A Model for Competency-Based Grading and Its Effect on Student Outcomes in a Biomechanics Course.

Competency-based grading (CBG) can take different forms in different subject areas. We present a method for implementing CBG in a biomechanics course with nine primary learning objectives. Competency in each learning objective is measured by the student's ability to correctly answer knowledge questions and solve analytical problems in the field of biomechanics. The primary goal of implementing CBG was to provide more opportunities for lower-performing students to learn the material and to demonstrate that learning. To determine the efficacy of CBG to improve student learning, the primary measure was course grade distribution before and after implementation of CBG. The course grade distribution data indicated that CBG has primarily helped midperforming students to improve their grades. Because of the limitations of course grades as a measure of learning, we also performed analysis of student performance on successive attempts which indicated initial and secondary attempts are best, with student success declining on subsequent attempts. Anecdotally, many students improved performance, and thus their grade, on the (optional) final exam attempts. Limitations of the study include the limited course offerings with CBG (three), and that effects of COVID-19 may be confounding CBG data. Also, the approach places nearly all the grade on quizzes or exams. However, the approach could be modified to include homework grades, projects, and the like. Overall, the student learning in this course and implementation appears to be only positively affected, so this approach appears to have benefits in a biomechanics course.

The Great Organ System Debates.

Facilitating the learning of physiology by allied health majors who lack foundational coursework in biology and chemistry presents unique pedagogical challenges. By focusing on the strengths of this group of learners (team skills, interest in applied physiology), a new mechanism for conveying the primary interconnection and synergism of the body's organ systems was developed: the Great Organ Systems Debates. After learning sequentially about the primary organ systems, the Debates are a culminating, integrative experience, where students "debate" the relative importance of their system in different situations. Used and refined over several years, it is an engaging, interactive, and effective learning tool that could be adapted to almost any level of instruction.NEW & NOTEWORTHY Which organ system is "most important" when running a marathon? To answer this question, different groups of students were assigned different organ systems to see who could come up with the best argument.

Exploring the impact of stuttering simulation-based learning and personality traits on clinical self-efficacy and professional interest among speech-language pathology students.

BACKGROUND: Research suggests that participating in a stuttering simulation-based learning (SBL) program could help speech-language pathology (SLP) students feel more at ease, less nervous and more capable while interacting with people who stutter. Personality traits may influence SLP students' self-efficacy beliefs as well as their level of interest in working with clients who stutter. In particular, we suggest that the combination of low neuroticism and high extraversion, previously linked with a more outgoing, emotionally stable and social personality, may enhance self-efficacy. AIMS: To examine the impact of participating in a stuttering SBL program on clinical self-efficacy (CSE) in managing stuttering therapy among SLP students, as well as its influence on their interest in working with fluency disorders and their associations with personality dimensions. The study also evaluated satisfaction with the SBL experience. METHODS & PROCEDURES: SLP students (n = 49) underwent a fluency disorders academic course, self-reported on CSE, and had an interest in working in the field of stuttering and NEO-Five-Factor Inventory (NEO-FFI). Post-stuttering SBL program participation, CSE and level of interest in practice of stuttering were reassessed. Satisfaction with the simulation was also gauged. OUTCOMES & RESULTS: Students interested in working with fluency disorders scored lower in neuroticism and higher in extraversion than their uninterested counterparts. Before the SBL activity, interest ratings were negatively correlated with neuroticism and positively correlated with extraversion. Pre-SBL neuroticism was negatively correlated with CSE. Following the SBL activity, increased CSE and interest in working with fluency disorders were evident, indicating robust and medium effects of the simulation on those indices, respectively. Post-SBL neuroticism was also negatively correlated with CSE. Overall, participants reported high satisfaction with the SBL experience. CONCLUSIONS & IMPLICATIONS: The study suggests SBL is an effective tool for enhancing motivation to work with fluency disorders. Consideration of personality traits and professional interests in designing educational interventions for SLP students, along with tailoring approaches to individual differences, may enhance learning outcomes. The study also highlights the need to differentiate between CSE and objectively assessed clinical competence and the fact that professional development is influenced by various factors. Nonetheless, the positive correlations between personality traits, CSE and satisfaction emphasize the potential of SBL programs in shaping not only clinical skills but also the attitudes and preferences of future SLPs. WHAT THIS PAPER ADDS: What is already known on this subject SLPs in the field of stuttering therapy reportedly experience low levels of comfort and professional confidence, possibly due to insufficient clinical experience. According to earlier research, taking part in SBL programs may elevate the CSE of SLP students and help them feel more confident about treating people with stuttering. What this study adds to the existing knowledge In addition to showing the beneficial effects of an SBL activity on SLP students' self-efficacy and interest in working in stuttering therapy, our research shows a significant relationship between personality traits and CSE. Specifically, the combination of high extraversion and low neuroticism was found to be associated with higher CSE and higher levels of satisfaction from the SBL. What are the potential or actual clinical implications of this work? The study shows that SBL is an effective tool for enhancing motivation to work with fluency disorders. Overall, students who exhibit high extraversion and low neuroticism show higher levels of CSE, greater motivation in stuttering treatment, and higher levels of SBL stratification. Development of future SBL activities and other educational interventions should take into consideration such personality traits, to enhance learning outcomes.

