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The current situation in Germany is characterised by significant differences between the two types of higher education institutions offering bachelor's degree programmes in midwifery at both universities of applied sciences and universities. These differences are noticeable in admission procedures, resource allocation, content focus and competence assessment at the respective institutions, which in turn result in heterogeneous study experiences. This article highlights the challenges currently facing bachelor degree programmes and the academic qualification of midwives, and identifies future requirements for the development of degree programmes in theory and practice as well as theory-practice transfer, and assessment formats. Furthermore, this article covers the content-related and structural-organisational requirements to develop in-depth academic skills grounded in theory teaching, the facilitation of clinical placements at an academic level, the training of qualified practical instructors and the development of applicable competence-based assessment formats, especially for the state exam. The development of a standardised, high-quality academic education for midwives in Germany requires networking of the different academic sites/locations to exchange experiences in teaching/learning and assessment formats. Furthermore, it can facilitate the development of a standardised competence-oriented model and core curriculum as well as the definition of quality criteria and standards for study programmes of midwifery science. The Midwifery Science Committee (AHW) in the DACH Assoviation for Medical Education (GMA) offers an optimal platform for cooperation between the different universities. The existing challenges for the further professional development of midwives can only be overcome by collaboration and pooled expertise., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2024 Plappert et al.)

Background: Traditionally, direct medical competences are taught in medical studies, whereas leadership and quality management competences are hardly taught, although graduates are already confronted with management tasks at the beginning of their clinical work. With the upcoming amendment of the Medical Licensing Regulations, this topic area will probably be addressed and must be adequately taught by the faculties. The learning objectives in the area of quality management listed in the current working version of the German National Catalogue of Learning Objectives in Medicine (NKLM) 2.0 have so far been formulated in rather general terms and need to be concretized., Aim: To develop a competence-based learning objectives catalog for the topic area of quality management in medical studies as a structured framework recommendation for the design of faculty teaching-learning programs and as a suggestion for further development of the NKLM., Methods: The competence-based learning objectives catalog was developed by an eight-member working group "Quality Management in Education, Training and Continuing Education" of the Gesellschaft für Qualitätsmanagement in der Gesundheitsversorgung e.V. (GQMG) within the framework of a critical synthesis of central publications. The members of the project group have many years of project experience in quality management in health care as well as in university didactics., Results: Six basic competence goals as well as 10 specific competence goals could be formulated and consented upon. These are each flanked by a list of essential basic concepts and examples. These focus on quality improvements, including patient safety and treatment success against the background of a physician leadership role in an interprofessional context., Discussion: A competency-based set of learning objectives has been compiled that encompasses the necessary concepts and basic knowledge of quality management required for those entering the profession to understand and actively participate in quality management after completing medical school. To the authors' knowledge, no comparable learning objectives catalog is currently available for medical studies, even internationally., Competing Interests: The authors declare that they have no competing interests., (Copyright © 2023 Vogeser et al.)

Background: Personalised medicine (PM) has been fostered by technological and medical advances, but all stakeholders, including healthcare professionals, citizens and policy makers, should achieve adequate health literacy to promote PM implementation. The "Integrating China in the International Consortium for Personalised Medicine" (IC2PerMed) project, funded by the International Consortium for Personalised Medicine, focuses on this issue by highlighting the need to educate healthcare professionals and empower citizens. Within the aforementioned project, building on a mapping of European and Chinese policies in PM, experts in the field of PM participated in an online workshop and a following two-round Delphi survey, in order to identify the priority areas of intervention for healthcare professionals' education and curricula, engagement and empowerment of citizens and patients., Results: Nine experts completed the survey and reached a consensus on seventeen priorities: seven were related to health professionals' education and curricula, whereas ten on citizen and patients' awareness and empowerment., Conclusion: These priorities emphasized the importance of education and health literacy, multidisciplinary and international collaboration, public trust, and consideration of ethical, legal, and social issues. The present experience highlights the relevance of the involvement of stakeholders in informing decision-makers, developing appropriate national plans, strategies, and policies, and ensuring the adequate implementation of PM in health systems., (© 2023. The Author(s).)

