bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Clearinghouse Model of Support for Undergraduate Research: Measuring Student Research Engagement and Interventions at a Large Research University
Authors: Reichle Robert V. 
Published: November 2022

ABSTRACT
One model for engaging undergraduates in the high-impact practice of research is for a central university-wide office to serve as a “clearinghouse” for advising students and connecting them with research and creative activity. The efficacy of such offices is an open question. Frequently, clearinghouse-style offices do not organize or conduct research projects themselves; thus, they are not always able to assess and evaluate students’ ultimate research outcomes, particularly if students become engaged in research outside of coursework or formal channels. This in turn creates a “challenge of the count” for research offices interested in assessing campus-wide research engagement and the effectiveness of their advising services. The present study evaluates the practice and outcomes of clearinghouse research offices using a comprehensive description of undergraduate research that mitigates data deficiencies. This dataset was then used to analyze the ultimate research outcomes for the cohort of students that matriculated in 2014 and assess the clearinghouse-style advising intervention. Students who underwent advising were significantly more likely to conduct research compared to those who did not undergo advising, and research office engagement was associated with higher rates of conference presentations and publications. These outcomes suggest a key role for clearinghouse undergraduate research offices.
Examining the Impact of a Criminology Doctoral Program on Successful Graduates
Authors: Lucas Paul A. , Marcum Catherine D. , Higgins George E. 
Published: November 2022

ABSTRACT
Best practices for graduate student education and training has been under recent scrutiny, especially as universities are looking for methods of improving their programs. A method of demonstrating proficient and successful programs is providing evidence of successful alumni. This study will provide a quantitative and qualitative analysis of an alumni survey of a criminology doctoral program from a mid-sized university in the Northeast. With the results, we intend to highlight not only the successes of the alumni, but also potential lessons that other doctoral programs can apply to enhance future successes with their graduates.
DISTRIBUTION OF ZINC IN SEPANG MANGROVE FOREST ENVIRONMENT, MALAYSIA
Authors: Hossain Mahmood 
Published: November 2022

Sepang mangrove forest ecosystem in Malaysia has become environmentally sensitive due to untreated waste disposal from several oil palm industries, pig farms and sewages into the Sepang Besar mangrove river. Very high zinc concentrations were found throughout the study area. High concentrations of zinc were also found in soil (1192.20 mg/g) and river water (11.18 mg/l) at the waste discharge point. Among the seedling ( Rhizophora mucronata ) parts, roots contained the highest (67.33 mg/g) zinc concentration followed by stems and leaves. Results of this study indicated that mangrove plants are adapted to high metal concentrations in soil.
Caracterización y patogenicidad de poblaciones de Rotylenchulus spp. en cultivos hortícolas de Sinaloa, México
Authors: Valdez Morales María Trinidad 
Published: November 2022

Introducción. En Sinaloa, la producción de hortalizas es afectada por nematodos del género Rotylenchulus, del cual existen 16 especies descritas a nivel mundial. Objetivo. Identificar especies de Rotylenchulus en campos hortícolas de Sinaloa, México, y evaluar su patogenicidad. Métodos. Se recolectó suelo en campos hortícolas de Sinaloa y se llevó a cabo la extracción de nematodos por medio de la técnica tamizembudo. Se cuantificaron las poblaciones de Rotylenchulus spp. bajo el microscopio compuesto, se registraron las características morfológicas y morfométricas. En cada muestra de suelo recolectado se evaluó el tipo de textura, el pH y se correlacionaron con las poblaciones obtenidas en cada sitio de muestreo. Para evaluar la patogenicidad se estableció un ensayo en plántulas de tomate y pepino con distintas concentraciones de Rotylenchulus. Resultados y discusión. Se obtuvieron seis poblaciones de Rotylenchulus spp., pertenecientes a Guasave, Navolato y Culiacán, las mayores poblaciones de Rotylenchulus spp. se observaron en suelos francos con pH neutro, esto corresponde con lo reportado por Martínez et al. (2015). Las características de juveniles, machos y hembras de las poblaciones aisladas corresponden a las reportadas por Palomares-Riu et al. (2021) para la especie Rotylenchulus reniformis. Respecto a la patogenicidad de Rotylenchulus spp. sobre plantas de tomate, se observó la reproducción de hembras a los 60 ddi (días después de la inoculación), mientras que en pepino se observaron masas de huevos y hembras maduras a los 28 ddi. Conclusiones. En cultivos susceptibles se puede acortar el ciclo biológico de Rotylenchulus spp., lo que conlleva a mayores pérdidas de producción. En Sinaloa, México, se encontró el nematodo Rotylenchulus reniformis en altas poblaciones, principalmente en cultivos de tomate, chile y pepino.
A study into the perceptions of pre-registration nurses’ use of mental simulation for learning cardiac arrest skills
Authors: White Nick , Rumbold James , Garner1 Iain 
Published: November 2022

