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Background: Mentorship is crucial to career advancement, medical education, and psychosocial support, especially for women and minorities. Although anesthesia mentoring programs have shown promise, there are no survey data regarding mentor-mentee relationship dynamics. This study aimed to explore the dynamics of the anesthesia mentor/mentee relationship. Methods: A open cross-sectional web-based survey was distributed by the European Society of Anesthesiology and Intensive Care and European Society of Regional Anesthesia to European anesthesiologists. Participation was anonymous and consent was obtained. The study evaluated responses relating to preferences, facilitators, and barriers to mentorship relationships along with sociodemographic information. Results: In total, 543 anesthesiologists responded to the survey, and 406 (111 mentees, 49 mentors, 193 both, 53 neither) responded to questions regarding mentorship. 184 anesthesiologists identified as woman and 22 as other genders (non-binary, transgender, gender-fluid, and self-described gender). Moreover, 250 anesthesiologists identified as white. Both mentors and mentees indicated that personal compatibility was the most important factor for successful mentorship. Barriers to mentorship included time consumption and perceived lack of interest from the mentor and mentee. Both mentors and mentees benefited from this relationship. The former reported feeling helpful, and the latter supported the development of clinical skills. The mentors indicated that their participation was important for protecting against burnout/exhaustion and impostor syndrome. Participants reported a preference for mentorship programs organized at the departmental level, offered at the start of the anesthesiology education curricula. Women were more likely to feel a 'lack of interest' in mentoring them as a barrier (OR = 2.49, P = 0.033). Gender was a barrier for mentors of other genders (OR = 23.9, P = 0.0027) and ethnicity (OR = 48.0, P = 0.0023). White mentees found gender (OR = 0.14, P = 0.021) and ethnicity (OR = 0.11, P = 0.048) to be less important barriers to successful mentorship relationship. Conclusion: When possible, programs should prioritize matching mentors and mentees based on personal compatibility and experience in the mentee's area of interest. Addressing the perceived lack of interest in mentoring is essential for promoting diversity, equality, and inclusion within anesthesiology, as well as and uplifting women and minorities. Trial registration: Clinicaltrials.gov identifier: NCT05968339, First posted (01/08/2023). [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic necessitated an abrupt transition to online learning in nursing education, presenting unprecedented challenges. This research aims to comprehensively assess the challenges faced by nursing students during this transition, exploring key issues, recommending strategies, and analyzing their impact on student perceptions. Methods: Using a cross-sectional design, the study surveyed 941 nursing students across eight Arab countries—Jordan, Iraq, Lebanon, Palestine, Oman, KSA, UAE, and Egypt—to ensure a representative sample and enhance external validity. Data collection involved a thorough survey covering academic, technological, and administrative challenges. Reliability analysis, descriptive statistics, and variance analysis using Kruskal -Wallis and Mann–Whitney tests were conducted to examine differences between countries and sociodemographic variables. Results: Descriptive statistics revealed significant demographic disparities. Single individuals in Jordan and those with lower family income in Palestine and Lebanon reported notably higher challenges. Female students in Iraq and Lebanon perceived greater challenges compared to males. Students pursuing diplomas in Jordan and bridging programs in Lebanon faced elevated difficulties. Governmental university students in Lebanon and private university students in Jordan encountered distinct challenges. Lack of available internet was particularly challenging in Jordan and Lebanon, whereas students using tablets in Lebanon and laptops in Palestine reported heightened challenges. Economic disparities, notably in family income, further hindered engagement with online learning materials. Across countries, academic challenges included managing coursework and accessing resources, exacerbated by administrative inefficiencies, especially in Palestine and Lebanon. Students in the UAE reported fewer challenges, facilitated by robust internet infrastructure and comprehensive institutional support. Conclusion: This study provides critical insights into the challenges faced by nursing students during the Middle East's online learning transition. Key challenges encompass technological issues, academic workload, and administrative inefficiencies, with significant disparities across countries. The findings underscore the urgent need for targeted interventions, particularly in Palestine, to enhance online learning experiences. Policymakers and educational institutions can leverage these insights to advocate for student-centric approaches and policy development aimed at improving online learning across the region. [ABSTRACT FROM AUTHOR]

Education is the right of every person to improve the quality of themself through a comfortable atmosphere and environment. For students with special needs, this greatly influences progress both in terms of skills and how learning is interpreted. London School Beyond Academy (LSBA) is a skills education institution that has succeeded in forming special needs students to be able to enjoy the teaching and learning process through a conducive environment and understand them well. The purpose of this research is to find out the meaning of learning for special needs students who attend LSBA. Through Alfred Schutz's thinking, this study found that the intersubjective or everyday world is an element that plays a role in the thinking of special needs students in understanding meaning. This study uses a qualitative method with a phenomenological study by selecting four special needs students, three lecturers and one parent. There are five themes that come up in this research for the meaning of learning for special needs students. The themes are increasing knowledge and becoming smarter, making more friends, having fun, achievement and learning because of parents. The supporting factors for learning for students with special needs are parents as the main ones, then siblings, the school environment, extended family, people closest to them other than family and friends. The self-concept of students with special needs examined in this research shows a positive selfconcept. This research provides benefits for schools, parents and all other related parties in understanding students with special needs in learning. [ABSTRACT FROM AUTHOR]

In March of 2020, the World Health Organization declared COVID-19 a pandemic. The pandemic had unprecedented impacts on nurse anesthesia education delivery. The aim of this mixed methods study was to describe and quantify the personal and educational impacts of the COVID-19 pandemic on student registered nurse anesthetists (SRNAs). Three themes emerged from the qualitative arm of the study: 1) COVID-19 caused feelings of isolation, anxiety, and stress; 2) COVID-19 was a financial silver lining; and 3) COVID-19 changed nurse anesthesia education delivery and learning for SRNAs. The quantitative arm of the study revealed that SRNAs experienced anxiety, social isolation, and a sense of being overwhelmed. Almost half of the participants received federal stimulus money. Most participants reported an increase in distance education delivery and virtual simulation. This study summarizes the impact of the COVID-19 pandemic on SRNAs and how nurse anesthesia education was altered. [ABSTRACT FROM AUTHOR]

Introduction: Multidisciplinary tumour boards (MDTs) play a vital role in providing high-quality cancer care. In Pakistan's compromised healthcare system, there is a lack of tumour board establishment. To bridge this gap, we aimed to enhance medical education by exposing medical students to the processes and advantages of MDTs early in their careers through conducting a mock tumour board. This approach seeks to provide students with a practical understanding of cancer care and the collaborative decisionmaking involved in managing cancer patients. Methodology: A session took place at Jinnah Postgraduate Medical Centre in May, 2023, with participants voluntarily agreeing to attend. This session comprised six components: a Pretest questionnaire, a didactic lecture on the concept of tumour boards, an interactive group discussion following the lecture, a simulated tumour case presentation, a workshop simulating a tumour board scenario and a Posttest questionnaire. Results: A total of 80 participants were included in the study. The mean age of study participants was 22. Among these, 36 (45%) were in their final year, 34 (42.5%) in their fourth year and 10 (12.5%) in their third year. While the majority of students possessed a fundamental understanding of tumour boards, they lacked awareness regarding their importance, implementation and procedural aspects involved. Before the mock tumour board, 53 (66.3%) students were unfamiliar with tumour board procedures; post-workshop, all 80 (100%) gained awareness of the process. Additionally, the study showed a positive shift in perceptions regarding the cost-effectiveness of tumour boards. Initially, 44(55%) students responded with 'maybe' regarding tumour board's cost-effectiveness, but after training, 64 (80%) perceived it as cost-effective from patient's perspective. Moreover, students' overall pretest score was 66.5%, and posttest was 94.62%., showing an overall difference in knowledge of 28%. Conclusion: The mock tumour board workshop successfully heightened students' understanding of tumour board procedures, positively shaped their views on cost-effectiveness, and resulted in a noteworthy enhancement of their knowledge scores. Organising similar workshops for undergraduates offers a practical approach to bridging the current gap in the establishment of tumour boards in the future in Pakistan. [ABSTRACT FROM AUTHOR]

