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Psychosomatic obstetrics and gynecology (POG) encompasses a wide variety of topics. While specialists in this field agree that it is important for practicing clinicians to be familiar with psychosomatic issues related to women's health, there is no consensus about the best practices for teaching and assessing this knowledge, or even which are the topics that should be included. By examining existing literature on educational methodology, this paper aims to suggest best practices that are proven useful in teaching issues related to POG. The paper considers learning objectives for what should be taught, recommendations as to best practices for curriculum delivery, and suggestions for how to assess learners' ability to meet the objectives. Establishing guidelines for teaching POG may be useful for learners at different levels and in various settings. [ABSTRACT FROM AUTHOR]

This study examines efforts to integrate social medicine into global health education and its potential to guide the new practice of structural competency. The methods employ participant observation and interviews with program coordinators and participants in a social medicine course. Areas of success included: pedagogical innovation, conscientizing course participants, decentralising global health practice, and promoting reflexivity. Accompanying these successes were points of friction, including: inequities in personal risk and mobility limitations among course participants, as well as complexities and nuances in unintentionally reproducing hierarchies of knowledge. Specifically, further recommendations from our research include: (1) incorporating innovative pedagogical approaches, which highlight social medicine practices outside the global north, prioritising opportunities for cross-collaboration among practitioners from the global south; (2) framing social theory as a bidirectional flow: global south traditions must be included in teaching social theory; (3) practising structural humility by highlighting the perspectives and expertise of communities experiencing social and structural marginalisation, while including strategies in organising and direct pathways to political engagement. These conclusions highlight how social medicine-based training can both build from and move beyond the competencies explicitly specified by the structural competency model to create a global health practice inclusive of diverse thought from around the world. [ABSTRACT FROM AUTHOR]

In the data science courses at the University of British Columbia, we define data science as the study, development and practice of reproducible and auditable processes to obtain insight from data. While reproducibility is core to our definition, most data science learners enter the field with other aspects of data science in mind, for example predictive modeling, which is often one of the most interesting topics to novices. This fact, along with the highly technical nature of the industry standard reproducibility tools currently employed in data science, present out-of-the gate challenges in teaching reproducibility in the data science classroom. Put simply, students are not as intrinsically motivated to learn this topic, and it is not an easy one for them to learn. What can a data science educator do? Over several iterations of teaching courses focused on reproducible data science tools and workflows, we have found that providing extra motivation, guided instruction and lots of practice are key to effectively teaching this challenging, yet important subject. Here we present examples of how we motivate, guide, and provide ample practice opportunities to data science students to effectively engage them in learning about this topic. [ABSTRACT FROM AUTHOR]

The accumulation of technical knowledge is the central focus of graduate programs in statistics. However, student success does not depend solely on acquiring such knowledge. Rather, students must also understand the rigors of graduate study to complete their degree. And, they need to understand the statistics profession to prepare for a career after graduation. The purpose of the one-credit hour Alpha Seminar course at the University of Nebraska-Lincoln is to educate graduate students in these nontechnical areas. Students are required to enroll in Alpha Seminar during their first semester of study. In addition to advisement on courses and graduation requirements, Alpha Seminar features topics on career paths, ethics, professional accreditation, internships, and professional societies. Alumni also meet with the class to discuss how to be successful in the program and in a future career. This article discusses course topics, examines assignments, and provides evaluations from student cohorts. The corresponding course website is available at. [ABSTRACT FROM AUTHOR]

The Journal of Statistics and Data Science Education (JSDSE) has a history of initiatives to expand its readership and impact. In this article, we reflect on JSDSE's relevance to K-12 education and how it might increase its influence in this area. We characterize JSDSE's K-12 impact partially in terms of its ability to foster statistical knowledge for teaching (SKT). We also introduce a new construct, statistical knowledge for the transformation of teaching (SKT 2) , to more fully capture the K-12 contributions JSDSE can make. Our analysis draws upon the perspectives of an experienced high school teacher (the first author) and a statistics education researcher (the second author). The first author of the article surveyed recent JSDSE issues to identify and reflect upon articles with implications for his teaching practice. The second author framed the first author's article reflections in terms of their connections to SKT and SKT2. Drawing upon our collaborative analysis, we propose strategies to help JSDSE more fully realize its potential to contribute to SKT and SKT2. We explain how acting on the proposed strategies may help JSDSE readers, authors, and editors bridge the persistent historical gap between formal scholarship and practice in K-12 education. [ABSTRACT FROM AUTHOR]