Pre-registration nurses (students) must be prepared to be part of a cardiac arrest team at a moment’s notice. Basic Life Support (BLS) must be performed proficiently and accurately. Proficient performance relies on repetitive practice, but time without practice results in skill decay [1]. Mental simulation offers the opportunity for repetitive, solitary, deliberate practice. Mental simulation is a quasi-perceptual experience in the absence of stimuli and overt physical movement [2]. Mental simulation has been well researched within healthcare education with promising results. Mental simulation has previously been shown to objectively improve performance of cardiopulmonary resuscitation (CPR) skills [3]. We aim to: 1) understand how participants integrate mental simulation into their busy lives over several weeks; 2) understand how the participants experience imagining a cardiac arrest and what this means to them; 3) and understand the value that students place on experiencing cardiac arrest and life-support education through mental simulation.
Phase-1 was the design of a mental simulation script. The protocol was engineered to assist the students in creating functionally equivalent, high-fidelity images. Phase-2 was a qualitative interview study undertaken from a constructionist perspective. Eleven pre-registration nurses were asked to use the mental simulation protocol for 4-weeks. At the end of this period, semi-structured interviews and thematic analysis were employed to co-construct an understanding of student perceptions.
Several themes were identified (
Theme and subtheme definitions
Representation of the learning process during mental simulation
Using mental simulation creates an authentic cardiac arrest learning experience. It creates self-efficacious, knowledgeable students who are ready for clinical practice. The author recommends mental simulation adjuncts mandatory BLS training within their organisation. Mental simulation could be rolled out to other staff groups, however, more mental simulation research into its efficacy is required.
1. Roel S, Bjørk IT. Comparing Nursing Student Competence in CPR before and after a Pedagogical Intervention. Nurs. Res. Prac. 2020;2020:1–6.
2. Arora S, Aggarwal R, Sirimanna P, Moran A, Grantcharov T, Kneebone R, Sevdalis N, Darzi A. Mental practice enhances surgical technical skills: a randomised controlled study. Ann Surg. 2011;253(2):265–70.
3. Fountouki A, Kotrotsiou S, Paralikas T, Malliarou M, Konstanti Z, Tsioumanis G, Theofanidis D. Professional Mental Rehearsal: the Power of ‘Imagination’ in Nursing Skills Training. Mater Sociomed. 2021;33(3):174–178
From virtual reality to first cataract surgery; trainee perspective from a developing country
Authors: Bilal Malik M. 
Published: November 2022

Cataract surgery is one of the most performed procedure worldwide with a fascinating evolution in the use of technology [1]. EyeSi is a high-fidelity, task-oriented, virtual reality, intraocular surgery simulator widely adopted by residency programs across the developed world for skill development in cataract surgery, with proven effectiveness and decrease in complication rates [2]. We aim to provide a trainee’s reflective perspective on learning cataract surgery via virtual reality simulation and performing first real surgery from a low middle-income, developing country [3].
Simulation training as part of formal residency curriculum was documented, hence ethical approval was exempted. EyeSi course software (V3.0.6) was used for skill development as a self-learning tool, reinforced with real cataract surgery training, documented over a period of 8 months for a single participant. EyeSi provides a binocular microscopic viewing system, with hand-piece instruments and foot pedals of the same configuration as used in operating theatres. The software generates feedback reports for each task using microscopic calibrations inside the model eye.
By the end of the 8-month period, simulation data showed a logged time of 45.7 hours, 74 intraocular lenses injected, 1,581 intraocular tasks completed and 772 capsulorhexis done with complications including 679mm2 of injured corneal area, 113 mm2 of injured lens area and 862 posterior capsule ruptures. In comparison, the real surgery logbook noted 30 intraocular lenses injected, 86 intraocular tasks and 31 capsulorhexis complete with a total of 1 complication and 1 complete cataract case performed. Subjective comparison reported increased confidence, lower stress levels, good preparation of left-hand skills, and passive learning of surgical theory and technicalities (
Comparison of virtual reality and real surgery experience
Despite challenges of affordability and traditional surgical culture in a low middle-income country, simulation training provides safe learning alternatives to trainees which are effective and should be widely adopted. Although the learning curve is slightly longer, but skills acquired are replicable in operation theatre and significantly reduce the complication rate in the interest of patient safety.
1. Davis G. The Evolution of Cataract Surgery. Missouri Medicine. 2016;113(1):58.
2. Ahmed TM, Hussain B, Siddiqui MR. Can simulators be applied to improve cataract surgery training: a systematic review. BMJ Open Ophthalmology. 2020;5(1):e000488.
3. Aga Khan University. Simulation success story: Eye surgery.
Developing a simulated general practice environment to improve clinical reasoning and non-technical skills in junior medical students
Authors: Prendergast Andrew 
Published: November 2022