Background: Despite the importance of collaboration and communication in global health, existing educational approaches often rely on traditional one-way instruction from instructor to student. Therefore, this study aimed to evaluate the effectiveness of a newly developed undergraduate curriculum on global health in enhancing nursing students' competencies in global health and communication, problem-solving, and self-directed learning skills. Methods: A 15-week course "Global Health and Nursing" was designed for undergraduate nursing students, and a collaborative project-based learning method was used. Study participants were undergraduate nursing students enrolled in the course. The study was a multi-method study and included quantitative and qualitative components. It employed a one-group pretest–posttest design to quantitatively assess the impact of the curriculum. Additionally, student experiences with the learning process were qualitatively explored through a focus group interview. A total of 28 students participated in this study, and 5 of them participated in the focus group interview. Results: The collaborative project-based learning method significantly improved global health competency (t = − 10.646, df = 22, p < 0.001), with a large effect size. It also improved communication skills (t = − 2.649, df = 22, p = 0.015), problem-solving skills (t = − 3.453, df = 22, p = 0.002), and self-directed learning skills (t = − 2.375, df = 22, p = 0.027). Three themes were found through the focus group interview: (a) Promoting global health competency; (b) Fostering life skills through collaborative projects; and (c) Recommendations for future classes. The focus group interview indicated that overall, the study participants were satisfied with the collaborative project-based method for global health education. Conclusions: This study confirms that project-based learning significantly boosts the competencies and skills of students, recommending its broader adoption in nursing education. Nursing instructors should consider adopting this teaching approach for global health education at the undergraduate level. Future studies may employ a longitudinal design to assess the prolonged effects of the collaborative project-based learning approach, particularly focusing on the long-term retention of skills and the broader applicability of this model across different educational settings. [ABSTRACT FROM AUTHOR]

Introduction: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. Methods: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. Findings: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses's participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41). Conclusion: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students. [ABSTRACT FROM AUTHOR]

Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]

The changes brought about by globalization mean that young people are increasingly prepared not only intellectually, but also financially. From the point of view of financial education, its importance for the development of the quality of life of young people in higher education is described. The main objective of the research is to describe the results of researches that were conducted on financial education in young people of higher education taking into consideration researches published between the period of 2017-2022. The research corresponds to a documentary design. Scielo, Scopus, Dialnet, Redalyc, Alicia and Google Scholar were searched. Some research has related the type of university career, the level of indebtedness, technological gap or use of ICT, materialism and gender inequality. The study leads to the conclusion that the development of financial education is fundamental in the training of higher education students because it will allow them to have knowledge that can be related between theory and practice. [ABSTRACT FROM AUTHOR]

Studying educational satisfaction is a crucial component in understanding the current state of affairs and forecasting future actions. The satisfaction experienced by students can influence their motivation to achieve educational and career goals. This article presents the results of a study on the level of satisfaction with education among students in the Czech Republic, conducted from November 2023 to April 2024. The study explored students' satisfaction with their education, the reasons for pursuing higher education, and the motives for choosing specific educational institutions. A total of 154 respondents participated in the study, utilizing diagnostic survey methods, questionnaire techniques, and an interview survey. The analysis of the results indicated that many of students reported a satisfaction level higher than average. [ABSTRACT FROM AUTHOR]

Background: Although the nursing sector gains growing importance in an aging society, students representing the future workforce often show insufficient health. Acknowledging the health-enhancing effects of adequate physical activity, the educational system in Bavaria, Germany, has recently integrated the promotion of physical activity-related health competence (PAHCO) into the nursing curriculum. However, it cannot be assumed that PAHCO has sufficiently permeated the educational practices and routines of the nursing schools. Therefore, the goal of the present study is to examine and compare the effectiveness as well as implementation of different intervention approaches to address PAHCO in the Bavarian nursing school system. Methods: We randomly assign 16 nursing schools (cluster-based) to four study arms (bottom-up, top-down led by teachers, top down led by external physical activity experts, control group). Schools in intervention group 1 (IG-1) develop multicomponent inventions to target PAHCO via cooperative planning (preparation, planning, and implementation phase). Intervention groups 2 and 3 (IG-2, IG-3) receive both an expert-based intervention (developed through intervention mapping) via trained mediators to address PAHCO. External physical activity experts deliver the structured PAHCO intervention in IG-2, while teachers from the nursing schools themselves conduct the PAHCO intervention in IG-3. In line with a hybrid effectiveness implementation trial, we apply questionnaire-based pre-post measurements across all conditions (sample size calculation: nfinal = 636) to examine the effectiveness of the intervention approaches and, simultaneously, draw on questionnaires, interview, and protocol data to examine their implementation. We analyze quantitative effectiveness data via linear models (times-group interaction), and implementation data using descriptive distributions and content analyses. Conclusion: The study enables evidence-based decisions about the suitability of three intervention approaches to promote competencies for healthy, physically active lifestyles among nursing students. The findings inform dissemination activities to effectively reach all 185 schools of the Bavarian nursing system. Trial registration: Clinical trials NCT05817396. Registered on April 18, 2023. [ABSTRACT FROM AUTHOR]

Background: In Korea, there has been recent interest in nursing simulation education. In nursing, simulation education has many advantages, such as improving nursing students' problem-solving and judgment skills. Simulation education satisfaction is an indicator for evaluating educational performance from the learners' perspective and an important criterion for the development and progress of nursing education. Therefore, based on NLN/Jeffries simulation theory, this study aims to identify the relationship between simulation design and educational satisfaction and to confirm the mediating effect of flow. Methods: This cross-sectional study was conducted using 143 fourth-year nursing students who had participated in classes using simulations at three universities in Seoul, Daegu, and Jeonbuk. Data were collected from April 24 to May 3, 2023. Demographic data, simulation design scale (SDS), flow in simulation, and the educational satisfaction scale in simulation were collected via an online questionnaire. The collected data were analyzed through t-test, ANOVA, Scheffé test, and Pearson's correlation coefficient using SPSS 25.0. The mediating effect of flow was analyzed through the three-stage mediation effect procedure using hierarchical regression analysis and the Sobel test. Results: The simulation educational satisfaction had a statistically significant positive correlation with simulation design (r =.65, p <.001) and flow (r =.47, p <.001), and simulation design was positively correlated with the flow (r =.55, p <.001). The simulation design had a statistically significant effect on flow, which was the mediating variable (β = 0.55, p <.001). Additionally, simulation design had a statistically significant effect on simulation educational satisfaction (β = 0.56, p <.001). The significance of the mediating effect of flow on the relationship between simulation design and simulation educational satisfaction was investigated using the Sobel test, and the mediating effect of flow was found to be statistically significant (Z = 5.36, p <.001). Conclusion: The significance of the current study lies in its confirmation of the link between simulation design and simulation educational satisfaction, as well as the mediating function of flow. Nursing students can achieve simulation educational satisfaction through simulation-based education if simulation educators follow best practices that improve flow through well-organized simulation design. [ABSTRACT FROM AUTHOR]