Faculty application and perceived effectiveness of cognitive psychology principles in medical education. A mixed method study.

OBJECTIVE: The objective of the study was to explore the extent to which faculty members in undergraduate medical education apply cognitive psychology principles in their teaching practices, and to evaluate the perceived effectiveness of these principles in enhancing student learning. METHODS: This mixed method study was conducted on faculty members of public and private sector universities. Focused group discussions were conducted, and the responses of the participants were measured on a 5-point- Likert Scale. The instrument was tested for validity and reliability by measuring Cronbach's alpha and performing exploratory factor analysis. Mann-Whitney U test was applied on the attributes scores to compare 13 attributes by institutions, designations and domains. RESULTS: One theme, 7 sub-themes and 19 categories were identified from the focused group discussion. as Kaiser- Meyer-Olkin index was 0.88 and Bartlett's test of sphericity was significant. Reliability was established at 0.95. The faculty self-perceived practicing psychology principles mostly scored in the middle level, where they think they apply less strategies. While highly significant results were noted for using Meyer's multimedia principles. CONCLUSION: Faculty members followed the principles of cognitive psychology to some extent. However, they all felt that using these principles can transform the teaching and learning of medical education.

Terracotta: A tool for conducting experimental research on student learning.

For researchers seeking to improve education, a common goal is to identify teaching practices that have causal benefits in classroom settings. To test whether an instructional practice exerts a causal influence on an outcome measure, the most straightforward and compelling method is to conduct an experiment. While experimentation is common in laboratory studies of learning, experimentation is increasingly rare in classroom settings, and to date, researchers have argued it is prohibitively expensive and difficult to conduct experiments on education in situ. To address this challenge, we present Terracotta (Tool for Education Research with RAndomized COnTrolled TriAls), an open-source web application that integrates with a learning management system to provide a comprehensive experimental research platform within an online class site. Terracotta automates randomization, informed consent, experimental manipulation of different versions of learning activities, and export of de-identified research data. Here we describe these features, and the results of a live classroom demonstration study using Terracotta, a preregistered replication of McDaniel et al. (Journal of Applied Research in Memory and Cognition, 1(1), 18-26, 2012). Using Terracotta, we experimentally manipulated online review assignments so that consenting students alternated, on a weekly basis, between taking multiple-choice quizzes (retrieval practice) and reading answers to these quizzes (restudy). Students' performance on subsequent exams was significantly improved for items that had been in retrieval practice review assignments. This successful replication demonstrates that Terracotta can be used to experimentally manipulate consequential aspects of students' experiences in education settings.

Students' perceptions of post-exam feedback in oral radiology-A comparative study from two dental hygienist educational settings.

INTRODUCTION: The aim of this study was to investigate how students perceive the benefit of participating in a teacher-organised session providing feedback on exams, termed post-exam feedback, in two dental hygienist programmes. METHODS: The study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post-exam feedback sessions and how they perceived this arrangement as learners. RESULTS: The findings from the study suggest that motivated students consider post-exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post-exam feedback to be relevant for students who do not pass the exams. CONCLUSIONS: Organised in a student-centred way and with attentiveness to student learning preferences, the results suggest that post-exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.

Praxis-Informed Pointers: A Student Guide for Optimizing Clinical Learning in a Resource-Constrained Setting.

