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Introduction Artificial intelligence is a transformative tool for improving healthcare delivery and diagnostic accuracy in the medical and dental fields. This study aims to assess the readiness of future healthcare workers for artificial intelligence and address this gap by examining students’ perceptions, attitudes, and knowledge related to AI in Peshawar, Pakistan. Methods A quantitative cross-sectional survey was conducted on 423 students from randomly chosen medical and dental colleges. The Medical AI Readiness Scale (MAIRS-MS) was used to perform a self-administered online questionnaire that was used to gather data. Using SPSS software, descriptive statistics and chi-square tests were used to evaluate the data. The level of significance was set at p  ≤ 0.05. Results From multiple medical and dental colleges, 407 students participated in this survey. The survey showed that 29.7% of students had low, 62.2% had moderate, and only 8.1% had high readiness levels. Most medical and dental students in Peshawar, Pakistan, showed moderate readiness. There were significant gender discrepancies, showing males dominating females in readiness scores. There were only slight differences in the AI readiness scores and the academic years from the 1st to 5th year. Only a few non-Pakistani students responded, which may hinder conclusive determinations regarding national disparities. Conclusion The study revealed moderate AI readiness among participants, with significant gender disparities favouring males. Overall, there were no significant differences between dentistry and medical fields. In-depth analysis by domain and knowledge areas might uncover further distinctions. Clinical trial number Not Applicable.

PurposeThis research aimed to capture undergraduate students' experiences in the transition from face-to-face (F2F) learning to online learning. This study explored their perceptions regarding the effectiveness of online learning in their academic lives, challenges encountered and suggestions for enhancing online learning in the post-COVID-19 era.Design/methodology/approachThis study employed a concurrent mixed-methods research design and selected 118 undergraduate students using a multistage random sampling technique from four colleges in Assam. Standardized questionnaires and open-ended interview schedules were used.FindingsUndergraduate students reported a positive attitude and satisfaction with online learning, valuing its adaptability to their schedules, its role as a motivating factor for self-learning, its effect on making them more technically proficient and enhancing their communication skills to articulate their thoughts. However, the challenges identified by the students have the potential to overshadow the promises of online learning. This research provided more constructive suggestions under the themes of “content delivery”, “systemic and infrastructural issues”, “pedagogy” and “capacity building” to enhance their experiences with online learning.Practical implicationsOur research findings would assist educational institutions in adopting innovative approaches for simpler and more efficient online learning experiences post-COVID-19 pandemic. Institutions should prepare themselves and design dual-mode courses for F2F and online learning.Originality/valueThe paper addressed a relevant topic in this era of online learning by examining undergraduate students’ viewpoints that added complementary information to the current body of literature on online learning in rural India. The insights gleaned from their experiences would be beneficial for the development of best practices for online learning in the coming decades.

The present study analyzed responses from 220 female survivors of sexual assault at a U.S. college campus. Guided by feminist thought, we used thematic analysis to analyze survivors' reasons for not reporting their sexual assault to university officials. Drawing on participants' own words, the most common reasons for not reporting included \"It was not a big enough deal,\" \"I didn't know who to report to or that I could report,\" \"It wasn't related to the university,\" \"I was afraid,\" \"Because I was drunk,\" \"Too ashamed to report,\" \"I didn't want to get him in trouble,\" and \"Felt as if I would be blamed for putting myself in the situation.\" We conducted a series of binary logistic regressions to determine which demographic and experiential variables were associated with the thematic reason(s) for not reporting. In the spirit of feminist praxis, we offer implications for universities to remove barriers for reporting sexual violence.

Background The increasingly complex patient care in the twenty-first century is delivered by interprofessional health care teams. Interprofessional collaboration can be taught during interprofessional education. However, whether a long-term change in collaborative competencies can be achieved by interprofessional education has not been studied sufficiently. Our research questions were: How does motivation for interprofessional collaboration and interprofessional collaborative skills change up to one year after an interprofessional educational intervention? How are they related to each other? Methods During a one-year period, undergraduate medical and nursing students attended four interprofessional (intervention) or uniprofessional (control group) education sessions. Self-determination Theory was used as the theoretical framework. Autonomous and controlled motivation scores for interprofessional collaboration were calculated using the Academic Self-Regulation Questionnaire, before (T1), directly after (T2) and one year post-intervention (T3). At T3, the students also filled out the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), which measured the perceived attainment of collaborative competencies by a retrospective pre-test/post-test design. We used linear mixed effects models to analyse the motivation scores and linear regression for the relation between motivation and competence. Results In the interprofessional group, autonomous motivation scores of the participants were significantly lower at T2 vs. T1. Controlled motivation scores were significantly higher at T3 vs. T1. Controlled motivation scores for T2 were significantly higher in the uniprofessional group than in the interprofessional group. Perceived competence was related to higher autonomous motivation scores. At T3 the interprofessional collaborative competencies seemed to have grown more among students in the interprofessional group. Conclusions The perceived growth in interprofessional collaboration competence lasted at least up to one year after the intervention, and was measurable with the ICCAS. The growth was significantly more in the IPE students than in the UPE students. The few differences found in motivation scores for interprofessional collaboration were probably caused by an imbalance of nursing versus medical students over the different time points. This finding indicates that classroom based IPE can contribute to interprofessional collaboration skills of nursing and medical students at least up to one year after an intervention.

