HLRC - Higher Learning Research Communications (E-Journal)
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An Evaluation of the Effectiveness of a Medical School Musculoskeletal Curriculum at an Academic Medical Center
Full text linkBackground: Musculoskeletal disorders are common medical problems encountered by physicians and affected 126.6 million Americans in 2012. Musculoskeletal education has inadequate in United States medical schools.
Objective: To determine the musculoskeletal competency of third year medical students.
Methods: A cross-sectional 25-question nationally validated musculoskeletal competency exam was given to the third year medical students. A survey was given to second and third year medical students to assess students’ level of interest in musculoskeletal medicine and their feedback regarding the curriculum.
Results: The mean score of the competency exam was 69.0%. There was 48/107 (44.9%) students’ who reached the minimum passing score of 70%. Free-response feedback from both classes featured themes of more hands-on learning, a longer clinical block, and more small-group learning sessions.
Conclusions: Third year medical students scored relatively well on the exam. Student feedback suggests the 2-week musculoskeletal block is useful and relevant to their future careers
Evaluation of Academic Competencies Through Standardized Instruments
Full text linkThe aim of this investigation is to assess the correlation among different competencies-assessment systems available on the market to measure social skills in the university environment. In order to carry out the research, three self-perception competency tests were used, and 30 competencies were evaluated in a Likert scale with several response levels: the LPA-Q, the ESCI-U, and the CompeUEM. The three questionnaires were completed by 57 university students. The results show a low degree of agreement among the different questionnaires in relation to measuring the same competencies, as well as an unclear factor structure
Defining Quality in Undergraduate Education
Full text linkObjectives: This research brief explores the literature addressing quality in undergraduate education to identify what previous research has said about quality and to offer future directions for research on quality in undergraduate education.
Method: We conducted a scoping review to provide a broad overview of existing research. Using targeted search terms in academic databases, we identified and reviewed relevant academic literature to develop emergent themes and implications for future research.
Results: The exploratory review of the literature revealed a range of thoughtful discussions and empirical studies attempting to define quality in undergraduate education. Many publications highlighted the importance of including different stakeholder perspectives and presented some of the varying perceptions of quality among different stakeholders.
Conclusions: While a number of researchers have explored and written about how to define quality in undergraduate education, there is not a general consensus regarding a definition of quality in undergraduate education. Past research offers a range of insights, models, and data to inform future research.
Implication for Theory and/or Practice: We provide four recommendations for future research to contribute to a high quality undergraduate educational experience. We suggest more comprehensive systematic reviews of the literature as a next step
Student Perceptions of Academic Dishonesty in a Private Middle Eastern University
Full text linkObjective: In varying degrees of severity and seriousness, evidence of academic dishonesty exists in tertiary institutions around the world. This paper examines academic misconduct in a tertiary-level institution in one of the Gulf countries to see if academic dishonesty prevails, and if so, how and why it happens.
Method: To gauge students’ perceptions about academic dishonesty in this context, a survey was distributed to 111 junior, sophomore, and senior level students taking an advanced academic writing course in a private university.
Results: Results show statistically significant evidence that cheating exists.
Conclusions: While research on academic misconduct is extensive in Western contexts, less is documented in the Middle East and North Africa region besides conceptual papers that aim to create a general understanding of this issue and newspaper articles that discuss its prevalence.
Implications for Theory and/or Practice: This paper underscores the existence of academic misconduct in the Middle East and North Africa region, identifying the need for further research and implementation of improved teaching strategies and increased attention regarding academic misconduct
Designing a Peer-Mentoring Program for Education Doctorate (EdD) Students
Full text linkObjectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically.
Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles.
Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations.
Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates.
Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students
Hearing the voice of faculty: Global recommendations for faculty recognition in Higher Education institutions
Full text linkFaculty constitutes one of the most important elements of Higher Education institutions. Their role is key in curriculum development, as well as in guiding students´ learning and driving their engagement, in conducting research and in the overall success of their institutions. This paper presents the results of a number of faculty interviews, and a focus group carried out in nine different Laureate institutions, operating in eight different countries. Faculty were asked about professional recognition, its importance and how it should occur. The results of the study show a lot of consistency, starting with the conviction of its importance, and then the differentiation between an environment of recognition and appreciation, and the need for formal recognition opportunities. Some other interesting ideas and aspirations were shared, providing good guidance for institutions that are interested in enhancing faculty recognition as part of their continuous improvement process.