Issue: Health professions education (HPE) is intimately linked with teaching and learning in the clinical environment. While the value of authentic clinical experiences is acknowledged, whether learning actually occurs is to a large extent dependent on students' behaviors and attitudes. The kinds of student behaviors and attitudes that are necessary to optimize learning in the clinical environment thus becomes relevant. Evidence: Tips and recommendations to maximize clinical learning in a variety of settings have been well documented. There is, however, a dearth of literature which takes a narrative-based praxis approach focused on resource-constrained environments. We developed this praxis-orientated article as a means to translate the available literature and theory into a simple, practical guide, focused on optimizing clinical learning from a student perspective, remaining cognizant of the particular challenges present in a resource-constrained setting. Implications: Based on the resource-constrained environments our students are exposed to, we outline the following six key aspects: student-driven learning, integration into the community of practice, student engagement, empathy, interprofessional learning opportunities, and feedback for learning. These aspects provide useful pointers for students in general. Furthermore, exploration into what strategies students may utilize in resource-constrained clinical contexts is addressed.

Student Learning Behavior Recognition Incorporating Data Augmentation with Learning Feature Representation in Smart Classrooms.

A robust and scientifically grounded teaching evaluation system holds significant importance in modern education, serving as a crucial metric that reflects the quality of classroom instruction. However, current methodologies within smart classroom environments have distinct limitations. These include accommodating a substantial student population, grappling with object detection challenges due to obstructions, and encountering accuracy issues in recognition stemming from varying observation angles. To address these limitations, this paper proposes an innovative data augmentation approach designed to detect distinct student behaviors by leveraging focused behavioral attributes. The primary objective is to alleviate the pedagogical workload. The process begins with assembling a concise dataset tailored for discerning student learning behaviors, followed by the application of data augmentation techniques to significantly expand its size. Additionally, the architectural prowess of the Extended-efficient Layer Aggregation Networks (E-ELAN) is harnessed to effectively extract a diverse array of learning behavior features. Of particular note is the integration of the Channel-wise Attention Module (CBAM) focal mechanism into the feature detection network. This integration plays a pivotal role, enhancing the network's ability to detect key cues relevant to student learning behaviors and thereby heightening feature identification precision. The culmination of this methodological journey involves the classification of the extracted features through a dual-pronged conduit: the Feature Pyramid Network (FPN) and the Path Aggregation Network (PAN). Empirical evidence vividly demonstrates the potency of the proposed methodology, yielding a mean average precision (mAP) of 96.7%. This achievement surpasses comparable methodologies by a substantial margin of at least 11.9%, conclusively highlighting the method's superior recognition capabilities. This research has an important impact on the field of teaching evaluation system, which helps to reduce the burden of educators on the one hand, and makes teaching evaluation more objective and accurate on the other hand.

Regularization for Unsupervised Learning of Optical Flow.

Regularization is an important technique for training deep neural networks. In this paper, we propose a novel shared-weight teacher-student strategy and a content-aware regularization (CAR) module. Based on a tiny, learnable, content-aware mask, CAR is randomly applied to some channels in the convolutional layers during training to be able to guide predictions in a shared-weight teacher-student strategy. CAR prevents motion estimation methods in unsupervised learning from co-adaptation. Extensive experiments on optical flow and scene flow estimation show that our method significantly improves on the performance of the original networks and surpasses other popular regularization methods. The method also surpasses all variants with similar architectures and the supervised PWC-Net on MPI-Sintel and on KITTI. Our method shows strong cross-dataset generalization, i.e., our method solely trained on MPI-Sintel outperforms a similarly trained supervised PWC-Net by 27.9% and 32.9% on KITTI, respectively. Our method uses fewer parameters and less computation, and has faster inference times than the original PWC-Net.

How college-student academic undermatch affects students: Quasi-experimental evidence on multifaceted student outcomes.

Undermatching is a phenomenon in which students attend institutions that are less selective than the ones they could enroll given their academic credentials. Recent research suggests that undermatching may harm student development during college. However, there have been few comprehensive analyses of the causal relationship of undermatching and multifaceted college experience. Using college student longitudinal data from Beijing, China, we provide new quasi-experimental evidence on the effects of academic undermatch. This study extends the existing literature by focusing on a wide variety of student outcomes during college years, including learning motivation, behavior and academic performance, psychological attitudes and mental health, interpersonal relationships and involvement, and college satisfaction. Employing the exogenous admissions reform as the instrumental variable for undermatching, we find that undermatching predicts better academic performance and self-evaluation, but worse social relationships and college satisfaction. The results suggest that, although undermatched students are usually higher academic achievers than their college peers, they lack group identity and are not socially involved in college life.