This study assesses the degree to which students practice digital citizenship values at Prince Sattam bin Abdulaziz University. The researchers identified elements of digital citizenship and divided them into three areas: respect, education, and protection. Following a descriptive approach, the sample consisted of 540 male and female students who were randomly selected. The study found strong results in all three areas, although protection had the lowest practice. Female students were significantly more likely than male students to practice these values. Significant differences were also found according to field of study. [ABSTRACT FROM AUTHOR]

BACKGROUND & OBJECTIVE: Gaining admission to medical school is highly competitive, requiring rigorous selection criteria by educational institutions. They carefully assess entry qualifications and eligibility tests to identify suitable applicants for their medical programs. The objective is to evaluate how well these criteria predict student's overall academic performance in medical colleges across Pakistan. METHODOLOGY: The descriptive, observational study was conducted at a private medical and dental College, in Karachi. A multiple linear regression analysis was conducted to predict the final year score based on factors such as HSC score, entry test score, and scores from the first, second, third, and fourth years. RESULTS:The study shows that the pre-medical scores of HSC and A levels have a moderate positive correlation with the first-year MBBS (r=0.403) and a strong correlation with the final-year scores (r=0.603). The entry test (MDCAT) has a moderately positive correlation with the first, third (r=0.348), and fourth-year (r=0.367) scores. On comparing pre-clinical year scores with clinical years, a strong positive correlation was seen between 1st year and 3rd year (r=0.721), 1st year and 4th year (r=0.570), 1st year and final year (r=0.619), 3rd year and 4th year (r=0.711), 3rd year and 5th-year scores (r=0.602), 4th year, and 5th-year scores (r=0.651). CONCLUSION:This study shows that the pre-medical scores and medical college entry tests can predict student's overall future academic performance in professional examinations. Also, provides insight to medical educationists to identify weak students in their early medical college years. [ABSTRACT FROM AUTHOR]

The main aim of the article was to examine Polish students' awareness about MOOCs. For this purpose, the following issues were examined: the percentage of students aware of the existence of free courses, the percentage of students who have used the courses, the most popular educational platforms among Polish students, the percentage of people who did not complete a course, and the reasons for failure. Students who had completed any MOOC were also asked about their experiences and the usefulness of the course. The study was conducted in October/November 2022 in the form of an online survey. The generated link to the survey was sent by e-mail to students of the Jagiellonian University, the College of Engineering and Health in Warsaw and the Gdańsk College of Health, with a request to complete. The results obtained may be surprising, especially after looking at the situation of MOOCs in other parts of the world. The knowledge about the availability of MOOC courses among Polish students is very low. Only 61 people of all respondents knew beforehand that MOOC learning was a possibility. The added value of the article is examination of the motivation of students to take a MOOC course, as well as the reasons for not completing the course or not participating in it. The conclusions of the survey may be useful for designers of MOOCs. They set out some good practices in remote education and ways to keep young people interested. [ABSTRACT FROM AUTHOR]

The problems that arise with coexistence between schoolchildren are a challenge when it comes to carrying out the teaching–learning process. In recent years, the presence of bullying has increased in schools. The aim of this study is to identify the perceptions of teachers regarding the problems of coexistence among schoolchildren, more specifically concerning bullying, as well as to identify their position regarding the prevention of bullying. Research was carried out using a mixed approach. A total of 225 education professionals from different schools in Spain took part. From the results and our conclusions, it should be noted that teachers consider themselves to have a high level of knowledge of the essential characteristics of the dynamics of bullying, of the actors involved, and of some preventive measures that can be carried out to avoid this type of behaviour as much as possible. On the other hand, a large number of teachers downplay the importance of the problem of coexistence in their fields, and/or are not able to identify it, which makes it impossible to act. Some schools hardly carry out any prevention work, which makes it difficult to eradicate bullying. [ABSTRACT FROM AUTHOR]

Background: Distance education is an opportunity to overcome the limitations of face-to-face education and has provided the idea of education for everyone and everywhere. The current study aimed to examine the correlation between distance education and learning styles, incorporating the mediating influence of emotional experiences among high school students. Methods: The research methodology was correlation type. The statistical population comprised all the first-year high school students in Shiraz City during the academic year spanning November 2023 to 2022, with a sample size of 300 individuals selected through convenience sampling. The research tools included Kolb's Learning Styles Questionnaire, Sekou and Samson's Distance Space Questionnaire, and Pekrun et al.'s Emotional Experiences Questionnaire. The data analysis involved utilizing Pearson's correlation coefficient, path analysis, and structural equation modeling through SPSS V26 and Amos V24 software. Results: The results of the present study showed a significant and positive correlation between learning styles and positive emotions. The coefficients indicated a significant correlation between positive emotions with concrete experience (r=0.21, P=0.01), reflective observation (r=-0.25, P=0.01), conceptualization (r=0.18, P=0.02), and concrete experience (r=0.32), (P=0.01). Negative emotions showed a weak correlation with objective experience (r=-0.19, P=0.02) and observation of reflection (r=-0.21, P=0.01), while no significant relationship was found between negative emotions and the abstract conceptualization learning style (r=0.07, P=0.09). There was also a significant correlation between learning styles and distance education. There was a negative correlation between distance education and objective experience (r=-0.18, P=0.02), while there were positive correlations with reflective observation (r=0.35, P=0.01), abstract conceptualization (r=0.42, P=0.01), and another positive correlation with reflective observation (r=0.29, P=0.03). Conclusion: The results showed that positive emotions can help improve distance education even when the student's learning style is objective experience or active experimentation. [ABSTRACT FROM AUTHOR]

This research sought to explore the new career approaches of employed students. A comparative analysis was conducted with nonstudent employees to comprehensively grasp the novel career attitudes of working students. The neoliberal era has profoundly reshaped various disciplines, including economics, human resource management, and employment structures. Among these changes, career management has undergone a significant transformation. Conventional organisational careers have been supplanted by new approaches such as boundaryless, protean, subjective career success and kaleidoscope careers. These emerging career paradigms align with the emergence of novel forms of employment. Moreover, in an increasingly liberalised world, the rising costs of education and the growing prevalence of paid education are prompting students to enter the workforce while continuing their studies. The proliferation of companies offering part-time employment, such as private employment agencies, corresponds to an increase in students seeking part-time work. In other words, supply and demand within the part-time labour market intersect more robustly. Furthermore, working students gain valuable experience while employed, shaping the future supply of the labour market. Our research aims to assess the suitability of new career approaches for future workers and contributes to unravelling their complexities. The study also investigates whether employees are students and whether this affects their career approaches. To analyse this research, boundaryless career attitude and professional career attitude scales were utilised as assessment tools. These new career approaches represent innovation in careers. The research dataset comprised responses from 521 working students and 374 nonstudent employees, all of whom were actively employed in Istanbul, the most populous city in Turkey and home to many universities. The data analysis employed a quantitative research methodology using descriptive statistics, factor analysis, correlation analysis, and independent t tests. The findings revealed that working students exhibited significantly greater boundaryless career orientation, organisational mobility, boundaryless mindset, and value-driven career attitudes than did their nonstudent counterparts. The outcomes of this study will make a valuable contribution to the existing body of literature concerning employed students. Furthermore, the findings are anticipated to provide valuable insights into formulating and implementing human resources policies within organisations that engage in student employment practices. By shedding light on the experiences, challenges, and potential areas for improvement in this context, this research aims to inform and enhance the effectiveness of human resource strategies tailored toward working students. [ABSTRACT FROM AUTHOR]

