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Related Concept Videos

Psychology as a Science01:13

Psychology as a Science

Psychology, as a scientific discipline, aims to understand the mind and behavior through rigorous and systematic methods. The foundation of psychological research is evidence-based, relying heavily on the scientific method to derive and validate knowledge. This structured approach ensures that findings are reliable, valid, and applicable to broader contexts.
The scientific method in psychology involves six critical steps: making observations, formulating hypotheses, conducting tests, analyzing...
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Case Studies

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Radiological Investigation I: X-ray and CT01:30

Radiological Investigation I: X-ray and CT

Radiological investigations, including X-rays and computed tomography (CT) scans, are critical for diagnosing and evaluating various medical conditions. These imaging techniques provide valuable insights into the body's internal structures, aiding in the detection of abnormalities, assessment of disease progression, and development of treatment strategies. This article delves into two primary radiological investigations, chest X-rays and CT scans, outlining their purpose, procedures, and the...

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Related Experiment Video

Updated: Jul 4, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Investigating interdisciplinary learning outcomes in a forensic science programme.

Xin-Xiang Lim1, Yi-Lian Nicole Low1, Joo-Seng Gan2

  • 1Forensic Science Research Laboratory, Department of Biological Sciences, Faculty of Science, National University of Singapore, Singapore.

Forensic Science International. Synergy
|July 3, 2026
PubMed
Summary
This summary is machine-generated.

Forensic science students excel at integrating knowledge but need more support for critical reflection and understanding disciplinary perspectives. This study highlights areas for improving interdisciplinary education in forensic science programs.

Keywords:
Active learningCritical awarenessExperiential pedagogyForensic science pedagogyInterdisciplinary competenceMetacognitionProblem-based learning

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Area of Science:

  • Forensic Science Education
  • Interdisciplinary Learning
  • Pedagogical Frameworks

Background:

  • Forensic science demands integration of scientific and legal knowledge with critical judgment.
  • Interdisciplinary competence is crucial for graduates navigating complex investigative contexts.
  • Biggs' Presage-Process-Product model provides a framework for analyzing learning outcomes.

Purpose of the Study:

  • To examine self-perceived interdisciplinary learning outcomes in undergraduate and postgraduate forensic science students.
  • To investigate how curriculum design and active learning influence interdisciplinary competence.
  • To identify specific areas of strength and weakness in students' interdisciplinary skill development.

Main Methods:

  • A survey adapted from Lattuca, Knight, and Bergom was administered to 260 students over six semesters (2022-2024).
  • The survey measured Interdisciplinary Skills, Reflective Behaviour, and Recognizing Disciplinary Perspectives on a five-point Likert scale.
  • Item-level analysis was conducted to understand specific student perceptions.

Main Results:

  • Students reported high confidence in integrating knowledge across scientific and legal domains (Interdisciplinary Skills, M=4.33).
  • Lower self-perceptions were found in Reflective Behaviour (M=3.89) and Recognizing Disciplinary Perspectives (M=3.83).
  • Students felt capable of synthesis but less confident in evaluating disciplinary limitations or identifying reasoning gaps.

Conclusions:

  • Active and practice-based pedagogies foster strong disciplinary grounding and integration.
  • More explicit scaffolding is needed to enhance metacognitive and epistemological aspects of interdisciplinary learning.
  • Findings offer evidence-based directions for improving interdisciplinary pedagogy in forensic science education.