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Background: The COVID-19 pandemic has created a great challenge for educational systems worldwide. During this time, educational centers have been encouraged to use e-learning programs to protect the population against infection. Online teaching has the greatest effect on the process of teaching-learning for certain topics, including professional behavior and commitment, which has prompted educational systems to use creative strategies for a greater effect on learners. The present study aims to determine the effects of e-learning using educational multimedia on the ethical decision-making and professionalism of nursing students during the COVID-19 pandemic. Methods: This study was conducted using a quasi-experimental design with a control group. The statistical population comprised second-semester nursing students in a first-rank nursing school in north western Iran. The samples were selected using simple random sampling and were divided into experimental (n = 40) and control (n = 40) groups. In the first stage of teaching, the conventional training method of the COVID-19 pandemic was used in both groups. In the second stage of teaching, an in-person workshop was organized for the control group and an e-learning workshop using educational multimedia for the experimental group. Data were collected by a tool with three parts: Demographic information, the Nursing Dilemma Test (NDT) by Crisham based on the Nurse Principled Thinking, and the Nursing Students Professional Behaviors Scale (NSPBS) designed by Goz. Data were analyzed in SPSS 25 software. Results: There was a statistically significant increase in the post-test mean score of professionalism (125.70 ± 6.20 vs. 120.95 ± 9.28) and ethical decision-making (46.17 ± 3.81 vs. 44.02 ± 3.21) in the experimental group compared to the control group (P < 0.05). Conclusion: The learning environment affects learning, and e-learning using educational multimedia has a greater impact than in-person workshops on improved learning outcomes with regard to ethical decision-making and professionalism. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusions Implications for the Profession and/or Patient Care Impact Reporting Method Patient or Public Contribution To analyse the effectiveness of an active ageing intervention modality through peer mentoring.A quasi‐experimental research study is carried out through three groups, one control (educational workshops on active ageing given by professionals) and two experimental (workshops given by peers with digital or face‐to‐face exposure).All groups share duration (7 weeks) and content, modifying the route of exposure. The effectiveness of the model is measured through the variables of physical health, mental health and social support. Loneliness and the need for care are also controlled for.The total sample consists of n = 209 people aged over 60 living in a rural context, of which n = 12 form the volunteer/mentor group. Active ageing interventions show an improvement in the perception of physical and mental health among people in need of some form of care, with all three modalities being equally effective. The impact on social support is analysed by controlling for the loneliness and social participation variable; in these cases, the face‐to‐face experimental group of peers is more effective than the others.The peer‐to‐peer methodology is as effective as the traditional methodology with a practitioner in maintaining and improving health perception, and the face‐to‐face methodology with peers is more useful in fostering social support among people experiencing loneliness.Peer mentoring is presented as a good strategy to improve social support for older people and to combat loneliness.To address the prevention of dependency through the promotion of active ageing. Peer mentoring is confirmed to have a significant impact on social support and could be a socio‐educational tool applicable to older people experiencing loneliness.This study has adhered to JBI guidelines. JBI critical appraisal checklist for quasi‐experimental studies has been used.Volunteer mentors contributed to the design and delivery of the workshops. [ABSTRACT FROM AUTHOR]

Background: GP registrars (specialist vocational trainees in general practice) are interested in teaching, and there are considerable benefits to teaching during training. There are, however, significant barriers for registrars as teachers, including inadequate funding, time pressures, and limited teacher training. Current evidence does not include medical educator (ME) perspectives or compare teaching settings (e.g. university vs. in-practice). Further evidence is needed to inform programs supporting registrar teaching roles. This project aimed to explore the experiences of Australian GP registrars as teachers in different contexts and from multiple stakeholder perspectives. Methods: A qualitative study with GP registrars, GP supervisors, MEs, and medical students was conducted. Participants were registrars and new (within 12 months) Fellows with teaching experience during training, supervisors who supervised a registrar in the preceding 12 months, Royal Australian College of General Practitioner MEs, and medical students with experiences of being taught by registrars. Recruitment was open to participants nationwide and sampling was purposive, aiming for a maximum variation sample. Data collection was performed via videoconference and analysed using reflexive thematic analysis. Findings: Interviews were conducted with 15 registrars, 10 supervisors, and one ME. Two focus groups involved four MEs and five medical students respectively. Registrar participants taught in a variety of settings, including in-practice, universities, hospitals, and at educational workshop days. Three had experience in GP academic posts and one as a registrar ME. There were four major themes. 1) Near-peer teaching by registrars is valuable - both for medical students and registrars. 2) Teaching makes you a better GP - participants noted the transferability of teaching skills to clinical practice. 3) The importance of the teaching context – this was identified as an important determinant for registrars in teaching roles. 4) Registrar teaching strengthens the GP workforce – participants noted that teaching could elevate general practice as a specialty and increase interest in GP training. Conclusions: Study participants saw teaching as a core skill for GPs, with transferability to their clinical practice. Registrar participants wanted greater promotion and support for teaching opportunities that counted towards attainment of Fellowship. These findings have implications for teaching practices, MEs, universities, and training providers. [ABSTRACT FROM AUTHOR]