Introduction: Social workers constitute a significant task force that serves diverse populations experiencing psychosocial challenges in their daily lives. Lack of suicide prevention content/training in the Master of Social Work program may affect the student's self-esteem/ability to intervene when they come across a person with suicidality in the field. Developing a suicide prevention training module for social work students would be a suitable measure for upbringing their skills in dealing with individuals with suicidality. Method: The purpose of the present study was to develop a suicide prevention training module for social work students at the postgraduate level. The researcher conducted two Focused Group Discussions (FGD) each with social work students (n = 13) and social work educators (n = 15) on an online platform. Notes were taken during the discussion, and the contents were videotaped. The videotaped content was transcribed, and content analysis was used to analyze the data. The content that emerged from the FGD with social work students and educators was discussed in later FGD with mental health experts (two psychiatrists, one psychologist, two psychiatric social workers, and two mental health nurses). The discussion with experts clarified what components to retain for the training program. Results: Five major themes and 22 sub-themes emerged from the two FGDs each with students and educators, and one FGD with mental health professionals are described. The five major themes were understanding of suicidality, understanding suicide education in the master of social work curriculum, experience with suicidality, training content suggestion, and suggestions for future implications. Conclusions: The present study identified the need for suicide prevention training in postgraduate-level social work students. Furthermore, a lack of suicide prevention training was observed indicating the incorporation of suicide education in the postgraduate curriculum. [ABSTRACT FROM AUTHOR]

Background: Older persons with age-related and complex health problems will increasingly depend on care provision from nurses in their own homes. However, a barrier to quality care is ageism and nursing students´ disinterest in geriatrics. In addition, nurse education often falls short in preparing students for the complexity of geriatric care. Welfare technology (WT) is progressively implemented in home care to help older persons live at home despite their health problems. However, this process is intricate and requires acceptance and digital literacy among caregivers and older persons. Despite these challenges, nurse education can address and change negative attitudes through innovative teaching methods such as age suit simulation. Therefore, the study aims to describe nursing students´ experiences of age suit simulation in a home-like environment with WT and technical aids, and will reveal their perspective on ageing and providing care to older adults. Methods: A qualitative explorative design using semi-structured group interviews (n=39) among nursing students. Data was analysed through reflexive thematic analysis. Results: The analysis generated three main themes; "It's like walking in a bubble", "An eye opener" and "Concerns about ageing and the current structure of geriatric care". The main themes included eight subthemes. Adapting to the sensory and physical limitations of the age suit was an immersive experience and caused feelings of frustration, loneliness and disconnection. A prominent result was a raised awareness of cognitive loss, especially impaired vision, and students felt the simulations had made them aware of the everyday challenges older persons faced. Students highlighted the importance of patience and giving enough time in care situations by being present and having a critical perspective of WT. The students were mostly negative towards their own ageing and could better relate to older persons´ vulnerability. Conclusions: Age suit simulation was described as an embodied and eye-opening experience, raising nursing students´ awareness of older persons´ functional limitations and the consequences for dignity and independence. Coping with cognitive loss was especially difficult. Students were motivated to apply their new knowledge to clinical practice. Age suit simulation can complement geriatric education, preparing students for the complex care needs of older persons. [ABSTRACT FROM AUTHOR]

Background: Nursing education, including some elements of clinical practice, has largely been conducted online during the coronavirus disease 2019 (COVID-19) pandemic. Numerous studies have examined the experiences of nursing students in academia during the pandemic. However, research on nursing students' clinical practice experiences is limited. This study aimed to analyze nursing students' clinical practice experiences during the COVID-19 pandemic. Methods: This study used a qualitative research design and performed thematic analysis. Participants comprised 13 nursing university students with clinical practice experience at a hospital during the COVID-19 pandemic. Interviews were conducted either online or face-to-face. Data were collected during June‒July 2021. Results: Four themes and eight subthemes were generated through thematic analysis. Theme 1 was "Nursing students' anxiety and strict adherence to quarantine practices," with the subthemes of "Fear of infection" and "Protecting themselves." Theme 2 was "Nursing students' belief that their organization is protecting them," with the subthemes of "Strict quarantine rules at hospitals and universities" and "The nursing students regretted the limited scope of practice but felt safe." Theme 3 was "Learning through valuable practice," with the subthemes of "Recognizing the importance of practice" and "Realizing the benefits of practice." Theme 4 was "A sense of duty as a prospective nurse," with the subthemes of "Accepting a sense of duty as a nurse" and "Establishing the expanded role of a nurse." Conclusions: The nursing students recognized the importance of nursing practice during the pandemic and worked harder. A better understanding of the experiences of nursing university students who completed their clinical practice during the COVID-19 pandemic can help nursing professors and managers more effectively train students during times of high stress. [ABSTRACT FROM AUTHOR]

Background: The Covid-19 pandemic changed the world; its most important achievement for education was changing the approach from traditional to virtual education. The present study aimed to investigate the role of virtual education networks on mental health of students including personality, beliefs, scientific, and cultural dimensions, in selected countries. Methods: This was an exploratory and applied study. According to the phenomenology strategy, theoretical saturation occurred after 24 semi-structured and targeted qualitative interviews with teachers from Iran, Iraq, Syria and Lebanon, in 2023. Quantitative data was collected through a researcher-made online questionnaire with 423 participants. Teachers with at least a Bachelor's degree and five years of teaching experience were selected as the study participants. PLS software version 3 was used to analyze the quantitative data. Results: After analyzing the qualitative interviews, 131 open codes were extracted, and grouped into 22 components and 4 concepts. The results of the quantitative data analysis (factor load) showed the effect of virtual education networks on personality (0.590), beliefs (0.819), scientific (0.564), and cultural (0.815) dimensions which indicate a statistically significant effect. Accordingly, students' belief is mostly affected by virtual education networks. The subcomponents of duality and moral-social confusion in the belief dimension, changing life and nutrition patterns in the cultural dimension, increasing communication and interpersonal problems in the personality dimension, and boredom and frustration in the scientific dimension were highly effective. Conclusions: The study results showed that virtual education acts like a double-edged sword, with both negative and positive effects on the body and mind of students, which necessitates more careful monitoring. [ABSTRACT FROM AUTHOR]

Background: Victimization in schools has become one of the most prevalent problems in the worldwide education system. This study explored the dimensions of victimization in sixth-grade male students in Kermanshah City, Iran and its association with subjective well-being in school and school bonding. Methods: The current study was conducted using a descriptive correlational design. The statistical population included all male students in the sixth grade in Kermanshah City, Iran in the academic year 2022-2023. A sample of 374 individuals was selected using the multi-stage cluster random sampling method. To collect information, the Multidimensional Victimization Scale (MPVS), School Bonding Questionnaire (SBQ), and Elementary School Students' Subjective Well-Being (ESSSWBSS) were administered. Pearson's correlation coefficient and multiple regression were performed using SPSS version 27 to analyze the data. Results: Pearson correlation analysis revealed a significant inverse association between victimization at school and its dimensions with subjective well-being in school (r=-0.37) and school bonding (r=-0.010). Furthermore, the results of multiple regression showed that school bonding (ß=-0.15, P=0.009) and subjective well-being in school (ß=-0.33, P=0.031) were significant negative explanatory variables of victimization at school. Conclusions: Risky behaviors such as feeling victimized can hinder students' educational achievements. Therefore, it is recommended that school counselors identify students who feel victimized by their peers and provide them with appropriate educational interventions and workshops to enhance their subjective well-being in school and school bonding. [ABSTRACT FROM AUTHOR]

