Agarwal Anshoo, Rao Anil M, Alhazimi Awdah M, Ismail Mohammed M, Fahmy Eslam K
Pathology, College of Medicine, Northern Border University, Arar, SAU.
Pathology, Faculty of Medicine, Northern Border University, Arar, SAU.
Cureus. 2023 Jun 4;15(6):e39938. doi: 10.7759/cureus.39938. eCollection 2023 Jun.
High-Impact Practices (HIPs) are educational practices that have been shown to increase rates of student retention, engagement, and persistence to graduation which help them to become high achievers and lifelong learners. Universities strongly encourage faculty members to incorporate one or more of these HIPs in order to improve active learning among students. Students are met with a variety of experiences that are not entirely of their choice, including expectations for academic performance, interactions with faculty, staff, and peers, and extracurricular activities that may or may not match their expectations and skills. Higher retention and high-grade achievement rates are attributed to HIPs. The mechanism by which HIPs improve retention is poorly understood.
There are numerous analyses of the objectives particular to undergraduate medical education in recent years. There have been proposed three major target categories. Undergraduate medical education has been positioned within a liberal education framework, where the main objective is to equip students with the critical thinking abilities, broad general education, and subject-specific knowledge they will need to be able to effectively problem-solve, adapt to new roles, and apply public health thinking and practices to a variety of situations. We tried to incorporate HIPs in a medical curriculum at the Faculty of Medicine, Northern Border University, by giving them topics that can be used to create public awareness about the selected objectives which may help the community greatly.
Students were asked to make posters or videos on the topics and were asked to write reflections about their experience and give feedback to the coordinators for improvements and to make these HIPs better so that they can be included uniformly in the other courses as well.
Based on results from a random sample of undergraduate students, we draw the conclusion that HIPs are correlated with engagement, which is the alignment of the student's critical thinking and ability to work in effective teams, group projects, learning communities, and sequence courses. HIPs have an impact on involvement among students across the world. HIPs are effective to the extent that they engage pupils, encouraging a greater commitment, which is one way to understand their success.
高影响力实践（HIPs）是指那些已被证明能提高学生留校率、参与度和毕业率的教育实践，有助于他们成为高成就者和终身学习者。大学大力鼓励教师采用一种或多种此类高影响力实践，以促进学生的主动学习。学生们会经历各种并非完全由自己选择的体验，包括对学业成绩的期望、与教师、工作人员和同伴的互动，以及可能符合或不符合他们期望和技能的课外活动。较高的留校率和高成绩归因于高影响力实践。然而，高影响力实践提高留校率的机制尚不清楚。
近年来对本科医学教育的特定目标进行了大量分析。提出了三大目标类别。本科医学教育已被置于通识教育框架内，其主要目标是培养学生的批判性思维能力、广泛的通识教育以及特定学科知识，使他们能够有效地解决问题、适应新角色，并将公共卫生思维和实践应用于各种情况。我们试图在北部边境大学医学院的医学课程中纳入高影响力实践，为学生提供可用于提高公众对选定目标认识的主题，这可能会极大地帮助社区。
要求学生就这些主题制作海报或视频，并要求他们撰写关于自己经历的反思，并向协调员提供反馈，以便改进并使这些高影响力实践更好，从而也能统一纳入其他课程。
基于对本科生随机样本的结果，我们得出结论，高影响力实践与参与度相关，参与度是指学生的批判性思维与在有效团队、小组项目、学习社区和系列课程中工作的能力的契合度。高影响力实践对世界各地的学生参与度有影响。高影响力实践在促使学生参与方面是有效的，鼓励了更大的投入，这是理解其成功的一种方式。
