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Vol. 22 No. 2 (2025): Quarterly Issue 2

DOI: https://doi.org/10.53761/wt8bns43
Published: 30 May 2025

Student Experience

  • Impact of a workshop on medical students’ knowledge and attitude towards quality improvement in health care: A quasi-experimental study

    Dr. Rim Taleb, Dr. Rawan Abdallah, Dr. Rima Abou Chahine, Dr. Sara El Rawas, Dr. Zouhour Alwan, Dr. Ibrahim Mallah

    Quality improvement (QI) is any structured process aiming at improving patient safety, clinical effectiveness or patients’ experiences of healthcare. Literature reveals the importance of integrating QI into the medical curriculum. The faculty of medicine at Beirut Arab University (BAU) in Lebanon has introduced QI education in the curriculum to the fifth-year medical students since 2017. In Lebanon, little is known about the attitudes and knowledge of medical students towards the concepts of QI in health care. Therefore, this study aims to assess the knowledge and attitude of medical students at BAU towards QI. This was a longitudinal time-series quasi-experimental study performed on fifth-year medical students at BAU throughout the academic year 2020-2021. All fifth-year medical students were targeted, each group during their family medicine rotation. Assessment of the attitude and beliefs and knowledge of QI was done using the BASIC-QI tool. The intervention consisted of filling a questionnaire before the QI workshop, immediately after and 1 month after. As a result, the mean scores of each of the "Attitude and Beliefs Scale", and the "Knowledge of QI Scale" both showed an increase right after and one month after the QI session with statistically significant P-values of <0.001. Thus, given the favourable results of this study, we advocate that QI workshops be included in the curriculum of medical schools, and in such an interactive and hands-on format.

    Read article: Impact of a workshop on medical students’ knowledge and attitude towards quality improvement in health care: A quasi-experimental study 644 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

  • Examining the Challenges and Opportunities of ChatGPT in EFL Education: A Systematic Literature Review

    Joko Slamet, Yazid Basthomi

    English as a Foreign Language (EFL) education faces challenges in effectively promoting language learning, and the integration of ChatGPT holds promise as a solution. This systematic literature review (SLR) aims to comprehensively explore the challenges and opportunities of ChatGPT integration in the EFL context, specifically focusing on its impact on learner autonomy and self-directed learning. Through a systematic search across ScienceDirect, Education Resources Information Center (ERIC), and Google Scholar. with Full text databases, 13 relevant articles were identified and analyzed. The review revealed several challenges associated with ChatGPT integration, including language accuracy issues, limited context sensitivity, and the need to strike a balance between technology and human interaction. However, it also identified promising opportunities, such as personalized and interactive language learning experiences, immediate feedback provision, and enhanced learner engagement. These findings underscore the importance of considering both challenges and opportunities in ChatGPT integration. To optimize the benefits while maintaining the essential role of human interaction, adequate training for educators is crucial. This SLR significantly contributes to understanding the challenges and opportunities related to ChatGPT integration in EFL education. The identified lacunae and recommendations provide valuable insights for EFL educators, researchers, and policymakers, guiding effective implementation strategies to improve language learning experiences. Further research is needed to explore the pedagogical implications and long-term effects of ChatGPT integration in diverse EFL contexts. Addressing these voids will enable EFL education to harness the full potential of ChatGPT, enhancing language learning outcomes, fostering learner autonomy and self-directed learning, and transforming instructional practices.

    Read article: Examining the Challenges and Opportunities of ChatGPT in EFL Education: A Systematic Literature Review 1,573 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

  • ‘You teach it, and then I go off and try to soak it all up’: A qualitative investigation of first year student expectations during transition

    Amy Tomlinson, Clare Killingback

    Student expectations are an important factor affecting successful transition to higher education. Expectations of the wider university experience have been well researched, however learning and teaching specific expectations require further exploration in order to facilitate achievement, satisfaction and retention. The aim of this qualitative study was to understand first year student expectations of learning and teaching when transitioning to university. Semi-structured interviews were conducted with twelve first-year Sport Rehabilitation students. Data were analysed using thematic analysis and four key themes identified: student responsibility, the classroom, learning beyond the classroom, and transition. Students expect learning within the classroom to be largely passive, but expect to take responsibility for their learning outside of the classroom and adopt an active approach to developing understanding. Family, peers, previous educators, social media, and room layout contributed towards informing expectations. These insights will enable programme teams to provide informed support for students in reframing their expectations to align with the realities of university study and contemporary learning theory. Future research should explore expectations of learning and teaching across other disciplines, and investigate the effectiveness of interventions that work to align student expectations with the realities of study on university programmes.

    Read article: ‘You teach it, and then I go off and try to soak it all up’: A qualitative investigation of first year student expectations during transition 729 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

  • Effects of an ACT-based online intervention on university students' psychological flexibility, well-being and study skills

    Ella Kämper, Nina Katajavuori, Henna Asikainen

    Online ACT-based interventions, combining psychological flexibility and study skills training, can enhance university students’ well-being and studying. However, less is known about the factors underlying the positive effects of these interventions. The aim of this study is to examine the effects of an ACT-based online intervention on students’ well-being and study skills. The study aims to deepen our understanding of how the participants experienced the intervention and its different components. The mixed-methods findings show that the intervention improved participants' study skills, psychological flexibility, and emotional and psychological well-being compared to the control group. The intervention components and exercises based on the psychological flexibility sub-processes were experienced by students as supportive of their well-being and learning in a variety of ways. Students highlighted how reflecting on their values helped them to understand what was important to them in their lives and studies and to see whether their actions were in line with this. Practising self-compassion helped students to accept their feelings and thoughts and reduce self-criticism, and mindful presence helped them to cope with stressful situations. In addition to the reflective exercises, students found peer support a meaningful part of the intervention. The benefits of the course components were influenced by individual differences, and the study provides important insights into the individual factors underlying the benefits of the intervention. Understanding these factors can help tailor targeted interventions to a wide range of students and implementing ACT-based online interventions in higher education curricula can help students in promoting their well-being and studying.

    Read article: Effects of an ACT-based online intervention on university students' psychological flexibility, well-being and study skills 1,358 views. Recorded article-page views through the previous day; not unique readers or PDF downloads.

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