The article discusses the challenges and opportunities in music teacher education. The author highlights issues such as inconsistency and inequity in P-12 music education, a lack of diverse representation and role models, and a lack of funding and infrastructure for students. The author suggests that music teacher educators should collaborate with scholars in general education and other fields to strengthen their research and address profession-wide problems. They also encourage researchers to examine and collaborate on the implementation of recommendations for music teacher education. The article emphasizes the need for collaboration, innovation, and research-into-practice in order to elevate the field of music teacher education. [Extracted from the article]

The purpose of this research was to evaluate the implementation of the novel Irish Rugby Football Union Coach Education Framework (CEF) on coach–athlete interactions and perceptions. Participants were coaches (n = 4) and athletes (n = 54) from two rugby union teams. Coaches were observed pre-intervention and post-intervention of an education workshop based on the CEF and had nine training sessions video-recorded and analysed using the Coach Analysis and Intervention System (CAIS). Their perceptions of their relationship with their athletes were measured using the Coach–Athlete Relationship Questionnaire (CART-Q). Athlete perceptions of their coaches' behaviours were measured using the Coaching Behaviour Scale for Sport (CBS-S). CAIS results revealed coaches increased the use of 'Management' and 'Feedback' behaviours (p < 0.05) post-CEF, without altering prominent high-volume behaviours (e.g. 'Instruction'). Coaches utilised similar time proportions for CAIS 'Practice', 'Playing' and 'Management' states, respectively, with no significant change post-CEF. CART-Q and CBS-S results revealed predominantly positive perceptions between coaches and athletes for both pre-CEF and post-CEF. Coach education is a non-linear learning process requiring consistent application over long periods of time, however, the alteration in coach behaviours post-CEF, coupled with the largely positive perceptions of both agents of the coach–athlete dyad, is an encouraging step forward for the further implementation of the CEF. [ABSTRACT FROM AUTHOR]

This health literacy intervention study, conducted on adolescent students, aimed to evaluate the impact of a comprehensive educational program on promoting healthy eating habits. The intervention sought to enhance adolescents' knowledge about nutrition, foster self-regulation skills, and ultimately improve their overall health, including their body mass index (BMI). Through a multi- component approach that combined theoretical learning with practical activities and the integration of digital tools such as the MyFitnessPal app, the study targeted improvements in food literacy, which encompasses nutrition knowledge, food label interpretation skills, and cooking abilities. These elements are critical in influencing adolescents' food choices and eating behaviors, with a focus on increasing the consumption of fruits and vegetables while reducing the intake of fast food and processed snacks. The intervention was structured around a series of educational workshops and interactive sessions, facilitated by professionals experienced in nutrition. These sessions covered topics such as food composition, the importance of a balanced diet, and strategies for avoiding excessive consumption of processed and high-energy-density foods. A distinctive feature of the program was its use of digital tools to enhance engagement and allow for the practical application of learned concepts through food tracking and activity monitoring. Preliminary results indicate positive outcomes in terms of increased food knowledge and improved dietary habits among participants. Notably, there was a significant improvement in adolescents' BMI, highlighting the potential of food literacy interventions to contribute to better physical health outcomes. The study underscores the importance of adopting multidisciplinary and technology-enhanced approaches in educational programs aimed at promoting healthy eating among adolescents. The study's findings suggest that well-structured food education programs, tailored to address the specific needs of adolescents, can facilitate positive changes in eating behavior. This highlights the critical role of food literacy in adolescents' health and wellbeing and points to the need for continued investment in research and development to optimize intervention strategies. The integration of digital technologies and a focus on self-regulation strategies are identified as promising avenues for future research and educational practice, reinforcing the call for innovative investments in food education and health promotion among the youth. [ABSTRACT FROM AUTHOR]