In recent years, the international student mobility program has been popular among university students. In 2017, there were over 5.3 million international students spread globally. The aim of this study is to determine the perception of undergraduate students about the advantages and challenges of International Student Mobility Programs that they have participated in. The subject of this research is students of the English Education Study Program at Universitas Ahmad Dahlan who have joined International Student Mobility Programs. This study used a qualitative research method and the data will be obtained from interviews with the research subjects. The findings in this research are divided into the advantages and the challenges of international student mobility. The advantages of participating in the international student mobility program are language learning, expand the networks, learn new culture, and self-development. There are several challenges that students feel while participating in the international student mobility program, namely language difference, difference habit, study materials and heavier assignments, and time difference. The results of this research will be useful for students who will take part in the international student mobility program in order to better understand the benefits and challenges that are usually experienced by international student mobility participants.

Researchers have maintained that subjective well-being is not only a measure of quality of life but also has basic significance for mental health; however, a detailed investigation is needed of how culture influences subjective wellbeing. I investigated the prevalence of Zhongyong thinking, evaluated the relationship between Zhongyong thinking and subjective well-being among Chinese undergraduate students, and measured the mediating effect of prosocial behavior on this association. Data were collected from 657 Chinese undergraduate students aged 18-24 years, who anonymously completed the Zhongyong Thinking Style Scale, the Prosocial Behavior Scale, and the Subjective Well-Being Scale. The results showed that Zhongyong thinking was positively related to both prosocial behavior and subjective well-being, and that prosocial behavior partially mediated the relationship between Zhongyong thinking and subjective well-being. The findings offer meaningful implications for improving the subjective well-being of Chinese undergraduate students and give a more detailed way to describe subjective well-being.

Background Undergraduate engineering students report increased rates of mental health distress. Evidence suggests that these students experience high stress, which can perpetuate mental health challenges. Further, engineering students may engage in help-seeking and self-care activities more rarely than students in other disciplines. We hypothesize the existence of a culture of high stress that is normalized and expected by undergraduate engineering students. We leveraged interviews previously conducted by our team to develop two survey measures: (1) the Engineering Stress Culture (ESC) Scale, which measures cultural norms and expectations surrounding stress, and (2) the Undergraduate Engineering Stressors Questionnaire (U-ESQ), which measures factors that contribute to undergraduate engineering student stress experiences (stressors). Results We developed a novel, exploratory battery of items to measure students’ experiences with stress in undergraduate engineering education. After administering the new 81-item survey ( N  = 624) comprising both the U-ESQ and ESC Scale, we performed exploratory factor analysis and tested the internal consistency for each factor subscale. We then refined the survey to 58 items and administered it to a second sample of participants ( N = 561) at a second institution for confirmatory factor analyses. We present evidence that the ESC Scale is a valid and reliable instrument for measuring an engineering stress culture. The final factor structure of the U-ESQ revealed eight distinct factors, each representing different stressors such as competition or identity-related experiences. We provide validity evidence for the U-ESQ. While the confirmatory evidence of the reliability of the U-ESQ instrument is less robust compared to the ESC Scale, there is acceptable evidence of reliability. This may be partially attributed to the inclusion of career-related and faculty-interaction-related stressors that may become more for salient later-stage undergraduate students, who are undersampled in our results. Conclusions We present validity and reliability evidence for the developed measures that quantify engineering student stressors and the associated high-stress culture. These measures may apply to students in other non-engineering STEM disciplines, warranting future investigations. The developed measure is a first step towards identifying and dismantling a culture of stress in engineering, which will promote student well-being and thriving.

This qualitative, participatory action research study used interviews and visual data to explore the aspirations of Black undergraduate students in their final year of science degree programs at a predominantly white institution, and the assets and resources that supported persistence in pursuing their aspirations. While students experienced academic stress, including feelings of having to positively represent all Black people, they described how several influences supported their persistence: (1) aspirations to give back to their families and Black communities; (2) faith; and (3) changes in academic approaches. Findings provide insights for higher education leaders to better promote equity in the sciences.

Objective The purpose of this study was to develop intercultural competence among Family Science undergraduate students through high‐impact experiences. Background Service learning (SL) is a form of high‐impact experimental education that promotes learning and development by engaging students in real‐world activities that address both individual and community needs. Methods Participants were 82 undergraduates enrolled in two similar Family Science diversity courses at a mid‐South university in the United States. Curriculum for both courses were identical, except one group of students participated in SL at one of five community agencies: boys/girls club, community center working with children, center for adults with disabilities, a primarily Hispanic middle school, or a homeless shelter. Students in both courses completed pre‐ and post‐assessments using the Intercultural Development Inventory to measure intercultural competence. Results Students without SL opportunities did not significantly increase in intercultural competence whereas students who participated with SL increased significantly in their intercultural competence. Conclusion It is imperative that Family Science continue to emphasize SL because meaningful interactions with community partnerships have been shown to provide culturally relevant education and deep experiential learning opportunities for students. Implications As a result, Family Science students will more easily transition to their chosen professions and will be better prepared to increase intercultural competency and to work toward dismantling racism and promoting social justice for all.

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.