Objective. To determine whether using standardized patients dressed in moulage improves pharmacy students' ability to assess skin disorders compared to using picture-based paper cases. To determine pharmacy student preferences when learning assessment of skin disorders through these two educational methods. Methods. Faculty members investigated student assessments of drug-induced skin disorders and contact dermatitis by using picture-based paper cases compared with using standardized patients dressed in moulage in a patient assessment course. Faculty members measured student knowledge via multiple-choice questions before laboratory, immediately after laboratory, and during a final examination 3 weeks later. Student preferences were measured immediately after laboratory via survey instrument in this randomized, non-blinded, crossover design educational study. Results. No significant differences in knowledge scores related to skin disorders were found after laboratory or 3 weeks later when comparing the two educational methods. However, survey results suggested student preferences for using standardized patients dressed in moulage for drug-induced skin disorders. No significant differences were found for contact dermatitis cases. Conclusion. Using standardized patients dressed in moulage did not improve pharmacy students' ability to assess skin disorders compared to using picture-based paper cases. Pharmacy students preferred standardized patients dressed in moulage only when learning assessment of drug-induced skin disorders.

This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teaching and learning formats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adapting the (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats.

Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.

Background: Many of the 70,000 graduating US medical students [per year] have reported participating in a global health activity at some stage of medical school. This case study design provided a method for understanding the student's experience that included student's learning about culture, health disparities, exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. We need to understand the student's experience in order to help design appropriate curricular experiences [and valid student assessment]., Objective: Our research aim was to analyze medical student reflection papers to understand how they viewed their Global Clinical Experience (GCE)., Methods: A qualitative case study design was used to analyze student reflection papers. All 28 students who participated in a GCE from 2008-2010 and in 2014-2015 and submitted a reflection paper on completion of the GCE were eligible to participate in the study. One student did not submit a reflection paper and was not included in the study., Findings: All 27 papers were coded by paragraph for reflection and for themes. System of Care/Range of Care was mentioned most often, Aids to Adjustment Process was mentioned least. The theme, "Diseases," referred to any mention of a disease in the reflection papers, and 44 diseases were mentioned in the papers. The analysis for depth of reflection yielded the following data: Observation, 81/248 paragraphs; Observation and Interpretation, 130/248 paragraphs; and Observation, Interpretation, and Suggestions for change, 36/248 paragraphs; 9 reflection papers contained 27 separate accounts of a transformational experience., Conclusions: This study provided a method for understanding the student's experience that included student's learning about culture, health disparities, and exposure and reaction to a range of diseases actually encountered. The broad diversity of themes among students indicated that the GCE provided a flexible, personalized experience. How we might design a curriculum to facilitate transformational learning experiences needs further research., (Copyright © 2017 Icahn School of Medicine at Mount Sinai. Published by Elsevier Inc. All rights reserved.)

For decades, the internal medicine (IM) subinternship has served as a critical interface between undergraduate and graduate medical education. As such, the vast majority of U.S. medical schools offer this rotation to help students prepare for post-graduate training. Historically an experiential rotation, a formal curriculum with specific learning objectives was eventually developed for this course in 2002. Since then, graduate medical education (GME) has changed significantly with the regulation of duty hours, adoption of competency-based education, and development of training milestones and entrustable professional activities. In response to these and many other changes to residency training and medical practice, in 2010, the Association of Program Directors in Internal Medicine (APDIM) surveyed its members-with input from the Clerkship Directors in Internal Medicine (CDIM) Subinternship Task Force-to determine which core skills program directors expected from new medical school graduates. The results of that survey helped to inform a joint CDIM-APDIM committee's decision to re-evaluate the goals of the IM subinternship in an effort to enhance the transition from medical school to residency. This joint committee defined the minimum expectations of what constitutes an IM subinternship rotation, proposed recommended skills for IM subinterns, and discussed challenges and future directions for this crucial course.