Geospatial technology is still a growth area and knowledge of these technologies remains essential for a skilled workforce. In higher education, geospatial curriculum design is predominantly determined by educators and is influenced by what educators believe should be taught. Knowledge of national or regional provision can support a richer understanding of expected provision and areas of over or under-provision to better support the needs of varied geospatial roles and identify possible programme specialisations. In this paper, we describe an approach for evaluating Aotearoa New Zealand’s provision of geospatial education in the tertiary education sector. First, we examine and compare current course offerings in New Zealand’s tertiary sector against selected institutions in five countries using the GIS&T Body of Knowledge and Geospatial Technology Competency Model as a framework for comparison. Second, we evaluate the results of a focus-group workshop of geospatial education providers and geospatial industry stakeholders about perceived needs in geospatial education in New Zealand. We find this approach works well to support a better understanding of what is provided for both educators and industry. By including industry geospatial professionals in identifying perceived gaps, educators’ knowledge of industry needs will grow as well as industry’s understanding of current provision. [ABSTRACT FROM AUTHOR]

In this paper, we highlight the centrality of process in Indigenist community-based participatory research in music education to offer new methodological insights, using a recent investigation that employed conference as research method as a case study. From our perspective as university researchers who are non-Indigenous or Indigenous but not to the land now known as Canada, we describe in detail the process of co-creating a conference grounded in local First Nations Protocols as a research method for our most recent study with Indigenous partners, also showing how the process is related to ceremony. This knowledge creation and sharing conference involved more than 200 Knowledge Keepers, School District Indigenous leaders, and music educators in British Columbia endeavouring to effectively embed Indigenous knowledge in K-12 music classes. We highlight ways we found to be relationally accountable, including providing adequate time to arrive at consensus in all decisions; developing and maintaining trust throughout pandemic lockdowns and restrictions; and locating additional sources of funding to facilitate all Protocols, which led Indigenous participants to report feeling that the conference was a culturally safe place and non-Indigenous participants to report that they found it to be a culturally immersive experience. We became more aware that the very process of discussion and decision making that took place at the many committee and subcommittee meetings leading up to the conference was part and parcel of the ceremonial aspect of this research. Indigenous participants deemed the outcomes and effects of the research/conference credible and trustworthy because they emerged from a planning process that was culturally informed and that had been deemed ethical, legitimate, and appropriate by all planning parties through consensus. [ABSTRACT FROM AUTHOR]

Background: We estimated the short-term effects of an educational workshop and 10-week outdoor walk group (OWG) compared to the workshop and 10 weekly reminders (WR) on increasing outdoor walking (primary outcome) and walking capacity, health-promoting behavior, and successful aging defined by engagement in meaningful activities and well-being (secondary outcomes) in older adults with difficulty walking outdoors. Methods: In a 4-site, parallel-group randomized controlled trial, two cohorts of community-living older adults (≥ 65 years) reporting difficulty walking outdoors participated. Following a 1-day workshop, participants were stratified and randomized to a 10-week OWG in parks or 10 telephone WR reinforcing workshop content. Masked evaluations occurred at 0, 3, and 5.5 months. We modeled minutes walked outdoors (derived from accelerometry and global positioning system data) using zero-inflated negative binomial regression with log link function, imputing for missing observations. We modeled non-imputed composite measures of walking capacity, health-promoting behavior, and successful aging using generalized linear models with general estimating equations based on a normal distribution and an unstructured correlation matrix. Analyses were adjusted for site, participation on own or with a partner, and cohort. Results: We randomized 190 people to the OWG (n = 98) and WR interventions (n = 92). At 0, 3, and 5.5 months, median outdoor walking minutes was 22.56, 13.04, and 0 in the OWG, and 24.00, 26.07, and 0 in the WR group, respectively. There was no difference between groups in change from baseline in minutes walked outdoors based on incidence rate ratio (IRR) and 95% confidence interval (CI) at 3 months (IRR = 0.74, 95% CI 0.47, 1.14) and 5.5 months (IRR = 0.77, 95% CI 0.44, 1.34). Greater 0 to 3-month change in walking capacity was observed in the OWG compared to the WR group (βz-scored difference = 0.14, 95% CI 0.02, 0.26) driven by significant improvement in walking self-efficacy; other comparisons were not significant. Conclusions: A group, park-based OWG was not superior to WR in increasing outdoor walking activity, health-promoting behavior or successful aging in older adults with difficulty walking outdoors; however, the OWG was superior to telephone WR in improving walking capacity through an increase in walking self-efficacy. Community implementation of the OWG is discussed. Trial registration: ClinicalTrials.gov NCT03292510 Date of registration: September 25, 2017. [ABSTRACT FROM AUTHOR]