Measuring Time Load Using a Mobile Application to Monitor Curriculum Workload.

Insuffient time for learning activities makes learning very difficult. Weaker students need more time to appropriately manage their learning objectives. To ensure enough study time, curriculum designers must monitor potential mismatches between needed versus provided study time. This study was conducted to measure students' time loads and compare them to the workload determined by the curriculum and measured in European Credit Transfer and Accumulation System (ECTS) credits. Time load entry using the Studo mobile application consisted of entering the time required for all learning activities, categorized into attendance, self-study, and writing student papers, per course. In addition to time load measures, socio-demographic information on travel time, care obligations, and employment status was recorded. Over six semesters (2018/2019-2021), the average response rate per semester was low (8%-17%). Of the 75 piloted courses (4-16 per semester), 2 exceeded the number of hours specified in the curriculum. Regarding socio-demographic data, 3%-34% of the evaluated students worked part time (≥ 10 hours per week). In summary, students were disinclined to measure their learning time. With consideration of potential nonresponse bias, no significant evidence of curriculum workload exceedance was found for the evaluated courses at the University of Veterinary Medicine, Vienna. However, some students are under increased individual time pressure due to part-time employment. The ratio of measured to estimated time should be monitored as a key component to improve performance and enhance student learning.

Abstrakt Lernprozesse können nicht optimal gesteuert werden, wenn dafür zu wenig Zeit zur Verfügung steht. Insbesondere schwächere Studierende benötigen mehr Zeit. Um sicherzustellen, dass Studierenden ausreichend Lernzeit zur Verfügung steht, müssen Curriculumgestalter∗innen mögliche Diskrepanzen zwischen benötigter und bereitgestellter Lernzeit überwachen. Diese Studie wurde durchgeführt, um die tatsächliche Zeitbelastung von Studierenden (Timeload) zu dokumentieren und sie mit der durch das Curriculum festgelegten Arbeitsbelastung (Workload), gemessen in Anrechnungspunkten des European Credit Transfer and Accumulation Systems (ECTS), zu vergleichen. Die unterschiedlichen Lernzeiten wurden mit Hilfe der mobilen Anwendung Studo eingegeben und setzen sich aus den Zeitaufwänden für Anwesenheit, Selbststudium und Verfassen von wissenschaftlichen Arbeiten pro Lehrveranstaltung zusammen. Neben den Lernzeiten wurden in der Applikation zusätzlich soziodemographische Angaben zu Betreuungspflichten, Beschäftigungsausmaß und Anfahrtszeiten erfasst. Die durchschnittliche Rücklaufquote pro Semester betrug zwischen 2017/18 und 2021 (6 Semester) 8% bis 17%. Von 75 erfassten Lehrveranstaltungen (4 bis 16 pro Semester) wurde die im Curriculum festgelegte Arbeitsbelastung in zwei überschritten. Bezogen auf die soziodemographischen Daten arbeiteten 3% bis 34% der Studierenden laut Auswertung in Teilzeit (≥ 10 Stunden pro Woche). Zusammenfassend waren die Studierenden zurückhaltend, ihre Lernzeit zu erfassen. Unter Berücksichtigung einer möglichen Schweigeverzerrung durch Antwortausfälle wurden für die evaluierten Lehrveranstaltungen an der Veterinärmedizinischen Universität Wien keine Hinweise auf eine Überschreitung der im Curriculum festgelegten Arbeitsbelastung gefunden. Einige Studierende stehen jedoch aufgrund von Teilzeitbeschäftigung unter erhöhtem individuellen Zeitdruck. Das Verhältnis von gemessener (Timeload) zu geschätzter Zeit (Workload) sollte als qualitativer Indikator für Studierbarkeit überwacht werden, um die Leistung und die Lernsituation der Studierenden zu verbessern.

Integrating Scientific Growth and Professional Development Skills in Research Environments to Aid in the Persistence of Marginalized Students.