Fluorescence-guided surgery (FGS) and other interventions are rapidly evolving as a class of technologically driven interventional approaches in which many surgical specialties visualize fluorescent molecular tracers or biomarkers through associated cameras or oculars to guide clinical decisions on pathological lesion detection and excision/ablation. The technology has been commercialized for some specific applications, but also presents technical challenges unique to optical imaging that could confound the utility of some interventional procedures where real-time decisions must be made. Accordingly, the AAPM has initiated the publication of this Blue Paper of The Emerging Technology Working Group (TETAWG) and the creation of a Task Group from the Therapy Physics Committee within the Treatment Delivery Subcommittee. In describing the relevant issues, this document outlines the key parameters, stakeholders, impacts, and outcomes of clinical FGS technology and its applications. The presentation is not intended to be conclusive, but rather to inform the field of medical physics and stimulate the discussions needed in the field with respect to a seemingly low-risk imaging technology that has high potential for significant therapeutic impact. This AAPM Task Group is working toward consensus around guidelines and standards for advancing the field safely and effectively.

In recent years, the pressure for educators to cultivate civic participation among Canada's apathetic youth voters has been mounting. Between 1998 and 2007, a national wave of curriculum reform introducing or enhancing civic engagement education occurred at the secondary level. In this study, we explore the role and place of civic engagement in the Canadian university curriculum. We have chosen to focus on curriculum in political science programs because calls to increase civic engagement originated with the goal of increasing participation in voting by young people, and because civic engagement is widely espoused as a central value in the discipline of political science. We report the findings of a national survey of politics instructors and their course syllabi regarding civic engagement as an intended learning outcome. Our analysis of the survey data involved a comparison of instructor responses with the assessment activities identified on their course syllabi. By analyzing the real and imagined audience(s) and purpose(s) of course assignments, we find that students are required to complete assignments that situate them within academic contexts involving academic purposes and audiences. The apparent conflict between civic education outcomes and academic assessment tasks relates to broader conversations about the purposes of political science education and higher education in general.

This study aimed to assess the value of Korean school library research by comparing Korean and international research on school libraries. To conduct this research, records of international papers indexed by Scopus and domestic papers indexed by the Korean Citation Index (KCI) on school libraries were downloaded. These records were analyzed and compared in terms of publication trends, journals, and author keywords. Approximately, four Korean LIS journals collectively published 39% more papers than the international journals indexed by Scopus, suggesting the substantial contributions made by Korean research on school libraries. The unique subtopics of school libraries in Korean domestic research were the revitalization of school libraries, reading instruction, curriculum development, library instruction, and the School Library Promotion Act. The results also showed that despite the many papers on school libraries in domestic journals, there was a lack of papers on Korean school libraries in the Scopus database. Consequently, more research is particularly needed for the Korean researchers to effectively share their domestic research with the international academic community. KEYWORDS International Journal Articles, Domestic Journal Articles, Library, Korean Authors, Bibliometric Patterns, 1. Introduction Researchers in Library and Information Science (LIS) may encounter cases in which an inadequate number of papers have been published in international journals. For example, a sufficient amount [...]

Global learning has become a fundamental aspect of international education. Yet, a clear understanding of global learning and how to develop it remain unclear. Using the dynamic systems approach, this paper analyzed the reasons, methods, and knowledge, skills, and attitudes (KSA) of global learning in higher education. Global learning is the higher education institutions' critical response to globalization. It is the essential learning outcome of comprehensive internationalization of curriculum requiring students to develop KSA about the external world and their internal selves in their daily lives across local and global communities. With survey results from 142 undergraduate students in one U.S. university and a global learning rubric and publication, this paper demonstrated how global learning is interpreted and approached differently at various levels and further proposed pedagogical approaches to enhance global learning in higher education.

This research paper aimed to develop a training curriculum to enhance the competency of music teachers in Buriram Province who graduated from Rajabhat University and became professional teachers in active learning management. The study involved 50 music teachers who participated in workshops and academic exchange forums. The training curriculum consisted of eight components, including the development of active learning unit plans and lesson plans. The research instruments used were the training curriculum, the active learning unit plan assessment form, and the active learning lesson plan assessment form. The use of the curriculum resulted in positive outcomes, with most of the active learning unit plans receiving high assessment scores, and the academic exchange forums effectively showcased best practices. This study provides insights into the development of a training curriculum aimed at enhancing the competencies of music teachers in active learning management, which can be adapted to other teaching fields.