Research stands as a fundamental pillar that recognizes the university as an entity of institutional and social relevance. This statement is particularly true in the field of health sciences, where educational institutions are expected not only to generate knowledge for the benefit of society but also to shape individuals capable of immersing themselves in research and strengthening this vital premise. In this context, intricate concepts that outline the nature and purpose of research in the academia emerge. Scientific research, on the one hand, arises as the driving force behind the advancement of knowledge, emphasizing rigorous and systematic methods to unravel the mysteries of reality. On the other hand, research training stands as a pivotal educational vehicle for nurturing analytical and curious minds, providing future professionals with the necessary tools to inquire and contribute to scientific progress. Similarly, formative research, although less known, plays a crucial role in integrating research into the learning experience, which fosters critical thinking skills and problem-solving abilities from early stages. In this educational and research journey, various actors and components take center stage. Research centers arise as fundamental pillars, as they provide the conducive environment to interdisciplinary collaboration and development of innovative ideas. Educators, on their part, play the role of counselors and mentors by sharing their experience and knowledge with the new generations of professionals. Furthermore, extracurricular or nonacademic activities in the area of research emerge as fertile grounds for the expansion of intellectual horizons, offering spaces for creative exploration and practical application of the knowledge acquired by students. However, these concepts and components are not free of challenges and controversies when integrating into the academic programs. Implementing these approaches at the undergraduate and graduate levels requires an in-depth analysis of their specific objectives and goals. Discussions regarding the balance of time and resources devoted to research versus other curricular aspects remain a constant. This review aims to accurately outline and define the concepts of scientific research, research training and formative research, as well as to highlight the leading role played by research centers, educators and extracurricular activities in shaping academic programs in the field of health sciences. [ABSTRACT FROM AUTHOR]

The role of university education in providing access to the labour market (employment) is reflected in increased employment opportunities for the educated population. The relationship between the unemployment rate and educational attainment is evident: the unemployment rate decreases as one moves from lower to higher levels of education. It can be seen that the unemployment rate, in terms of its size and dynamics, is inversely proportional to the level of education: it falls as the level of education rises, and vice versa. The aim of the research in this paper is to respond to the need to teach students with practical solutions for getting the skills needed to be easily employable in the labour market after graduation. The paper used a quantitative (questionnaire) and a qualitative (bibliometric) analysis. The data studied through the research shows the need for final-year students to receive additional practical skills training for employability. Entrepreneurship education, in addition to the university curriculum, can provide them with a viable alternative to increase their chances of integrating into the 21st century labour market. The innovative character of the work derives from the concrete practical activities that supported the optional entrepreneurial training of IULS students from Iasi. We can affirm, following the study undertaken, that the development of such additional and adapted educational activities increases young graduates' practical skills needed on the labour market. The access to non-reimbursable European funds, which offer additional educational opportunities to students, must be continued in order to produce the major economic effects expected by the whole Romanian society, with the aim of reducing youth unemployment. [ABSTRACT FROM AUTHOR]

Background: Medicine is facing a global shortage of nurses, including those with postgraduate education. One suggested educational method for undergraduate and postgraduate education, such as specialist ambulance nurse education, is simulation-based education (SBE). The implementation of SBE is motivated, in part, by the desire to attract and retain students, but also to contribute to student learning. Consequently, the use of SBE is increasing in specialist ambulance nurse education. The aim of this study was to explore how specialist ambulance nursing students experience SBE. Methods: This qualitative survey study involved the collection of study data using a purposefully designed, paper-based survey comprising five open-ended questions that required participant free-text answers. The answers were analysed using inductive content analysis and searching for descriptions of the participants' experiences. The survey was presented to 35 specialist ambulance nursing students. Results: The results are presented in two themes: SBE as learning and SBE as an educational method. Participating in SBE during the programme provides students with a realistic understanding of their future profession and its expected demands. The learning experience disregards prior work experience in ambulance services. Conclusions: Based on the findings, conclusions are that SBE is an appreciated educational method among nursing students, regardless of their prior experience in the field of prehospital care. To some extent, this differs from previous research findings related to this subject. Furthermore, SBE contributes to the provision of field work insights, preparing the ambulance nurse specialist students. [ABSTRACT FROM AUTHOR]

Introduction: The integration of Artificial Intelligence (AI) in medical education and practice is a significant development. This study examined the Knowledge, Attitudes, and Practices (KAP) of health professions' students in Jordan concerning AI, providing insights into their preparedness and perceptions. Methods: An online questionnaire was distributed to 483 Jordanian health professions' students via social media. Demographic data, AI-related KAP, and barriers were collected. Quantile regression models analyzed associations between variables and KAP scores. Results: Moderate AI knowledge was observed among participants, with specific understanding of data requirements and barriers. Attitudes varied, combining skepticism about AI replacing human teachers with recognition of its value. While AI tools were used for specific tasks, broader integration in medical education and practice was limited. Barriers included lack of knowledge, access, time constraints, and curriculum gaps. Conclusions: This study highlights the need to enhance medical education with AI topics and address barriers. Students need to be better prepared for AI integration, in order to enable medical education to harness AI's potential for improved patient care and training. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To be able to demonstrate the multiple impacts of research educational initiatives to the organisation funding them • To appreciate why changes in culture are needed in the health professions to support an evidence-base to better serve our populations • To understand how to build research capacity and show the benefit of investing in training opportunities Background: There is increasing emphasis in the UK on developing a nurse, midwife and allied health professional (NMAHP) workforce that conducts research. Training for clinical academic careers is provided by the National Institute for Health and Care Research (NIHR). However, the low number of successful applicants suggested there were barriers to achieving this. The Centre for Nursing and Midwifery Led Research (CNMR) launched a fellowship programme in 2016 to backfill two days a week of NMAHPs' time for up to a year, to give them time to make competitive applications to the NIHR. Aim: To report a study evaluating the CNMR fellowship programme. Discussion: The making Visible the ImpaCT Of Research (VICTOR) tool (Cooke et al 2019) was developed to describe the organisational impact of research. The 2016-17 CNMR fellows completed VICTOR and their responses were analysed using a framework approach. The analysis found the main benefits of participating in the programme were protected time for research, opportunities to develop collaborations, increasing intra- and inter-professional awareness of NMAHPs' research, peer-reviewed publications, and conference presentations. Challenges included a lack of support from line managers, limited value placed on NMAHPs' research and failure to backfill posts. Conclusion: There were some challenges with the fellowship programme, but all recipients found it to be a positive experience and undertook significant scholarly activity. Implications for practice: A contractual agreement must be established to foster committed partnerships between higher education institutions (HEIs) and the NHS. HEIs and the NHS should conduct frank discussions of the challenges encountered in fellowship programmes. Positive initiatives and outcomes in tertiary education and clinical settings should be shared to improve fellows' experiences and enhance partnerships between HEIs and the NHS. Job descriptions should include time allocation to review fellowship candidates' applications regardless of outcome. The showcasing of research successes and the benefits of NMAHP research must evolve to secure organisational 'buy in', which is the precursor to widening access to clinical academic pathways. [ABSTRACT FROM AUTHOR]