Here, we describe strategies for integrating transferrable professional development (PD) skills into research learning environments for marginalized undergraduate students. The undergraduate research experience evolved to include the competencies students need to be successful and to gain a sense of belonging in the chemistry community they are seeking. These asset-based transferrable PD skills are part of the "hidden curriculum" not taught in traditional classrooms and yet are an integral part of student learning and success. Furthermore, current practices, or lack thereof, tend to promote inequity and fail to amplify key asset-based skills for marginalized students to navigate academic, industrial, and professional settings effectively. Consequently, many students leave STEM communities. The following six PD skills are core competencies that have been implemented in a diverse undergraduate research environment to equip students with the skills needed to navigate various STEM environments. These include: (1) Effective Communication, (2) Negotiation, (3) Leadership, (4) Networking, (5) Interpersonal skills, and (6) Active Listening. Learning topics for each of the PD skills enable mentors to help preprofessional, marginalized students gain a sense of belonging, build a network, connect with mentors, develop self-advocacy, implement interpersonal skills, manage conflict, and navigate spaces that do not fully represent them. The inclusive integration of scientific and PD skills into research experiences serves as a template that can be extended to high school and graduate students. These integrated transferrable skills are one way to increase diversity in STEM professions and bridge the gap in leadership in academia and industry.

"The Perception of Visiting Holocaust Sites on Undergraduate Students Learning Process".

This paper presents the main findings of a qualitative research project. The aim of the research was to explore undergraduate students' perceived knowledge acquisition and awareness of the Holocaust, after visiting Auschwitz concentration camp in Poland. The qualitative study (focus groups & semi-structured questionnaires) involved three cohorts of students and lecturers from a university in the North West of England. The participants visited the Holocaust-related sites in Poland from 2016 to 2019. Findings indicate that students' who actively engaged in visits to Holocaust related sites developed knowledge and awareness of the Holocaust. For many participants, this knowledge and awareness was facilitated via a reflective process that enabled empathic connection between these historical events and the students. The study also highlighted practical strategies that could be implemented to enhance the experience for future cohorts of undergraduate students visiting holocaust related sites. By adding to the limited literature on Holocaust education with undergraduate students, the study highlighted the importance and directions for future research in this area to inform future pedagogic practice.

Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing.

This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.

Online Instructor Clusters: Implementation Frequency of Instructional Activities.

The purpose of this study was to group instructors based on their patterns of implementing activities in their online courses, to examine factors that influenced differences within clusters, and to explore whether cluster membership affected instructor satisfaction. Data were collected from faculty at a university in the western United States with the use of three instruments that measure pedagogical beliefs, implementation of instructional activities, and instructor satisfaction. Latent class analysis method was used to identify instructor groups and examine how the groups differed in pedagogical beliefs, characteristics, and satisfaction. The resulting two-cluster solution includes two orientations: content and learner-centric. Of the covariates examined, constructivist pedagogical beliefs and gender were the significant predictors of cluster membership. Results also showed a significant difference between the predicted clusters pertaining to online instructor satisfaction.

Student evaluations of teaching and the development of a comprehensive measure of teaching effectiveness for medical schools.

The evaluation of courses and faculty is of vital importance in all higher education institutions including medical schools. Student Evaluations of Teaching (SETs) commonly take the form of completion of anonymous questionnaires and even though they were originally developed to evaluate courses and programmes, throughout the years they have also been used to measure teaching effectiveness and subsequently to guide important decisions related to the faculty's career progression. Nevertheless, certain factors and biases may influence SET rates and may not measure teaching effectiveness objectively. Although the literature on course and faculty evaluations is well-researched in general higher education, there are concerns with regards to the use of the same tools for evaluation of courses and teachers in medical programmes. Specifically, the SETs in general higher education cannot be directly applied to the structure of courses and delivery of curriculum in medical schools. This review provides an overview of how SETs can be improved at the levels of instrumentation, administration and interpretation. In addition, the paper supports that through the collection and triangulation of data from multiple sources, including students, peers, program administrators and self-awareness via the use of different methods such as peer reviews, focus groups and self-evaluations, it will be possible to develop a comprehensive evaluation system that will present an effective measure of teaching effectiveness, will support the professional development of medical teachers and will improve the quality of teaching in medical education.

Away Rotation Applications in Emergency Medicine: Medical Student Behaviors, Outcomes, and Stressors.