Although there are differences in identity construction depending on countries and periods, some courses have come to the fore in the education system in each period. In Turkey, the education system in general, and history, geography, citizenship and social studies courses, in particular, have instrumental importance in the construction of identity. When the literature is examined, it can be observed that there are many studies on history, social studies and citizenship lessons for identity construction. However, there is a limited number of studies on identity construction for the geography curricula. The main purpose of this research was to examine the secondary education geography curricula in Turkey in terms of identity and citizenship construction. The study was planned and carried out as a qualitative case study. Case studies often describe the exploration of a bounded system. In this research, the sample was limited to the 2005 and 2018 geography course curricula, and a detailed description was made by using "content analysis" based on the research purpose. As a result of the research, it was determined in both curricula that the national identity theme had the most expressions, and national identity was aimed to be built by presenting details about the geography of the homeland. In addition to national identity, it was determined that there were also contents related to social identity, ecological identity, universal identity, and a limited number of digital identity and religious identity themes. [Paper presented at the International Congress on Geographical Education (3rd, Sivas, Turkey, Oct 14-17, 2021).]

Highly cited papers reflect the top 1% of field and publication year papers. Highly cited papers are important in terms of the number of citations they receive in their subject area and often attract the attention of most researchers in terms of their high quality. Therefore, this study aimed to analyze highly cited papers in the field of sport sciences from a bibliometric perspective and to identify subject areas that have the potential to be highly cited. This research analyzed highly cited papers in the field of sport sciences published during 2010-2020, indexed in the Web of Science of the Clarivate Analytics. The results show that most of the highly cited papers in sport sciences are in sport medicine and published by prominent and renowned researchers. Moreover, most of these papers were contributed by researchers from the European and American continents. The results also show that the United States of America (USA), McMaster University of Canada, and Professor Lars Engebretsen led in publishing highly cited papers in sport sciences. It can be concluded that five thematic clusters were formed by highly cited papers in sport sciences, most of which were in the subject area of sport injuries and exercise physiology. Only highly cited papers in the field of sport sciences were analyzed, and a thorough analysis of all papers in this field is needed for a definite conclusion. This study identifies that the subject area has a great impact on a paper to be highly cited, and only some subject areas in the discipline of Sport Sciences have the potential to be highly cited. [ABSTRACT FROM AUTHOR]

This article starts from the following question: how does playing enable learning from experiences that children create to escape the routines and prescriptions of the curriculum? To bring problematizations from this question, we developed an ethnographic investigation from a post-critical perspective in a municipal public school. The argument developed here is that children experiment, invent and create ways to play to escape the routine of school curricula, and thus learn by playing and play by learning. Based on the experiences that children themselves are exposed to, we understand that by exposing ourselves to the good affections they allow us to have, we also need, as teachers, to invent other times, intervals, durations, extensions to proliferate learning in school curricula, which escape of the rigidity and control given by the normative prescriptions that constitute many curricula. [ABSTRACT FROM AUTHOR]

Purpose: This article provides an overview of how childhood curriculum in the United Arab Emirates (UAE) is designed to serve cultural values. Design/Approach/Methods: The framework of kindergarten curriculum adopts the uniqueness of children laying the foundation for their cultural identity. This paper provides a description of how this is achieved through a case study of the kindergarten curriculum in the UAE. Findings: The core elements of Emirati culture are delivered in the early childhood education (ECE) curriculum, which is influenced by global practices. Islamic studies is a key component in the Emirati kindergarten curriculum, which is designed to help children practice principles of religion, with the main Islamic values of gratitude and charity as aspects that are deeply embedded. Similarly, through social studies, children learn about Emirati heritage and culture. In addition to exposure to world communities, the learning experience engages children in authentic stories that relate to their personal lives, families, and community to build national awareness. Originality/Value: This paper sheds light on ECE in the UAE. Although the topic is of interest to UAE policymakers and educators and the global audience interested in UAE education, there is no study to the researcher's best knowledge that has examined the influence of the UAE culture on ECE curriculum.