Simulation in medical education is often associated with acute specialities, however there is evidence in the literature to suggest exposing medical students to a simulated General Practice (GP) environment can be beneficial to their clinical reasoning and non-technical skills [1] and that this may even be superior to that gained from a GP practice placement [2].
22 junior medical students participated in a simulated GP clinic where they reviewed 4 simulated patients. Patients were faculty members who also acted as assessors to ask 3 pre-defined questions and provide feedback after each station, rotating between candidates. The session was concluded with a presentation to clarify correct diagnoses and management for each case. Candidates completed a feedback form to evaluate the session.
In terms of clinical reasoning, >85% of students reported the session greatly improved their history taking, recognition of red flags, and ability to formulate management plans in the community. For non-technical skills, >75% reported a great improvement in their professionalism, communication, and decision-making ability. However, 2 students (~10%) reported their professionalism had not been affected at all. Individual feedback after each station and the concluding presentation were reported as useful aspects of the session. 3 students (~14%) requested to include examination practice in future sessions.
The majority of students felt that they benefited significantly from participating in the simulated GP clinic, both with respect to their clinical reasoning and non-technical skills. This may be due to the combined immersive nature of the simulation and the psychological safety provided by the absence of formal assessment [1]. The aspect which candidates felt least improved by the session was their professionalism, which may be in part due to an inability to suspend their disbelief. The benefit of adding clinical examination to this activity is not clear.
A simulated GP surgery environment can be used to improve history taking ability, recognition of red flags, and formulation of management plans in primary care, as well as non-technical skills in junior medical students. However, more research is required to establish whether this is transferable to clinical practice.
1. Young JE, Williamson MI, Egan TG. Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinic. Advances in Health Sciences Education. 2016;21(1): 63–77.
2. Lytton K, Woolley T, Rasalam R, Gorton S, Heggarty P. Benefits of simulated General Practice clinics in the preparation of medical students for primary healthcare. Education for Primary Care. 2019;30(5): 275–281.
CUSTOMised return to training: supporting trainers and trainees with bespoke simulation courses
Authors: Berg Richard , Anpananthar Amutha 
Published: November 2022

10% of 50,000 doctors in postgraduate training programmes in England are taking approved time out of training at any time [1]. The NHS People Plan [2] aims to welcome back colleagues who want to return, which can be a stressful experience for trainees. It is our duty as educators to provide support. Health Education England offer SuppoRTT funding to create opportunities for trainee development. Despite regional courses, returning trainees felt their individual needs were not met. We aimed to provide additional, bespoke 1:1 training within a psychologically safe environment to paediatric trainees in our hospital before their return to training.
Trainee participants had email and phone correspondence with a consultant paediatrician prior to their return date. A half-day bespoke simulation course was co-designed with the participant at a mutually convenient date. Teaching was delivered by a consultant or senior registrar trained in simulation and debriefing. The bespoke course included a variety of activities to meet personal goals, including basic procedures, scenarios in the simulation centre, and if ready, a short in-situ simulation with multidisciplinary staff (if available). In addition, trainees were signposted to existing courses and resources. The simulation centre also offered support to the Educational Supervisor in completing SuppoRTT Funding applications. Afterwards, returning trainees were asked to provide feedback via email. This experience has led us to develop a framework for future learners from different specialities and the wider multidisciplinary team; the CUSTOM framework, Creating Unique Support for Trainees and Others with the Multidisciplinary team.
In three years, we provided bespoke training to six paediatric doctors, four of whom were returning after maternity leave and two from research. Five trainees had bespoke sessions, one trainee chose to attend a simulation course with additional support and feedback rather than requesting an individualised course which would have had to be created. Themes from feedback included a positive learning environment, appreciation for bespoke training opportunities, increasing trainee confidence and appreciation for general support (
Feedback received from trainees
Our bespoke courses were successful and well received by paediatric trainees. We are launching a new framework, CUSTOM, Creating Unique Support for Trainees and Others with the Multidisciplinary Team. CUSTOM will support other departments to offer bespoke courses. Going forward, we aspire to expand this support to returners from the multidisciplinary team.
1. Health Education England. SuppoRTT. Health Education England. 2022.
2. NHS England. NHS England NHS People Plan. England.nhs.uk. 2022.
HEE placement project –paramedics in the driving seat
Authors: Wilford Amanda , Wheatley Sean 
Published: November 2022