Burnout among physicians is more prevalent than other fields and begins as early as medical school. The aim of this study was to characterize the impact of COVID-19 on different aspects of burnout in third-year medical students at a minority-serving medical school at the U.S.-Mexico border. A Comparative study was conducted in 2022. Participants included those in the classes of 2019 through 2023. Data from the classes of 2019-2021 represented the period before COVID-19 curriculum changes and was compared to classes 2022-2023, which represented the period after the onset of COVID-19. The data on the classes of 2023 was compared between the two integrated rotation blocks to evaluate if non-COVID-related experiences might contribute to an increase in burnout in one block versus the other. Lastly, all data were compared to a general population sample to screen for the possibility of systemic deficiencies relative to other health professions. The Maslach Burnout Inventory Human Services Survey (MBI-HSS), which determines the scores for emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA), was administered to third-year medical students during their clinical rotations. Data were analyzed using a paired or unpaired t-test if they followed a normal distribution or the Mann-Whitney test if this was not the case. Scores for EE (P<0.0001), DP (P<0.0001), and PA (P=0.02) decreased after the onset of COVID-19. No statistically significant differences were found between the rotation blocks. However, when we compared the individual rotation blocks to the general population, the OBGYN/Pediatrics/Surgery blocks had a higher EE score (P=0.0003) than the Internal Medicine/Family Medicine/Psychiatry block. Before COVID-19, EE (P<0.01), DP (P<0.0001), and PA (P<0.05) appeared to be improved compared to the general population. After the onset of COVID-19, EE was less than the general population (P<0.0001). A broader assessment of burnout in medical students across the nation is warranted. Identification of specific COVID-19 influences and clerkship-related factors would prompt targeted actions to reduce burnout in this medical student population. Interventions are suggested to be designed to lessen the degree of burnout in clerkship students, possibly in other medical schools experiencing similar challenges. [ABSTRACT FROM AUTHOR]

Background: There has been increasing interest in exploring the capabilities of artificial intelligence (AI) in various fields, including education. Medical education is an area where AI can potentially have a significant impact, especially in helping students answer their customized questions. In this study, we aimed to investigate the capability of ChatGPT, a conversational AI model in generating answers to medical physiology exam questions in an Indian medical school. Methods: This cross-sectional study was conducted in March 2023 in an Indian Medical School, Deoghar, Jharkhand, India. The first midsemester physiology examination was taken as the reference examination. There were two long essays, five short essay questions (total mark 40), and 20 multiple-choice questions (MCQ) (total mark 10). We generated the response from ChatGPT (in March 13 version) for both essay and MCQ questions. The essay-type answer sheet was evaluated by five faculties, and the average was taken as the final score. The score of 125 students (all first-year medical students) in the examination was obtained from the departmental registery. The median score of the 125 students was compared with the score of ChatGPT using Mann-Whitney U test. Results: The median score of 125 students in essay-type questions was 20.5 (Q1-Q3: 18-23.5) which corresponds to a median percentage of 51.25% (Q1-Q3: 45-58.75) (P=0.147). The answer generated by ChatGPT scored 21.5 (Q1-Q3: 21.5-22), which corresponds to 53.75% (Q1-Q3: 53.75-55) (P=0.125). Hence, ChatGPT scored like that of the students (P=0.4) in essay-type questions. In MCQ-type questions, ChatGPT answered 19 correctly in 20 questions (score=9.5), and this was higher than the median score of students (6) (Q1-Q3: 5-6.5) (P<0.0001). Conclusion: ChatGPT has the potential to generate answers to medical physiology examination questions. It has a higher capability to solve MCQ questions than essay-type ones. Although ChatGPT was able to provide answers that had the quality to pass the examination, the capability of generating high-quality answers for educational purposes is yet to be achieved. Hence, its usage in medical education for teaching and learning purposes is yet to be explored. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic transformed the final year of undergraduate medical education for thousands of medical students across the globe. Out of concern for spreading SARS-CoV-2 and conserving personal protective equipment, many students experienced declines in bedside clinical exposures. The perceived competency of this class within the context of the pandemic is unclear. We designed and distributed a survey to measure the degree to which recent medical school graduates from the USA felt clinically prepared on 13 core clinical skills. Of the 1283 graduates who matched at HCA Healthcare facilities, 90% (1156) completed the survey. In this national survey, most participants felt they were competent in their clinical skills. However, approximately one out of four soon-to-be residents felt they were clinically below where they should be with regard to calling consultations, performing procedures, and performing pelvic and rectal exams. One in five felt they were below where they should be with regard to safely transitioning care. These perceived deficits in important skill sets suggest the need for evaluation and revised educational approaches in these areas, especially when traditional in-person practical skills teaching and practice are disrupted. [ABSTRACT FROM AUTHOR]

Background: Nursing students often find bioscience courses, such as pathophysiology, challenging. Utilizing Twitter to provide concise course content and answer students' questions before exams may be beneficial. The objective of this study was to determine if using Twitter can improve nursing students' academic performance and satisfaction with pathophysiology courses. Methods: A post-test, two-group quasi-experimental research design was employed in this study. It involved second-year Bachelor of Nursing students participating in a pathophysiology course at the College of Nursing, Sultan Qaboos University, in Muscat, Oman. Seventy-three second-year Bachelor of Nursing students participated in the pathophysiology course; 50 students opted to use Twitter, forming the experimental group, while the remaining 23, who chose not to use Twitter, formed the control group. We used Twitter to provide concise course content for the pathophysiology course and conduct one-hour question-and-answer sessions the night before exams. Academic performance was assessed through examination scores, and student satisfaction levels with Twitter was measured using five-point Likert scale questionnaires. Data were analyzed using Mann-Whitney and t-tests. Results: Although there was no significant difference in final exam scores between the experimental and control groups, survey results showed that students were generally satisfied with the incorporation of Twitter in the pathophysiology course, including the question-and-answer sessions. Conclusions: The findings suggest that Twitter can serve as a valuable tool for enhancing nursing student satisfaction with the pathophysiology course. [ABSTRACT FROM AUTHOR]

Foundation: the connection projects with society carried out by Ecuadorian universities are an opportunity for service and an alternative to bring their students closer to the community. Objective: to describe the grant value by teachers on the link between university and community in the dental students training process. Methods: observational, descriptive and cross-sectional study of dentistry teachers at the Los Andes Regional Autonomous University from January to June 2022. The population of 15 teachers at the Santo Domingo campus. Results: 100% of the teachers considered that the university-community connection allows the application of the acquired knowledge. The short duration of the periods (100%) and the lack of empowerment of teachers (100%) were indicated as weaknesses; and as positive elements the promotion of microenterprises among students (100%) and comprehensive development in the professional future (100%). Feedback between the university and the community (100%) and changes in training paradigms (100%) were identified as needs. Conclusions: teachers identify the university-community link as an opportunity of great value in the dental students training, preparing them based on the social problems solution typical of professional practice. The lack of empowerment and the conception of short-term projects are recognized as weaknesses, which demands transformations in current teaching dynamics, based on feedback between academia and society. [ABSTRACT FROM AUTHOR]

The volume of content and abstract nature of organic chemistry is challenging and potentially intimidating for students. I describe a strategy for facilitating student development of heuristic tools for engaging with the subject. By using experimental and researched data on carbon, oxygen, nitrogen, and hydrogen, the bulk chemical elements of organic chemistry, my students were encouraged to develop a "character reference" for each. The heuristics of characterization enabled them to relate more easily and engage more creatively with the work, including when working with complex organic molecules later on. I used this approach when teaching carbohydrates, alcohols, fats and proteins to 12- to 14-year-old students. [ABSTRACT FROM AUTHOR]