BACKGROUND: Completing an emergency medicine (EM) away rotation is integral to matching successfully into an EM residency program. The demand for EM away rotations (ARs) drives students to submit numerous applications without evidence-based recommendations to guide stakeholders on the approach or number to submit. OBJECTIVES: We conducted a survey study of EM-bound fourth-year medical students to gain insight into their AR application experiences, outcomes, and perceptions. METHODS: We distributed a 40-item questionnaire to EM applicants in Fall 2018 via e-mail through the Clerkship Directors in Emergency Medicine, Council of Residency Directors in EM, and Emergency Medicine Residents' Association listservs. Responses were evaluated using quantitative and qualitative analysis. Primary outcomes were the number of AR applications submitted and AR offers received by students. Secondary outcomes were students' self-assessment of their competitiveness, differences in AR application numbers by degree type, sources of student advising, and student perceptions of the AR application process. RESULTS: There were 253 respondents, consisting of 192 allopathic (MD) and 61 osteopathic (DO) medical students, who met the inclusion criteria, representing about 10% of the applicant pool. On average, students submitted 13.97 applications (95% confidence interval [CI] 11.59-16.35), received 3.25 offers (95% CI 3.01-3.49), and accepted 2.22 offers (95% CI 2.08-2.36). DO candidates submitted twice as many applications as MD candidates while experiencing a similar rate of offers received. Peer influence (n = 154, 61%), peer online advising networks (n = 83, 33%), and self-assessment (n = 114, 45%) were the most often reported causes of increased applications; cost (n = 104, 41%) and geographic limitations (n = 114, 45%) were the most often reported causes of decreased applications. Open-response analysis revealed frustration with lack of standardization (n = 44, 29.5%), insufficient transparency on available positions (n = 37, 24.8%), limited communication (n = 30, 20.1%), and cost (n = 12, 8.1%). CONCLUSIONS: This study showed that, as a whole, students received one away rotation offer for every four to five applications submitted. It clarified factors contributing to increased EM away rotation application submissions and associated stressors inherent in the application experience. Our findings offer insights to inform advising recommendations. They also suggest that stakeholders consider standardizing the process and improve communication over spot availability and application status.

Finding the right balance: student perceptions of using virtual simulation as a community placement.

OBJECTIVES: Finding appropriate community clinical placements has been challenging in recent years, most especially during the COVID-19 pandemic. During the 2020-2021 semesters, a university in the province of Alberta, Canada chose to use the community health virtual simulation program, Sentinel City®3.1, to provide clinical placements for three groups of undergraduate students. This expository paper, co-authored by students and faculty, sought to further explore how virtual simulation can be used to best support student learning by identifying practices that students find most helpful. METHOD: Jeffries' (2005) simulation framework was used to guide a quality improvement analysis which explored feedback received from 16 students regarding the use of Sentinel City®3.1 as a clinical placement, with additional contributions from the student co-authors. RESULTS: Students felt Sentinel City®3.1 was an effective tool to learn community and population health concepts, however, all students indicated that they would have preferred more opportunities to work with real communities. CONCLUSION: Virtual simulation programs like Sentinel City®3.1 might be best as a learning supplement rather than as students' sole clinical placement experience.

Impact of COVID-19 on Higher Education: Critical Reflections.

This Special Issue has chosen the major focus to examine how the COVID-19 pandemic has affected higher education development and governance. The collection of articles in this Special Issue is organized with three key sub-themes, namely, student mobility, teaching and student learning, and university governance. Papers selected in this Issue were presented at different international conferences examining how the outbreak of the COVID-19 pandemic in late 2019 has affected higher education development from international and comparative perspectives. During the international research events, authors contributing their papers to this Special Issue indeed benefitted from the exchanges and dialogues from international peers. Drawing insights from the papers collected in this Special Issue, this introductory article concludes by drawing the implications for future development of international education.

An early exploration of undergraduate student definitions of learning, memorizing, studying, and understanding.

Biology education research often utilizes the terms learning, memorizing, studying, and understanding without providing their specific definition. When definitions have been provided, they are often inconsistent across publications. As part of a larger research study, we interviewed 11 participants on 2 occasions while they were enrolled in a sequence of anatomy and physiology courses. Part of the interview protocol asked participants for their definitions of learning, memorizing, studying, and understanding. Definitions were isolated from the transcript, deidentified, and sorted by qualitative similarities. The research team developed code categories and assigned definitions to these groups after discussing coding differences. Multiple definition groups emerged for each term. Learning, memorizing, and studying definition groups highlighted processes, outcomes, or a combination of both a process and outcome. Understanding definition groups focused solely on an outcome. These findings highlight the need for communication between students and instructors with regard to term usage. In addition, future research in biology and physiology education should be careful to provide working definitions of these terms to ensure communicative and interpretive validity and to promote transferability and repeatability of findings.