Cardio-oncology is a rapidly growing field of cardiovascular (CV) medicine that has resulted from the continuously increasing clinical demand for specialized CV evaluation, prevention and management of patients suffering or surviving from malignant diseases. Dealing with CV disease in patients with cancer requires special knowledge beyond that included in the general core curriculum for cardiology. Therefore, the European Society of Cardiology (ESC) has developed a special core curriculum for cardio-oncology, a consensus document that defines the level of experience and knowledge required for cardiologists in this particular field. It is structured into 8 chapters, including (i) principles of cancer biology and therapy; (ii) forms and definitions of cancer therapy-related cardiovascular toxicity (CTR-CVT); (iii) risk stratification, prevention and monitoring protocols for CTR-CVT; (iv) diagnosis and management of CV disease in patients with cancer; (v) long-term survivorship programmes and cardio-oncology rehabilitation; (vi) multidisciplinary team management of special populations; (vii) organization of cardio-oncology services; (viii) research in cardio-oncology. The core curriculum aims at promoting standardization and harmonization of training and evaluation in cardio-oncology, while it further provides the ground for an ESC certification programme designed to recognize the competencies of certified specialists., (© 2023 European Society of Cardiology.)

Promoting health and wellness is a focus of social entrepreneurs within the health care professions. With the educational offerings of social entrepreneurship expanding within the health care programs of post-secondary institutions, assessing its current knowledge state is essential. Decisions about how and what to teach should be grounded in the best available evidence. The purpose of this preliminary scoping review was to provide an overview of best practices in curriculum content and methods of teaching social entrepreneurship for students in the health care professions. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Introduction: Routine medical care in Germany, Austria and Switzerland is being increasingly impacted by the cultural and linguistic diversity of an ever more complex world. Both at home and as part of international student exchanges, medical students are confronted with different ways of thinking and acting in relation to health and disease. Despite an increasing number of courses on cultural competence and global health at German-speaking medical schools, systematic approaches are lacking on how to integrate this topic into medical curricula.Methodological approach: This paper is based on a structured consensus-building process by a multidisciplinary committee composed of faculty and students. In a first step, a qualitative online survey was carried out in order to establish an inventory of definitions and concepts. After the second step, in which a literature search was conducted and definitions of global health and transcultural and intercultural competence were clarified, recommendations were formulated regarding content, teaching and institutional infrastructure. Based on small-group work and large-group discussions, different perspectives and critical issues were compiled using multiple feedback loops that served to ensure quality.Results: An inventory on the national and international level showed that great heterogeneity exists in regard to definitions, teaching strategies, teaching formats and faculty qualification. Definitions and central aspects considered essential to medical education were thus established for the use of the terms “cultural competence” and “global health”. Recommendations are given for implementation, ranging from practical realization to qualification of teaching staff and education research.Outlook: High-quality healthcare as a goal calls for the systematic internationalization of undergraduate medical education. In addition to offering specific courses on cultural competence and global health, synergies would be created through the integration of cultural competence and global health content into the curricula of already existing subject areas. The NKLM (the national competence-based catalogue of learning objectives for undergraduate medical education) would serve as a basis for this.

This highly individual study is the first-ever attempt to describe Polish Sinology, Polish Sinologists and their individual choices, both vocational and social or political. The author, as an insider, uses interviews with some of the most important representatives of Polish Sinology (mainly of the older generation). He proposes individual systematization, fragmenting the history of the “real socialism” era (1950-1989) and after the democratic breakthrough of 1989 in many chapters, consisting of both collective and individual. Among the major findings is that the initial small circle of highly specialized individuals has recently been quickly growing, and so has the diversification within it. While until 1989 the career choices in this field were limited, basically an official (diplomatic or state bureaucratic) career was the only option, but after this threshold many new windows of opportunities were opened, which included for example personal choices like studying in Mainland China or Taiwan,, opening a business there, creating a website or even opening up a study center. Mongolian Journal of International Affairs Vol.19 2014: 87-115

This paper reports the study which explored the learning and teaching of the topics of climate change, sustainability and disaster risk reduction in secondary-level teacher education programs in England and Japan. Through interviewing teacher educators, the study particularly probed how teacher education programs used local knowledge and collaboration in discussing the above topics. Geography tends to be the main subject area for these global agendas, but its crammed curriculum is "an ongoing challenge" for teacher education. Some researchers demonstrate that university-based initial teacher education has "ignored" training teachers on how to implement environmental and sustainability education at schools. Besides, the inquiries into how initial teacher education equips geography teachers for the learning and teaching of disaster risk reduction are still scarce. This paper aims to fill this gap by bringing together the fields of geography education, climate change and sustainability education, disaster risk reduction education and initial teacher education.

