.01) and making subjects interesting (4.50 ± 0.546 vs. 4.08 ± 0.632, P < 0.01). Overall, the experimental group expressed higher course satisfaction (4.56 ± 0.542 vs. 4.34 ± 0.641, P < 0.05). In terms of examination performance, the experimental group scored higher on the final examination (87.7 ± 6.7 vs. 84.0 ± 7.7, P < 0.01) and in noun-interpretation (27.0 ± 1.6 vs. 26.1 ± 2.4, P < 0.01). Conclusion: The BOPPPS model emerged as an effective and innovative teaching method, particularly in enhancing students' competencies in otolaryngology education. Based on the findings of this study, educators and institutions were encouraged to consider incorporating the BOPPPS model into their curricula to enhance the learning experiences and outcomes of students. [ABSTRACT FROM AUTHOR]

Using flipped teaching modality, a student-centered approach, in community college courses remains an understudied area. This study explored the effectiveness of unflipped (UF), partially flipped (PF), and fully flipped (FF) teaching formats within the confines of an accelerated 8-week Introduction to Human Anatomy course at a community college. The purpose of this study was to examine flipped teaching in an accelerated anatomy course by comparing final examination scores between the UF, PF, and FF modalities, compare the effectiveness of flipped teaching between a regular (16-week) and an accelerated anatomy course, evaluate the effect of different teaching modalities on male and female students between a regular and an accelerated course; and examine UF, PF, and FF among the above-median and the below-median students. Students in the FF sections were required to read relevant chapter(s) in the textbook and review slides before class. Students in the PF sections were required to read the textbook and slides for 25% of the chapters. All students took the same final exams and similar section exams. Final exam scores were higher in the regular 16-week course than in the 8-week course for UF (p = 0.0219) and PF (p = 0.0183) modalities. The 16-week course had higher final examination scores (p = 0.0492; n = 65) than the 8-week course. Male students scored lower in the 8-week FF course (49.42 ± 13.72) than in the 8-week PF (p = 0.006) and 16-week FF (p = 0.0008) formats and also compared to female students in the 8-week FF course (p = 0.0121). Above-median students in the 8-week course had significantly lower scores in the FF modality (71.35 ± 7.01) compared to PF (80.92 ± 5.30) (p = 0.009). Below-median students in the 8-week course had lower scores in the FF modality (52.25 ± 11.48) compared to UF (p = 0.0113) and PF (p = 0.04). In conclusion, FF in a 16-week anatomy course resulted in higher final exam scores than in the 8-week course. The 8-week FF format affected male student scores. Both above- and below-median groups experienced similar effects when exposed to FF within the accelerated course. Further investigations are essential to inform the refinement of flipped teaching methodologies in community colleges, particularly in the context of accelerated courses. [ABSTRACT FROM AUTHOR]

Background: Musculoskeletal (MSK) injuries and diseases place a significant burden on the health care system. Despite this, research indicates that physician training in the area of MSK medicine has historically been inadequate, with a majority of medical students feeling that their training in MSK medicine is lacking. The goal of this investigation was to evaluate the efficacy of a new preclinical MSK curriculum that was implemented within a nationally accredited allopathic medical program. Methods: Retrospective analysis was completed on five consecutive years (2017–2021) of preclinical MSK curricular data for 549 medical students, including mid and end-of-course examinations and end-of-course student satisfaction surveys. Both parametric and non-parametric methods of analysis were used to examine within and between class differences (P < 0.05). Results: The new MSK curriculum covered 15 of 16 "core or must know" topics in MSK medicine, and academic performance was consistently high over the 5-year period of analysis (final course marks ranged from 76.6 ± 7.1 to 81.4 ± 8.1; failures/year: range from 0 to 4), being equal or above levels of student performance observed for other courses delivered during preclinical studies. Likert data from end-of-course surveys demonstrated that feedback was overwhelmingly positive (overall course satisfaction ranged from a low of 3.07/4.00 to a high of 3.56/4.00) and indicated that students felt that the new preclinical MSK curriculum did effectively support medical student learning and knowledge retention. Conclusion: Results are expected to help advance the current body of knowledge that is dedicated to improving physician learning and knowledge retention in the area of MSK medicine and provides a curricular model that could be used by other nationally accredited medical programs to help enhance MSK learning at the preclinical levels of physician training. [ABSTRACT FROM AUTHOR]