The process of Attention of Infirmary is conceived as the method of professional exercise of this career and the formation of these specialists is carried out on the base of the harmonic learning of its stages, phases and moments. However, although totally delineated the structure of this process as indissoluble tool for the professional exercise, you lacks a methodology of the teaching that achieves their conscious, creative learning and developer for the students, since it is not had specific didactic tools for this case and affectation is appreciated mainly in the education in the Work like specific form of the formation, in the solution of professional problems. For derived it of a doctorate study and sustained in a didactic conception, a Methodology of the teaching of the Process of Attention is presented in Infirmary from the focus problémico for the professional in formation. The use of the focus problémico contributes novelty to the form and teaching method, at the same time that the contribution been worth replacing the opposing theoretical-methodological lacks so much as discoveries in the study factices as in the analysis carried out epistemological. [ABSTRACT FROM AUTHOR]

Background: Competency in infection control is crucial for implementing nursing best practices to ensure patient safety. However, research is lacking on the infection control education received by nursing students prior to entering clinical settings as nurses. This study aimed to explore how nursing students conceptualize infection control care in undergraduate nursing programs. Methods: This study employed a qualitative research method using phenomenography. Universities providing undergraduate nursing programs in Korea. Thirty nursing students: 10 students each from the 2nd, 3rd, and 4th years of five undergraduate programs. Data were collected from May 2019 to February 2020 through semi-structured interviews and analyzed using a phenomenographic analysis procedure. Results: Six descriptive categories were derived inductively for nursing students' frames of reference regarding infection control care and six descriptive categories of how nursing students learned about infection control care. The structural framework of the identified categories, about how nursing students learn about infection control care, was presented as an outcome space. Conclusions: Given that nursing students demonstrate diverse conceptualizations of infection control and are at varying levels of learning, professors and clinical mentors need to develop theoretical education and clinical practice opportunities that consider these differences. [ABSTRACT FROM AUTHOR]

The article titled "Participation of the scientific society of medical students in Peru in publications: university experience" reports on the participation of the San Cristóbal Medical Student Scientific Society (SOCIMESC) in the publication of research papers in national and international journals. SOCIMESC is affiliated with the Peruvian Medical Student Scientific Society (SOCIMEP), which aims to promote scientific research in undergraduate studies. Students from the Professional School of Human Medicine at the National University of San Cristóbal de Huamanga have published a total of 17 research papers in databases such as MEDLINE/Pubmed and SCOPUS, of which 35.3% are affiliated with SOCIMESC. Belonging to a scientific society allows for a greater number of publications and the development of a research culture. Universities and national organizations are urged to work towards the development of scientific societies in order to provide the healthcare system with scientific foundations and solve societal problems. [Extracted from the article]

This brief explores how Poland's education system has responded to the influx of Ukrainian refugee students since the start of the Ukraine-Russia War. In Poland, only 40% of Ukrainian refugee students are enrolled in schools, and the content taught in Polish classrooms can lack inclusivity. To combat this, Poland is offering segregated and immersive schooling options. Both approaches strive to enhance student learning and wellbeing. This brief recommends maintaining the option of both schooling approaches and supports Ukrainian refugee teachers being redeployed as multicultural assistants who can help engage parents and students in Polish schools and overcome the language barrier. [ABSTRACT FROM AUTHOR]

The current youth landscape in the Philippines is marked by moral ambiguity and apathy towards spiritual and developmental issues. This study delves into the impact of moral and spiritual recovery programs on students at School A. The objective is to address their unique challenges and to identify how the Moral and Spiritual Recovery Program (MSRP) affects individual behavior in terms of Maka-Diyos (Godly), Makatao (Humane), Makakalikasan (Nature Lover), and Makabansa (Patriotic) as perceived by teachers, to determine the themes that emerge from the challenges students face, identify the MSRP contribution to their personal growth, and to determine the program that influences the students' moral and spiritual aspects. Employing a Mixed-Method Research Design utilizing semi-structured interviews with 11 participants and surveys 1,350 participants to explore the role of MSRP in Values Formation at School A. The program transformed the classroom into a space for nurturing self-regulated learners who actively participate, comply with rules, and respect regulations. Three themes drove students' changing priorities. These are family-centeredness, engagement in various activities, and perception of related factors. Key challenges included time management, depression, and self-analysis issues, with coping strategies like faith and religiosity. Students' transformative strategies centered on respect and integrity. Moreover, positive behavioral outcomes were observed not only during the MSRP but also during regular class hours. In conclusion, the study highlights the need to update the MSRP and align it with sustainability goals, addressing criticisms and making it more transparent in its current application. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show those situations that teachers and students of the baccalaureate subsystems of the National Autonomous University of Mexico identified as problematic and whether this selection is related to aspects of belonging to the subsystem or to the profile of those who responded. The method used consisted of a survey applied to a sample of n=854 teachers and n=9,285 students. The data were analysed using descriptive statistics, in addition to a binary logistic regression analysis. The results show that in the case of the teachers, the subsystem is not predictive in relation to the problems they identified. While in the case of the students, the subsystem and gender are predictive variables in the choice of situations as problematic. These results are valuable because they help to understand how teachers and students at this level experienced the pandemic based on their profiles, which allows us to build proposals for attention in post-pandemic times. [ABSTRACT FROM AUTHOR]

Isolation, quarantine, and fear of the Coronavirus have led to increases in mental health concerns in adults and teens. While research has begun documenting the increased rates of mental illness resulting from the pandemic, there has been little indepth exploration of how teens from diverse backgrounds are experiencing the COVID-19 pandemic. The present study was a focus group conducted with 5 TRIO Upward Bound high school students in a midwestern US state to explore how COVID-19 has impacted them and their communities. Results showed that while these teens reported feeling developmentally impeded and unable to follow social distancing guidelines, they also reported finding ways to cope. These results are important in understanding how teens from diverse backgrounds build resiliency, and how they face challenges during social isolation. Future research should involve longitudinal designs that follow teens into their adult lives to determine how development and resilience continue to change over time. [ABSTRACT FROM AUTHOR]

This text aims to identify and analyze the challenges in higher education to meet social needs in Colombia. Qualitative research methodology was employed for this purpose. Semi-structured interviews were used as the technique for data collection, and questionnaires were used as instruments. Atlas.ti software and the website nubedepalabras. es were utilized for information analysis. In conclusion, it is determined that higher education faces internal challenges associated with structural factors in the educational process and external challenges linked to the economic system and living conditions of the Colombian population. [ABSTRACT FROM AUTHOR]

It is recognized that practicing physicians have little training in communication skills with the patient; although this problem is related to the clinical area, it is reasonable to think that the deficiency of these skills also extends to teaching activities. On the other hand, university teaching in the undergraduate and postgraduate study plans is not fully professionalized. Usually, to develop teaching functions, it is only required that the doctor has covered the degree's academic credits, without a prior requirement of training or teaching experience; this can have an unfavorable impact on the teacher-student relationship and negatively affect the academic preparation of students. Communication has a central role in strengthening teaching skills, relationships, respect, and empathy towards medical students, given their role in the success of teaching. This article analyzes aspects related to this process in teacherstudent binomial. [ABSTRACT FROM AUTHOR]