Creating additional placements for undergraduate paramedic learners is being driven by Health Education England (HEE). With the increase in numbers undertaking paramedic training by education providers, there is limited additional capacity for placements within the current placement areas (e.g. Ambulance Trusts).
Working in partnership with a dedicated simulation team, the paramedic science lecturers co-created a simulated placement. One aspect included the students undertaking a one-day ‘Train the trainer course’ prior to the day of facilitating led by the simulation lecturer and this course referred to research and best practice standards [1]. Seventy-six third-year students across two different cohorts undertook this activity. From two cohorts, eleven different simulation activities were created. Three focused on trauma injuries (e.g., a severed arm in a factory). In the remaining eight simulation designs, the paramedic students chose areas of their professional practice they wanted to focus on, including a lady with domestic violence.
All students were asked to complete an online evaluation tool that focused on their learning both as a facilitator and as a learner undertaking their peers’ simulation activities. Overwhelmingly all seventy-six learners rated their own experiences as a facilitator highly, citing that to create their own designs, they had to revisit course work and search for evidence and guidelines. This aspect they felt improved their knowledge and confidence. Reviewing the data as a learner, the paramedic students felt the scenarios were richer and closer to practice and provided a richer discussion. Participating in debriefing as both the facilitator and learner, the participants reported that they felt more comfortable about critiquing care that learning how to use open questions.
The students created their own community of practice [2] and actively sought literature and evidence-based practice to create the designs and the parameters and behaviours for their own cases that they facilitated. The debriefing sessions evolved into reflection surrounding their identity and the agency of practice in the clinical arena. As faculty, the expectations prior to this project were that the designs created would be trauma only and found all were authentic and professionally written. The faculty will be implementing this project across all years of undergraduate training for paramedics. Supporting students to write and deliver their own SBES at intervals allows them to be involved in their own learning. This additional knowledge and skills will assist them into professional practice.
1. Persico L, Belle A, DiGregorio H, Wilson-Keates B, Shelton C. Healthcare simulation standards of best practice
2. Wenger E. Communities of practice: learning, meaning, and identity. 1999. Cambridge, UK, Cambridge University Press.
Where do I start? Introducing simulation in a hospice environment
Authors: Rata Vikki , Ireland Sarah 
Published: November 2022

Simulation is widely recognised as a safe, valuable learning modality [1]. However, it is greatly underutilised in End of Life (EoL) care [2] where the majority of learning has been theoretical. A plethora of challenges exist around introducing a simulation programme in a hospice environment, both organisational and psychological [3], including implementing a new idea at a time when healthcare workers are experiencing unprecedented levels of burnout following a pandemic. As part of a one-year project funded by Health Education England, we sought to create and introduce a comprehensive simulation-based programme for rollout across the Hospice with clear benefits and relevant subject matter that engages our wide range of MDTs as well as non-clinical staff.
Posters were used to begin to introduce the concept of simulation. A mixture of questionnaires, interviews and online sessions were held to establish current knowledge and views of staff on simulation-based learning. Time was set aside to thoroughly outline the project and its benefits to teams throughout the Hospice, clinical and non-clinical staff.
Questionnaire results from 52 respondents show that 35% of staff had no knowledge of simulation prior to the information given as part of this project. Despite this, when simulation was explained more clearly, all respondents felt that they would be able to gain something positive from introduction of a simulation-based programme as shown in
Participants’ response to the question: What participants expect simulation-based learning to improve in their practice?
Teams amongst the hospice recognise that simulation provides a valuable learning opportunity. By ensuring understanding of the project, encouraging involvement of all teams, and recognising their unique concerns, thoughts and pressures, it is possible to implement a successful simulation-based programme in the Hospice environment leading to quality improvement in End-of-Life care.
1. Randall DC. Pragmatic children’s nursing: A theory for children and their childhoods. Routledge; 2015.
2. Bassah N, Seymour J, Cox K. A modified systematic review of research evidence about education for pre-registration nurses in palliative care. BMC Palliative Care. 2014;13(1):1–10.
3. Patterson MD, Blike GT, Nadkarni VM. Advances in Patient Safety. Situ Simulation: Challenges and Results. In: Kerm Henriksen, James B. Battles, MA Keyes und ML Grady (Hg.): Advances in Patient Safety. New directions and alternative approaches, 3, p.4. 2008