Introduction: Pandemic has proved to be a game-changer for higher education. The emerging context of using different social media tools for timely completion of their graduate and postgraduate research is evident among health sciences pre-service researchers during the pandemic. Methods: A cross-sectional survey was conducted with health sciences preservice researchers (n=410) enrolled in postgraduate health sciences programs of the Pakistani universities. The Vitae (2011) framework was considered to measure research competences of the pre-service researchers with the factors of personal effectiveness (PE), research knowledge and intellectual abilities (KI), research and governance (RG), and researcher's engagement and influence (EI) to disseminate research. Conclusions explicitly focused on using Social Media are drawn from the Structure Equation Model obtained via Smart PLS.Results: The findings have highlighted that preservice health sciences researchers used different forms of social media to support their research completion during COVID-19. Multimedia tools helped pre-service researchers to share information through audio, video, and image sharing service on various networks. Information management tools such as google docs and monkey surveys were useful for data collection during COVID-19.Conclusion: This study implicated that different forms of social media tools helped health sciences pre-service researchers develop their research competences, such as personal effectiveness, research governance, and research engagement, which ultimately influenced them to complete their research tasks on time in pandemics.
Due to COVID-19, the shutdown of learning organizations, the main experiment with the teachers and universities and students was engaged in virtual learning. This study will deliberate to analyze the study habits of postgraduate learners of Allama Iqbal Open University, Pakistan. Learners who are enrolled in Allama Iqbal Open University (both genders) from rural and urban areas were the study population. A questionnaire was the primary source of data collection. It was concluded that learners study daily, they attend workshops regularly via online means, and solve all the assignments by him. The study aimed to find out the berries to online learning. The education findings suggest beneficial awareness of students approval of available education and creating a more speaking, systematized, and the creative average for upcoming education. It is recommended that students may guide to improve their study habits, and different strategies may be developed to assess the learners who spent time analyzing their study habits.
Background: Reflection is the Latin origins means to turn back or to bend. Reflection in the educational context can be considered as a process in which thoughts are ‘turned back’ so that they can be interpreted or analyzed. The trigger to this sense-making process is usually an event or situation and the outcome of the process is increased understanding or awareness. Objectives: The objective of this study is to assess the reflective thinking among doctor of physical therapy students (DPT) at Riphah international university. Methodology: This observational cross-sectional study was done at Riphah international university Lahore and was compiled at RCRS Lahore. Study was completed in 6 months after approval of synopsis. Non probability, convenience sampling was used. Sample size was calculated to be 120.The response rate was 95%. Questionnaire for reflective thinking was used to find out the level of thinking in DPT students. Results: There was significant difference within each semester and between first to eight semesters. But differences were not increases or decreases gradually. According to data collected from different students at Riphah international university the value of habitual behavior is 0.00 which is significant, value of understanding value is also 0.00, value of reflection is 0.005 and value of critical reflection is also significant 0.000. Conclusion: Current study found that reflective thinking can be develop by individuals but guided reflection with a supervisor or mentor is important so that it will gradually increases from 1st to 8th semester. Keywords: Assessment QRT, reflective thinking, critical reflection, habitual behavior, understanding.
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