Background: To explore the impact of the transition from a traditional face-to-face course delivering essential contents in pediatric critical care to a hybrid format consisting of an online pre-course self-directed learning, an online facilitated discussion, and a face-to-face edition. Methods: Attendees and faculty were surveyed after the face-to-face course and the hybrid version to evaluate the effectiveness and satisfaction of participants with the course. Results: Fifty-seven students attended multiple formats of the Pediatric Basic Course between January 2020 and October 2021 in Udine, Italy. We compared course evaluation data from the 29 attendees of the face-to-face course with the 28 of the hybrid edition. Data collected included participant demographics, participant self-assessed pre and post-course "confidence" with a range of pediatric intensive care-related activities, and their satisfaction with elements of the course. There were no statistical differences in participant demographics or pre and post-course confidence scores. Overall satisfaction with the face-to-face course was marginally higher, 4.59 vs. 4.25/5, but did not reach significance. Pre-recorded lectures which could be viewed several times, were highlighted as a positive for the hybrid course. Residents found no significant differences comparing the two courses in rating the lectures and the technical skills stations. Hybrid course facilities (online platform and uploaded material) were reported to be clear, accessible, and valuable by 87% of attendees. After six months, they still find the course relevant to their clinical practice (75%). Candidates considered the respiratory failure and mechanical ventilation modules the most relevant modules. Conclusions: The Pediatric Basic Course helps residents strengthen their learning and identify areas to improve their knowledge. Both face-to-face and hybrid model versions of the course improved attendees' knowledge and perceived confidence in managing the critically ill child. [ABSTRACT FROM AUTHOR]

Background: The oral health of many older Australians is poor and associated with many systemic health problems. However, nurses often have a limited understanding of the importance of oral healthcare for older people. This study aimed to investigate Australian nursing students' perception, knowledge, and attitude toward providing oral healthcare for older people and associated factors. Methods: A cross-sectional study was conducted among final year nursing students studying at accredited nursing programs using an online self-reported 49-item survey. The data were analysed using univariate and bivariate analysis (t-test, ANOVA, Spearman's correlation test). Results: A total of 416 final-year nursing students from 16 accredited programs in Australia completed the survey. Mean scores showed that more than half of the participants felt they lacked confidence (55%, n = 229) and had limited knowledge about oral healthcare for older people (73%, n = 304); however, their attitude towards providing such care was favourable (89%, n = 369). A positive correlation was found between students' confidence in delivering oral healthcare to older people and their perceived knowledge (r = 0.13, p < 0.01). Results revealed a statistically significant positive association between students' experience in providing oral healthcare to older people and students' perception (t = 4.52, p < 0.001), knowledge (t = 2.87, p < 0.01), and attitude (t = 2.65, p < 0.01) mean scores in such care. Nearly 60% (n = 242) of participants received education/training in oral healthcare for older people at university, but this was often for less than one hour. Around 56% (n = 233) believed that the current nursing curriculum did not prepare them to provide effective oral healthcare to older people. Conclusion: Findings suggested a need for nursing curricula to be revised to include oral health education and clinical experience. Knowledge of evidence-based oral healthcare by nursing students may improve the quality of oral healthcare for older people. [ABSTRACT FROM AUTHOR]

Background: Significant changes have occurred in education, including the emergence of E-learning which appeared to be an alternative method of carrying out teaching and learning activities. This research seeks to examine the correlation between Kolb's learning styles and readiness for e-learning. Methods: This cross-sectional study was conducted in Jiroft University of Medical Sciences (southern Iran) in 2021. 247 eligible medical students were selected using convenient sampling. Data were collected using the Watkins standard e-learning questionnaire and Kolb's learning styles questionnaire. Data were analyzed by SPSS version 23 using descriptive and inferential statistics (ANOVA and post hoc LSD tests) which were all used to find connections. A P-value<0.05 was considered statistically significant. Results: The participants' mean age was 21.5 (SD: 1.69) years and average score in the e-learning readiness tests was 127.54 (SD: 27.05). According the findings of this study, the learning style of most students was divergent (104 (42.1%)). One-way analysis of variance, showed that there was a statistically significant difference between the average e-learning readiness ratings for various learning styles (F=3.20, P=0.024). Converging style is the top favored learning style among students who are ready for online learning, according to researchers. Conclusion: According to the findings of the study, students' learning styles were statistically relevant to their readiness for e-learning. The study may be useful for a balanced pedagogical system in both pandemic and post-pandemic situations. University planners need to pay special attention to the students' learning styles because one of the ways to increase preparation for e-learning is to know the students' learning style. [ABSTRACT FROM AUTHOR]

Background: During the contingency derived from the COVID-19 pandemic, there were no instruments assessing the aspects of clinical training, which is why it is necessary to have a questionnaire that let us know the opinion of medical students about the disruptive education. Objective: To validate a questionnaire designed to know the opinion of medical students about disruptive education in their clinical training. Material and methods: This is a validation cross-sectional study which was developed in three phases: 1) Elaboration of the questionnaire aimed at undergraduate medical students who took clinical science subjects in their curricular program; 2) validation of content by Aiken's V test with 7 expert judges and reliability estimation with Cronbach's alpha coefficient in a pre-sample test with 48 students; 3) analysis of the information through descriptive statistics, where the following results were observed: Aiken's V index of V = 0.816; Cronbach's alpha coefficient = 0.966. A total of 54 items were incorporated in the questionnaire after the pre-sampling test. Conclusions: We can rely on a valid and reliable instrument that objectively measures disruptive education in the clinical training of medical students. [ABSTRACT FROM AUTHOR]

Introduction: Implementation of Competency-Based Medical Education (CBME) as an outcome-based teaching methodology has brought changes in the curriculum worldwide in terms of teaching and learning. As students are the prime stakeholders in medical education, their feedback is crucial in designing the curriculum framework. We present thematic analysis of medical students' feedback on Early Clinical Exposure (ECE), which has given an in-depth insight into their perceptions. Materials and Methods: A prospective study was conducted post early clinical exposure session for the first-year MBBS students under the CBME curriculum from April to October 2021 in a teaching medical institute. Feedback was collected in text transcripts by two open-ended questions about effectiveness and suggestions for improvement. Qualitative data analysis of thematic type was performed. Results: Post-familiarization of data codes were generated for each of the two questions. Codes with similar meanings were grouped into four themes for each question. Analysis of students' transcripts revealed perspectives on knowledge, doctor--patient relationship, clarity in understanding concepts as themes for effectiveness, the need for case-based learning in the hospital environment, time management, and innovative teaching methods as themes for improvement. Conclusion: Students perceived the teaching methodology of early clinical exposure positively and recognized the need to integrate basic science with clinical expertise and professional identity at an early stage in medical school. The study results have brought out implications for improving teaching sessions in terms of technology use, content, and creating a conducive environment for the learners. [ABSTRACT FROM AUTHOR]

Background: the inverted classroom is a blended learning modality, where students learn the concepts by themselves, usually using educational videos, audio files and other technologies, through collaboration among peers in online communities. Objective: to propose an inverted classroom method for gerontogeriatric training in Medicine students. Methods: a cross-sectional observational study was carried out using scientific methods: document review, direct observation in the field, analysis, synthesis, induction, deduction, systemic and descriptive statistics. Results: an inverted classroom method is provided for the gerontogeriatric training of Medicine students that combines face-to-face and virtual modalities from the interaction between the forms of organization of medical teaching and education at work in the Primary Health Care: consultation and home field visit. Conclusions: the inverted classroom is a context that favors the gerontogeriatric training of the Medicine student since it revitalizes and transforms the traditional conceptions and approaches of teaching-learning, by achieving a greater student role, increased autonomy, instantaneous, interconnection, multimedia and the creativity and innovation of the student in the solution of health problems of the elderly, as well as the use of the resources and virtual learning environments’ potential that it possesses, combining face-to-face and virtual teaching modalities. [ABSTRACT FROM AUTHOR]

The nursing career, throughout its study plans, establishes curricular strategies that allow the students’ personal development. This article reflects on the development of the curricular strategy related to the English language learning in the Nursing career. It is found that there are difficulties that affect the integrative logic necessary to establish the links between content and communication skills, which can be improved if the systemic approach to language learning and the delimitation of knowledge by academic years are taken into account. [ABSTRACT FROM AUTHOR]