The East African Society of Physiological Sciences (EASPS) identified many problems associated with the practice and impact of physiology training and graduates within the region. The EASPS, in conjunction with the African Association of Physiological Sciences (AAPS), resolved to tackle those identified problems in the region by organizing a regional conference in Tanzania between November 29, 2023, and December 1, 2023. The conference was successful with remarkable achievements, including production of Physiology Curriculum for African Universities (PhysioCAFUN); launching of the International Union of Physiological Sciences (IUPS) African Physiology Mentoring Program; educational workshops on physiology teaching and skills acquisition; plenary sessions on various inspiring scientific topics for advancement of research capacities and current trends in physiological sciences; presentation of abstracts by authors and publishing of the abstracts as edited conference proceedings in the Journal of African Association of Physiological Sciences; presentation of awards to the top 10 abstracts and 7 other key Local Organizing Committee members and partners; first annual general meeting of the EASPS members; networking of participants within and beyond Africa; and recognition of the formation processes of national physiological societies in Rwanda, Kenya, Uganda, and Tanzania. NEW & NOTEWORTHY: The joint East African Society of Physiological Sciences (EASPS)-African Association of Physiological Sciences (AAPS) conference in Tanzania was a successful event where we launched the Physiology Curriculum for African Universities (PhysioCAFUN) and the International Union of Physiological Sciences (IUPS) Physiology Mentoring Program in Africa. We also organized educational workshops on physiology functional tests that equipped participants with practical skills. Authors presented their peer-reviewed abstracts, which have now been published in the Journal of African Association of Physiological Sciences. Participants attended from 24 countries across Africa, Europe, Asia, and United States. [ABSTRACT FROM AUTHOR]

Objective: To compare the perceptions of participants before and after a one-day workshop on Simulation-based Education. The other objective was to determine the feedback of participants about the one day workshop on Simulation-based Education. Methods: In March 2023, a one-day workshop on Simulation-Based-Education (SBE) was conducted by the Department of Medical Education of Fazaia Ruth Pfau Medical Education in collaboration with the foreign guest faculty through zoom. This workshop was conducted with the participants (faculty members) of the Certificate program. The study adopted quasi experimental (pretest posttest) research design. For data collection we used a validated questionnaire which compromises of three parts. Data was analyzed using SPSS 23. This is a semi-structured questionnaire which consists of four parts. The first part entails the demographic data of the participants. The second structured part collects the perception of participants through 26 statements on 5 points Likert scale (strongly disagree = 1, disagree = 2, agree to some extent = 3, agree = 4, strongly agree = 5). Results: The mean difference in participant perceptions was significant (P<0.05)on 13 statements: Improves communication skills (pretest 3.05±1.050, posttest 4.20±1.056; p=0.004), enhance teamwork (pretest 3.30±0.979, posttest 4.30±0.923; p=0.004), overcomes the challenge of uncooperative patients during real practice (pretest 3.80±0.696, posttest 4.30±0.470; p= 0.008), enact live patients (pretest 2.70±0.923, posttest 3.65±1.040; p=0.004), incopororation into medical education (pretest 3.20±0.894, posttest 4.40±0.503; p=0.000), provide safe, reliastic and conducive learning environment (pretest 2.85±0.875, postest4.00±0.795; p=0.000), provide easy learning (pretest 2.75±0.716, posttest 4.05±0.605 p=0.000), decrease ethical issues with more repeated practice (pretest 2.75±0.716, posttest 3.90±0.788; p=0.000), reduces the effort put in by a faculty in clinical teaching (pretest 2.80±0.696, posttest 3.45±0.999; p=0.039), supplement to clinical practice (pretest 2.75±0.444, posttest 4.55±0.510; p=0.000), evidence required for simulation activities (pretest 2.95±0.605, posttest 4.10±0.641; p=0.000), able to add simulation in clinical subject (pretest 3.15±1.089, posttest 3.80±0.834; p= 0.055), can instruct complex skills without simulation (pretest 2.55±0.887, posttest 3.40±0.883; p=0.018). Conclusions: The study signifiacnaty changed the faculty members’ perceptions of simulation-based education.These encouraging findings may influence their future practice in simulation-based education, allowing them to provide safe, high-quality health care in the workplace and, eventually, enhance patient outcomes. [ABSTRACT FROM AUTHOR]