Just as the adoption of eXtensible Business Reporting Language has standardized the exchange, transmission, and reporting of accounting and financial data, this paper proposes the eXtensible Computing Curriculum Reporting Language as a standard for the exchange, transmission, and reporting of computing curriculum information in hopes of achieving semantic comparability among the descriptions of the computing disciplines. This specificity in the extension of eXtensible Business Reporting Language to the computing disciplines in the form of eXtensible Computing Curriculum Reporting Language acknowledges the nascent and emergent nature of computing and the need to reconcile, semantically, between uses of computing terminology and concepts to achieve clarity. This paper provides a brief background on eXtensible Business Reporting Language and demonstrates how the same concept may be applied in computing curriculum reporting. This paper is related to efforts to support the Computing Curricula 2020 initiative of the Association for Computing Machinery and the Institute of Electrical and Electronics Engineers and represents the ongoing work of the Education Special Interest Group Standing Committee on Curricular Matters.

When it comes to generating better practices, feedback--a fair representation of professional performance--plays a crucial role due to its transformational power of enhancing skills, which helps ensure high-quality teaching in the classroom. However, principals' lack of time, lack of knowledge of curriculum content, and lack of training are the causal factors for ineffective feedback. This paper presents elements that make K-12 principals' feedback effective. Feedback must be given within a 24-hour period after each supervision or evaluation; it must also be descriptive, specific, understandable and dialogical while communicating through constructive dialogue.

The use of an ePortfolio to support the education of health and social care professionals is increasing in higher education. ePortfolios support the educational journey of students; however, it is unclear how they are used to demonstrate competency or enhance employability. The aims of this study were to explore the literature to identify the use of ePortfolios in health and social care higher education curricula to demonstrate competency or improve employability. Three electronic databases were searched to identify papers using scoping review methodology. Studies that were published between 2001 and 2019 were included. A total of 1530 articles were initially identified after duplicates were removed. Nine studies were included in the final qualitative synthesis following a robust review. Data were synthesised into themes that describe the role of ePortfolios in demonstrating competencies in higher education or improving employability they were (1) Self-Directed Learning, (2) Deeper Learning, (3) Expanding Literacies, (4) Successful Implementation. These studies highlight that ePortfolio is both a product and a process. ePortfolios support students to gather artefacts that demonstrate professional competency which can be applied in the job-seeking process. The ePortfolio development process applies social constructionist approaches to learning which support lifelong learning and enhance employability. The findings also highlight the importance of providing students with clear expectations of the role of an ePortfolio in their professional learning journey.

The purpose of this paper is to explore the conceptual content of the term 'quality' in primary and secondary education through the content analysis of 32 scientific publications. The analysis of the qualitative data is based on the methodology of grounded theory, revealing 21 major dimensions of quality with a high frequency of occurrence that are divided into five broader categories. The first category, 'learning environment,' includes psychosocial elements, physical elements, respect for diversity and collaboration, sharing, and team spirit. The second category, 'learning content,' includes student-centred pedagogy, well-structured knowledge base, continuous curriculum improvement, interest in all students, and life skills. The third category, 'processes,' includes teaching, learning, assessment, support, and supervision. The fourth category, 'students,' includes involvement/participation, feedback, challenging learning activities, and improved learning outcomes. Finally, the fifth category, 'teachers,' includes knowledge of educational context, content, curriculum, and pedagogy, pedagogical skills, emotional/management/reflection skills, and teacher professional development. According to the main findings, from the category 'learning environment,' the dimension concerning the psychosocial elements prevails in the literature; from the category 'learning content', the dimension of student-centred pedagogy prevails; and from the category 'processes', three dimensions prevail: the first is related to support and supervision and the other two are related to teaching and assessment. From the wider category 'students,' the dimension relating to improved learning outcomes prevails. Finally, in the category 'teachers,' two dimensions prevail: the first concerns skills (emotional, management, reflection), and the second dimension concerns knowledge of the educational context, content, curriculum, and pedagogy.

