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This study determined and compared the career perceptions of Tourism and Hospitality undergraduate students, before and during the COVID-19 pandemic, in an emerging economy country, the approach is mixed methods and simple purposive random sampling technique. Responses from 212 students enrolled in the year 2022-II were obtained for the quantitative analysis. The Wilcoxon Mann-Whitney test showed that the null hypothesis is rejected since the overall career perception was p = 0.000000159 and \"p\" is less than 0.05, so there is a significant difference in the career perception of students before and during the pandemic. For the qualitative part, through the interview guide, the results revealed that students perceive that the situation of the tourism industry has been severely affected; their career opportunities were entirely uncertain. Finally, it is proposed to implement a career opportunities program that caters to the desires and needs of the students to help them adapt to current events.

This study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research. Considerable variations exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This World Bank Working Paper aims to discuss the textbook situation in Sub-Saharan Africa with a special focus on secondary textbook availability, cost and financing, distribution and publishing, and the status of school libraries. Its objective is to analyze the issues in secondary textbook and school library provision and to provide some options and strategies for improvement.

Background First-Generation (FG) medical students face significant challenges that can hinder their academic success and well-being. Our study aimed to quantify the disparities between FG and Continuing-Generation (CG) students across four domains including: resilience, social isolation, unmet basic needs, and perception of institutional support. Methods An anonymous survey was administered to all four classes of medical students at Geisinger Commonwealth School of Medicine. Students had four weeks to complete the voluntary, 30-question survey which included 29 close-ended questions and one open-ended question to assess challenges in each domain. Survey data were collected in Qualtrics and analyzed using R Epi for R 4.4.1 GUI 1.80 Big Sur Intel build (8416). Primary analysis was performed using Students T-test to evaluate difference in means between cohorts, and one-way ANOVA was used in secondary analysis to correct for confounders between student attitudes across year in school. FG status was defined as having no parent with a 4-year college degree. Seventy-two students responded, and 62 completed surveys were included in the analysis. Results Among the 62 respondents (15 FG, 47 CG), FG status predicted increased resilience ( p  = 0.01), feelings of social isolation ( p  = 0.005), and unmet basic needs ( p  < 0.001). Key disparities included food/housing insecurity, affordability of educational resources, and access to visiting student learning opportunities. There were no significant differences in resilience ( p  = 0.656), social isolation ( p  = 0.656), basic needs ( p  = 0.07), or perception of institutional support, ( p  = 0.651) based on year of training. The findings highlight FG students’ financial strain, disconnection from peers, and desire for targeted support. Institutional scholarships received by 47% of FG and 53% of CG students (χ2 = 8.4e-31, p  = 1.0) mitigated but did not eliminate these disparities. Conclusion Our data reveal substantial, ongoing challenges faced by FG medical students and support the previous findings identified by Havemann et al. We suggest that by enhancing healthcare access, grants for educational expenses, subsidized study materials, and fostering peer networks, medical schools can proactively address these gaps in medical student success to build a physician workforce equipped to serve all patients and communities.

Background: Interest in incorporating research into the medical school curriculum has grown over the years. One of the challenges involved with providing research to medical students is developing programs that allow a large number of students to perform research. This involves securing faculty to mentor students in the design of research projects. In order to accommodate students with research interests, well-established research programs must be implemented. Objective: This article describes the design and implementation of a curriculum-based research program for medical students at the University of Texas Medical Branch (UTMB) at Galveston. The main objective of this article is to describe the program for the purpose of assisting other medical schools to develop a similar student research program. Design: At UTMB we established a Medical Student Summer Research Program (MSSRP) that occurred between the first year and the second year of medical school. Between the years 2000-2017, MSSRP accommodated a minimum of 39 and a maximum of 90 students during an 8 week period. Two surveys were conducted to collect students' views on how MSSRP affected their interest in research. We performed a proportion statistical analysis on the data from both surveys in order to determine the significance of the responses. Results: The benefit of MSSRP is that it provided medical students with an exposure to research. According to the proportions test, the responses were statistically significant with 85% of 26 third and fourth year students stating they would continue to incorporate research into their medical careers; 75% stating that MSSRP increased their interest in research; and 85% responding that MSSRP helped them to understand research methodology. Conclusions: MSSRP is a curriculum-based program that provides a framework to other medical institutions interested in the development of similar student research programs and provides students the exposure and option to continue with research as a component of their medical profession.

This study is the first to investigate and validate the psychometric properties of an Indonesian translation of the Student Performance Opportunity of Competence Development (SPOCD) questionnaire that covers five key competencies related to the mathematics learning process, namely: (1) thinking; (2) relating to others; (3) using language, symbols and text; (4) managing self, and; (5) participating and contributing. The SPOCD questionnaire comprises 30 items, with a 5-point Likert scale. A total of 1413 Indonesian high-school students (46.4% male, 53.6% female) from three regions (eastern, western and central Indonesia), aged from 16 to 19 years and ranging from the 10th to the 12th grade, completed the SPOCD questionnaire. A Rasch rating scale model (RSM) and confirmatory factor analysis were applied to evaluate the psychometric characteristics and factor structure of the SPOCD questionnaire. The results indicated that assumptions of unidimensionality, local independence and monotonicity of the SPOCD questionnaire were met. In the Rasch RSM assessment, the SPOCD questionnaire response set worked well, matched the threshold estimates and functioned as an appropriate model for the response categories. The SPOCD questionnaire showed excellent psychometric characteristics for use in measuring the development of competence in middle school students in Indonesia.