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With a shift in moving towards the 4th industrial revolution, digital storytelling has been identified as a novel way of facilitating teaching and learning. This paper will be aimed at offering an understanding of the experience and perspective of occupational therapy students in using digital storytelling as a reflective tool as an assignment as part of their undergraduate and masters occupational therapy curriculum at a university in South Africa. A descriptive qualitative study was undertaken, and five participants were purposively recruited. Individual semistructured interviews were conducted as well as a focus group with participants. An inductive analysis revealed two themes: Reflections on relevance within the occupational therapy curriculum and Is technology the new direction? The findings conclude that digital storytelling as a medium to showcase reflections on identifying formation was an innovative and novel way of documenting the reflective experiences of occupational therapy students. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to introduce a survey instrument to measure three components of students’ perceptions of open and affordable course materials – quality, integration, and experience – and discuss its reliability and predictive validity.Design/methodology/approach The authors distributed an end-of-semester online survey to students enrolled in sections of 12 courses that adopted OER in Fall 2016, as well as conducting a within-interview survey with the instructors of those courses. The authors calculated the descriptive statistics from the responses to the student survey, as well as examining the inter-item and inter-rater reliability of the instrument. Finally, explored correlations in the data gathered through both the student and faculty surveys were explored.Findings The authors found that both students and faculty were generally pleased with the quality and experience of using open and affordable digital materials. The authors also found that our three survey subscales had strong inter-item reliability, and that the quality and experience subscales had predictive validity in terms of whether students would choose a traditional or digital text in future courses.Originality/value In addition to providing evidence in terms of the full survey instrument’s reliability and predictive validity, factor analysis indicates that a short scale of quality and experience Likert scale items could be used by practitioners to effectively assess satisfaction of digital materials among traditionally aged undergraduate students. [ABSTRACT FROM AUTHOR]

This study investigates the school-based factors influencing curriculum implementation in primary schools within the Banadir region of Mogadishu, Somalia. Guided by three research objectives, the study examines the influence of time allocation, the impact of teacher training, and the availability of teaching and learning materials on curriculum implementation. The literature review centres on appropriate objectives, A descriptive survey design is employed, with a target population of 48 primary schools, 1520 pupils, 404 teachers, and 48 head teachers in the Banadir region. Sampling methods include simple random sampling for participating schools and teachers and stratified random sampling for pupils. Data is collected through questionnaires, and analysis is conducted using SPSS version 20, Quantitative data was analysed using descriptive statistics; frequencies, and percentages. The findings reveal that time allocation significantly influences curriculum implementation, with pupils and teachers indicating insufficient time despite head teachers' contrary views. The study establishes that the level of teacher training also plays a crucial role in curriculum implementation. Furthermore, the availability of teaching and learning materials is identified as a key factor influencing curriculum implementation. Recommendations include additional lesson allocations to enhance curriculum coverage and ensuring the provision of adequate teaching and learning materials. [ABSTRACT FROM AUTHOR]

The library and information services of the twenty first century are rapidly changing education learning patterns because of the rapid development of electronic publishing libraries. However, the literature reveals the considerable unpredictability in experience, challenges, and awareness about E-resources among college students during and after the COVID-19 Pandemic scenario. In the aftermath of the pandemic, everyone has been forced to learn and teach E-resources in educational institutions worldwide. Along with their academic demands, college students are confronted by a lack of knowledge of handling e-learning resources and low network connectivity in remote regions. In this aspect, this study commenced to describe the experience, challenges, and awareness about e-learning resources. A descriptive and diagnostic research design was adopted and primary data was collected from college students through Google Forms with participant consent. The basic information about respondents, experience, challenges, and awareness of E-resources are tools of the study. The statistical analysis is to be carried out based on the study's objective. This analysis was used to identify influential factors and to explore the relationships between e-learning experience, and resource awareness. Subsequently, the analysis is used to discuss recommendations for enhancing the utilization of e-learning resources based on the study's findings. [ABSTRACT FROM AUTHOR]

Background: Evidence acknowledges inequalities to progression and achievement for black, Asian and minority ethnic students within higher education, as well as barriers for promotion of black, Asian and minority ethnic staff within the NHS. In the UK, legislation and regulatory guidance requires students studying undergraduate midwifery to undertake their programme across both these institutions. Aims: To understand the experiences of black, Asian and minority ethnic students studying undergraduate midwifery at a UK university. Methods: This qualitative study used semi-structured interviews with five student midwives who identified as black, Asian or minority ethnic from a university, conducted by a peer researcher. Thematic analysis was used to analyse anonymised transcript data. Results: Three key themes were identified: 'invisibility', 'emerging visibility' and 'managing visibility'. Participants experienced a monocultural focus in the curriculum and in practice and were exposed to racist behaviours, causing them to modify behaviours. Conclusions: A need for diverse teaching materials and cultural inclusivity across institutions was identified to help combat outdated systemic Eurocentric practices and support the implementation of recently published midwifery standards. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this article is to outline foundational techniques and strategies that music therapy educators can use to teach students to compose music for clinical practice. The overarching goals are to highlight the importance of therapeutic design and rational, and the intentional use of musical form and function to address clinical goals and objectives. The techniques described can be implemented in the classroom, with the goal of supporting students to transfer these skills to fieldwork and internship experiences. [ABSTRACT FROM AUTHOR]

Study guides are a popular and frequently student-requested instructional support developed primarily by upper elementary, middle, and high school teachers to help students navigate through a course of study. With the increase of the number of learners with diverse needs in general education classrooms, teachers need to be mindful of various ways to differentiate study guides, that is, make adjustments that maintain the integrity of student outcomes while offering choices and respecting each learner’s background knowledge, skill-level, interests, and learning preferences. Specifically, teachers can differentiate study guides by adjusting questions and content, providing different kinds of study guides, allowing students to demonstrate knowledge in different ways, reinforcing student efforts, and allowing students to use classroom materials and space in various ways. This article presents ways teachers can apply the components of differentiation to maximize the use of study guides in inclusive classrooms. [ABSTRACT FROM AUTHOR]

Purpose: The European Society for Trauma and Emergency Surgery (ESTES) identified the need for general and trauma surgeons involved in the management of critically ill surgical patients to embrace and learn both basic and advanced US skills. A steering group was created to address this deficit. Methods: Modular UltraSound ESTES Course (MUSEC) is a modular blended-learning course. It incorporates pre-test/post-test examinations, pre-course online materials, didactic and interactive lectures, interactive case scenarios discussion with pathological US clips, hands-on practice on healthy volunteer models, and on original phantoms for simulating both pathological US findings and practicing US-guided interventional maneuvers. Four independent modules were provided. Surgical decision-making didactics were also included in the course curriculum. Learning gain (Δ of the rating of pre-test and post-test) was calculated for each module. An anonymous post-course satisfaction survey was also administered (16 questions with a Likert's 5-point scale of evaluation). Results: Twenty-three MUSEC Courses were run in a 30 months period, training 416 doctors from 29 countries. A total of 52 modules were delivered. The mean pre-test and post-test grades were 8.3/12 and 10.7/12, respectively, yielding a significant mean learning gain of 28.9 % ( p = 0.001). Post-course satisfaction survey got an overall ranking of 4.5/5. Conclusions: MUSEC is an effective and original educational format, enjoyed by candidates, that fills an educational gap for tailored US education as a procedural skill to acute care surgeons. Ongoing revisions should reduce the current limitations and increase the educational value, in terms of number of modules and post-course credentialing. [ABSTRACT FROM AUTHOR]

Copyright of Australian Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)