Anatomy and Physiology (A&P) is a foundational sequence of courses required for students to complete as a prerequisite prior to admission to a range of graduate health programs and degrees, some of which include medical schools, nursing, occupational and physical therapy, exercise science, cardiovascular technologist, diagnostic medical sonography, dental hygienist, respiratory care, and radiography. While undergraduate A&P course content is fairly standard, differences in curricula, as well as differences in the student populations within these classes exist. In this paper we examine ways in which a more inclusive teaching environment can be created to support an increased sense of belonging for LGBTQIA+ students within anatomy and physiology courses, potentially leading to higher retention and success rates (Fenaughty et al. 2019; Garvey et al. 2017; National Academy of Sciences 2017; Snapp et al. 2015). Inclusive teaching has largely been absent within STEM disciplines, leading to negative perceived classroom experiences within STEM courses (Snapp et al. 2015; Garvey and Rankin 2015). Faculty can help to reduce barriers to success faced by gender and sexual minority students by growing in cultural competency, using inclusive vocabulary, and infusing their courses with accurate content that allows all students to see themselves in the curriculum.

Education system plays a very crucial role in any country towards achieving a sustainable development and strengthening social, cultural, historical and integral development, and is often called as the back born of the society. Producing competent graduate, professional or technical expert and a responsible citizen enriched with social and cultural values, which eventually enhances the quality of a country's workforce, is one of the ways the education system contributes to the development of a country. Giving the due recognition to the importance of the education system that paves the way for integral development of a country, some countries have practiced and promotes a free education policy. The purpose of this paper is to explore the salient features and its evolution of the free education system in Sri Lanka and its emerging challenges for policy makers. This paper also aims at suggesting alternative strategies to overcome the challenges that are emerging from the changing global market context by pooling of views and ideas of academics and other experts in the field of education. This study expects to suggest alternative strategies to overcome the emerging issues in the free education system that would add value to the policy makers to objectively develop future strategies and policies relating to the education system of the country. In order to achieve the aforesaid objective, this study explores the existing literature relating to education systems and experts' views and authors' own experience as academics. This study demonstrates that the Sri Lankan education system requires an urgent reform to revise on a holistic approach to address emerging issues in the areas of policy making level, implementation level and supervisory and regulatory level. This study recommends providing annually a six percent from the GDP for the state education, eliminating disparities between rural and urban popular schools, timely revision of general school curriculum in order to make it best fit the changing world, promoting student centered and participatory learning environment, protecting the higher education right of the qualified students who are not absorbed by the state universities and protecting and enhancing the economic, career and social welfare of the school teachers as the key areas that the policy makers must pay their close and urgent attention.

When one discusses the dissemination of the educational aims and tasks on a theoretical, as well as a methodological, level, it is important to highlight that pedagogy, being the science of education that it is, finds solutions in differing directions. One is theoretical, and the other is the realization of the sum of the demands of working in the field of education. More often than not, educational aims come from the basic demands of society. They can also be taken from documents of state, laws, resolutions etc. Sometimes, they can be set too wide and can be too general. This is thought to be the reason of insufficient clarity of the educational aim when we discuss making the educational aim more specific and realizing it in the educational process itself. This is where we find the need to further develop the educational aim and make it more specific in order to make it possible to realize for a practical educational purpose and to realize the educational goals of the person we are trying to educate. This process of specification relates to two levels. One is the scientifically-theoretical, and the other is a practical one. This paper, therefore, deals with ways of making the educational aim more specific and realizing it in the educational process. The paper also highlights the importance of basing the educational aim in a scientific, as well as a theoretical, approach and making it more specific in order to achieve it as fully as possible in the educational process. The paper presents a curriculum approach to the realization of the educational aim and its specification. By doing so, it creates the basis for acting in a scientific-theoretical way, as well as in a practical one.