To evaluate the metacognitive abilities of pharmacy students and determine whether introducing the concept along with team-based learning (TBL) enhances metacognition. Pharmacy students completed a Metacognitive Awareness Inventory (MAI) and a low-stakes pretest during the first class that evaluated students' knowledge about the therapeutic concepts that would be taught through TBL. The same questions were administered on the comprehensive final examination for the course. For each of the course assessments, students were asked to indicate their understanding of the topic and predict their performance. Actual performance was measured as a result of each assessment. The pre-MAI composite score was 77.3%. Scores significantly improved by the end of the course to 84.6%. There were significant differences in both declarative knowledge and conditional knowledge when evaluating performance groups. Students in the middle performance group demonstrated the greatest ability to predict their performance on the final examination. Though these were not significant, students in the low group overestimated their performance, while students in the high group underestimated their performance. Baseline grade point average was the only factor predictive of the final examination score and the final course grade. Pedagogies such as TBL may support development of metacognitive skills in pharmacy students. However, intentional guidance provided by an instructor is required to improve pharmacy students' regulation of cognition skills.
Background: Healthcare education is crucial for building a workforce in Qatar that is in line with Vision 2030. Although various factors influence career choices, little research exists on their impact on healthcare students in Qatar. This study explores the factors influencing healthcare students in Qatar to pursue healthcare careers, as well as the facilitators and challenges they face during their education.
Department of Primary Care and Population Health, University of Nicosia Medical School, 21 Ilia Papakyriakou, 1st Floor, Block C, Engomi, Nicosia, Nicosia, 2414, Cyprus.
Background: University students, often unemployed and reliant on low-nutrition foods, are susceptible to food insecurity (FI) with potential physical and mental health challenges. This study explores FI and its impact on lifestyle behaviours among university students.
Methods: A cross-sectional web-based study was performed by sending an online questionnaire to university students in Lebanon, Cyprus, and Germany during the COVID-19 pandemic.
To investigate the knowledge and attitudes of medical graduate students regarding laboratory animal welfare, a survey was conducted on 288 medical graduate students from the 2019 to 2023 cohorts through the final exam of the compulsory course 'Medical Laboratory Animal Science.' The survey included both closed and open-ended questions. We calculated the awareness rate from the cumulative student score/maximum score based on the questions and scoring rubrics.
Background: Transition to independent pharmacy practice is challenging. Undergraduate and postgraduate pharmacy students in low-to-middle-income countries (LMICs) currently receive minimal experiential learning in critical care.
Objective: To assess the critical care training course's impact on pharmacy students' knowledge, self-efficacy, and self-esteem, as well as their satisfaction with the course.
