This investigation aims to determine the potential benefit of team teaching for Asian undergraduates' learning experience within the undergraduate pharmacy program at a Malaysian university. From 2015 to 2017, a team-based interactive lecture, lasting 2 hours, was presented to year 4 undergraduate pharmacy students enrolled at the Monash University Malaysia School of Pharmacy. All learners engaged in team-based instructional sessions received an anonymous link, which aimed to gauge their perspective on team-based instruction. 50 participants, categorized into three separate cohorts and part of the 104 participants in the study, responded to the survey. In comparison to one-lecturer lectures and independent study, over 75% of students found the team-teaching approach to be a superior and more effective method of learning. Approximately 60% of the participants reported that the collaborative learning model successfully bolstered their abilities in information synthesis and problem-solving skills. This study provides empirical support for the adoption of team teaching methods for the design and delivery of curricula in an Asian context. The approach garnered favorable responses from the participants.

Modern medicine demands evidence-based, interdisciplinary approaches to patient care. An evidence-based mindset, integral to healthcare teams, is fundamentally driven by research. Research-based learning for students has been proven to be directly impactful on the quality of care rendered to patients. While research on student perspectives towards research has examined medical students' views, the perceptions of allied health professional students have remained unexplored.
In a bid to collect data via mixed methods, an anonymous online questionnaire was sent to 837 AHP students pursuing various courses at the University of Malta. eating disorder pathology Following data collection, descriptive statistics and chi-square tests were used for statistical analysis. Subsequently, qualitative results were analyzed after being coded and triangulated.
The survey's overall response rate reached an incredible 2843 percent. Though research was often highlighted by participants as vital for future careers, a staggering 249% of respondents successfully published research. The pursuit of career growth and the absence of opportunities were pinpointed as the key motivators and obstacles, respectively. Research-focused degree students felt their curriculum adequately prepared them for research, in contrast to clinically-oriented degree students.
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The conclusions drawn from this study show that the research perceptions held by AHP students match those of already established medical students. AHP students, much like medical students, face the same obstacles, are motivated by the same influences, and experience a similar divide between their research interests and the research that is produced. Therefore, a combined strategy, encompassing stakeholders in medical and allied health professions education, should be employed to overcome the barriers to undergraduate research. An evidence-based mindset will be integrated into clinical practice, leading to greater care for the patients.
The online version features supplementary materials, referenced at the URL 101007/s40670-022-01715-6.
The online edition includes supplementary material, found at the cited URL: 101007/s40670-022-01715-6.

The field of anatomy, traditionally reliant on physical labs, has seen a significant increase in the importance of online learning tools. For anatomy students learning in both online and in-person environments, we have established an online library comprising 45 digital three-dimensional anatomical models corresponding to specimens illustrated in Grant's Atlas of Anatomy and the museum's collection.

The application of classroom capture and casting technologies has altered the means by which content is accessed. Material, in live, streaming, and/or recorded formats, is accessible for students. The expanded accessibility, in turn, has fostered flexibility for both the learner and the instructor. The ability to learn in a flexible manner has reduced the imperative of physical presence to engage with the classroom's curriculum. Numerous reports examine the evolving attendance environment and its possible effects on student performance. Our research focused on the consequences of engaging in classroom activities for undergraduate pre-clinical cardiology students, using two prevalent methods of delivering course content. The flipped classroom model facilitated ECG interpretation instruction, allowing students to practice interpretive skills under faculty supervision. Lectures formed the basis of the course's instruction in cardiovascular disease diagnosis, treatment, and management. The results definitively support the assertion that attendees possess greater expertise in interpreting ECGs and associated materials, surpassing their peers. Yet, the enrolled student does not appear to have an advantage in performance when the material is presented through a lecture. Based on the presented teaching modalities, students are shown evidence for prioritizing their attendance choices. Beyond that, the data can assist in restructuring the curriculum, helping institutions and their programs recognize curricular activities that are visibly linked to student attendance gains.
Available at 101007/s40670-022-01689-5, supplementary material is included in the online version.
In the online version, supplementary material is provided at 101007/s40670-022-01689-5.

An examination of radiology trainees' willingness and impediments related to academic activities, especially those focused on interventional radiology, formed the core of this study.
Radiology trainees and fellows were requested to answer a 35-question survey, which was made available through radiological societies and online platforms. The research survey explored academic involvement, the desire for an academic career, and the difficulties faced in pursuing one. Selected for detailed analysis were research participants who expressed interest in interventional radiology. In order to conduct the analyses, Fisher's exact test or chi-square tests were applied.
Among the 892 survey respondents, 155 individuals (a rate of 174 percent) expressed interest in interventional radiology, which included 112 men (representing 723 percent) and 43 women (representing 277 percent). immunity effect The respective percentages of participants actively involved in research and teaching are 535% (83/155) and 303% (47/155). The prevalent sentiment is for future engagement in academic work (668%, 103/155) coupled with a strong desire to complete research fellowships abroad (839%, 130/155). In both research and teaching, the most significant perceived obstacle was a lack of time (490% [76/155] research and 484% [75/155] teaching), coupled with a lack of mentorship (490% [75/155] research, 355% [55/155] teaching), and a lack of faculty support (403% [62/155] research, 374% [58/155] teaching).
Active research participation is a common trait among international trainees interested in specializing in interventional radiology, with many expressing a desire to work in a university-based environment. Challenges in establishing an academic career stem from insufficient time allocation for scholarly endeavors, mentorship programs, and senior-level guidance.
Interventional radiology trainees, as evidenced by our international study, frequently participate in research activities and aim for academic employment. A common impediment to pursuing an academic career involves the lack of sufficient time for academic work, mentorship from senior academics, and general support systems.

Irregular or superficial access to hands-on learning experiences within the medical setting can negatively affect the development of medical students. Thorough clerkship programs, meticulously structured, furnish a comprehensive education by offering practical and theoretical learning experiences aligned with competency goals. Students' involvement in clerkship curriculum and its consequence on their educational outcomes pose unresolved questions. Examining the impact of student engagement, this study investigated the rising trend of substandard summative clinical competency exam (SCCX) performance over three years following clerkship curriculum reform, considering it as a potential cause of this clerkship curriculum malfunction.
Based on their post-clerkship SCCX performance, which was deemed substandard, three cohorts of U.S. medical students (classes of 2018-2020) were sampled.
While exemplary conduct is prized, a score of 33 suggests a less than ideal performance.
Rephrase this sentence ten times, ensuring each version is structurally distinct from the original and maintains its length. A curriculum, explicitly designed to deliver standardized deliberate practice related to clerkship competencies, was evaluated for student engagement by a five-person team, using a locally created rubric rooted in conceptual understanding. Considering prior academic performance, we explored the connection between engagement and SCCX performance metrics.
Cohort differences in prior academic achievement were insufficient to account for the rate of substandard SCCX performance observed. Student engagement exhibited different patterns across the cohorts, and this variability was markedly correlated with SCCX performance. check details Despite this, student engagement did not substantially predict individual student SCCX performance, particularly given prior academic records.
Although participation in a particular educational opportunity might not impact clerkship evaluations, it could still be a window into students' preferences when choosing courses, formulating personal learning plans, and complying with curriculum guidelines. This study, by proposing four patterns of engagement in clerkship learning, encourages reflection on the intricate interplay of factors affecting engagement and outcomes.
A student's interaction with a particular learning choice may not influence their clerkship performance, but it can highlight their priorities related to curriculum options, personal development objectives, and institutional guidelines.