Our society is aging much faster than it was before, and this phenomenon demands concerted action to optimize geriatric care. Presentations, clinical features, and management decision making are distinct between older adults and the general population, and to enhance care quality, there remains unmet needs for undergraduate geriatric education. Among all geriatric syndromes that clinically matter, frailty is particularly instrumental, serving as the overarching phenotype that connects other geriatric conditions and predisposes individuals to adverse outcomes. However, understandings for frailty, or “literacy for frailty” is often poor among healthcare professionals, and misidentification, terminology confusion, and uncertainty surrounding the care of frail older adults, are not uncommon. This lack of frailty literacy undoubtedly contributes to the suboptimal geriatric care patients receive. We therefore propose a rationally designed, concise, and structured program for eliciting medical students’ motivation for understanding frailty during their undergraduate period. Our increasing-frailty-literacy program includes 7 modules, accommodating the terminology, integrative pathogenesis, epidemiology of frailty, appropriate screening and identification tool selection, prognostication and patient communication, and individualization of treatment strategies. In combination with digital technologies and hands-on practice opportunities, we believe that our curriculum can promote medical students’ learning efficacy for frailty and improve geriatric care for the current generation. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to investigate the knowledge, attitude and experiences in sharing unpleasant health information and adherence to the SPIKES protocol among physicians at a tertiary hospital in Muscat, Oman. Methods: This cross-sectional study was conducted at the Sultan Qaboos University Hospital from August to October 2022. An electronic, self-administered questionnaire was used to gather data from physicians across various departments. Results: A total of 89 physicians completed the questionnaire (response rate = 22.3%). Most participants (n = 86, 96.6%) recognised the need for additional training in the delivery of unpleasant health information ('bad news'), with 78.7% (n = 70) expressing their willingness to undertake such training. Additionally, 32.6% (n = 29) reported negative experiences due to improper delivery of bad news, with an equal proportion admitting to disclosing bad news to patients' family without their consent. The majority (n = 77, 86.5%) demonstrated a high level of overall adherence to the SPIKES protocol, with 59.6-85.4%, 12.4-34.8% and 1.1-11.2% reported usually, sometimes and never following specific steps of the protocol, respectively. Marital status (P = 0.015) and qualifications (P = 0.032) were the only variables that were associated with adherence level, with married physicians and those with board and/or fellowship certificates reporting significantly better adherence compared to their counterparts. Conclusion: Physicians in Oman encounter challenges in delivering unpleasant health information, underscoring the interplay of cultural influences, training and adherence to protocols. To address these challenges, targeted and frequent training programmes are recommended, starting from undergraduate medical education and extending to continuous opportunities for physicians at various career levels. [ABSTRACT FROM AUTHOR]

Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research. [ABSTRACT FROM AUTHOR]

Purpose: Peer‐assisted learning (PAL) can occur informally as part of a medical programme and complements the formal curriculum. However, little is known about the mechanisms and processes of how informal peer‐assisted learning (IPAL) is enacted. Materials and Methods: This paper presents data from an ethnographic and semi‐structured interview study with Year 1 and 2 undergraduate medical students at a UK university. Results: Peers were observed assisting each other informally: a process that developed as part of the integrated, group‐based approach to undergraduate medical education at a UK university. IPAL took place both within and outside of formal teaching sessions and included explanation/clarification of particular points, sharing resources, guiding pronunciation and demonstrating skills. Students placed a high value on IPAL and believed that it was beneficial. When IPAL broke down, this led to negative emotions that presented obstacles to learning, such as resentment. Conclusions: IPAL is an important part of academic support for medical students, and this work shows both its scope, extending from formal to informal teaching, and how it is enacted. This understanding can help educators situate IPAL within student education. [ABSTRACT FROM AUTHOR]