Evaluating human–wildlife conflict is necessary to reach positive long-term management solutions and aid the conservation of biodiversity. We used indirect approaches to evaluate the Human–Neotropical otter conflict in three river basins with high fishing activity in western Mexico and provided recommendations to mitigate the conflict by identifying the variables that increase the risk of predation of ponds by otters. Human–Otter conflict was moderate, and the opinions of community members toward otters were mostly negative, particularly those of the fishing sector. However, after offering environmental education workshops, the number of people recognizing the importance of protecting the species increased, which could result in the acceptance and tolerance toward otters. Avoiding building ponds at ground level and covering ponds with metal mesh, especially in fish-farms located in the middle and upper areas of rivers, as explored with fish-farmers, merits more experimentation, since it could be a good means for reducing the conflict. [ABSTRACT FROM AUTHOR]

The International Sport Coaching Journal offers summaries of recent coaching and coach education articles from various sport and exercise science journals. These summaries aim to guide readers towards research, authors, and organizations that align with the journal's mission. The articles cover a range of topics, including the impact of educational workshops on coach verbal instructions, strategies for promoting teamwork among athletes, the effects of coaches' facial expressions on athletes' emotional state, the use of goal-setting tools in a youth football academy, the influence of coaching behaviors on children's physical activity levels, the dynamics of parent-athlete-coach triads in youth tennis, and the strength and conditioning practices of judo athletes and coaches. These summaries provide valuable insights for library patrons conducting research on these specific topics. [Extracted from the article]

Background: Physical activity that strengthens muscles and bones at least three times per week are recommended, but few adolescents meet this target. The aim of our study was to adapt and evaluate the feasibility and preliminary efficacy of the Resistance Training for Teens (RT4T) program in Danish lower secondary schools. Methods: Developed and evaluated in Australia, the aim of RT4T is to provide adolescents with competence, confidence, knowledge, and motivation to participate in resistance training. Translation and adaptation were based on the PRACTIS-guide and involved workshops with physical education teachers. Three 7th-grade classes and three 9th-grade classes were recruited for the feasibility study and followed the program over eight weeks. Participants completed a push-up test, a standing long jump test, and a beep-test before and after the intervention. In addition, they completed a survey about their self-efficacy, motivation, and resistance training competency. Four qualitative interviews were performed with participants and their physical education teachers. Results: The participating teachers were motivated for the program, but they had difficulties providing students with appropriate feedback. Students were motivated by the equipment, games, and their improvements in fitness, but motivation declined during the program. A total of 57 students completed the physical tests and answered the survey. Resistance training self-efficacy improved significantly, while most other measures improved over time, without reaching significance. Conclusion: Overall, the RT4T was acceptable and feasible in lower secondary schools in Denmark, but adjustments need to be made to increase the reach and efficacy of the program. [ABSTRACT FROM AUTHOR]

Sharing a passion for the advancement of the discipline, the scientific community provides an authentic environment for new members to acquire the knowledge and develop the professional identity needed for their future careers. Supporting opportunities for higher education students to participate in this community can complement their classroom‐based education and be extremely beneficial to their learning. Situated in the authentic environment of the scientific community, conferences are organized events where professionals meet to advance their discipline, and which have been shown to provide unique learning opportunities for university students. Here we present a modular framework created to support Imperial College London's Master of Science in Immunology students’ attendance at the British Society for Immunology Annual Congress. The module's evaluation indicates an overall students’ satisfaction with the content, organization, teaching, assessment, feedback and community aspects of the framework and draws attention to areas of potential improvements. Furthermore, the data emphasize the importance of preconference preparation, of academic mentoring and discusses the role of peer support. Finally, the data highlight the benefits for students of discovering the true breadth and depth of their discipline, of interacting with members of the community and how these contribute to the development of their professional identity. [ABSTRACT FROM AUTHOR]

This paper presents a comprehensive guide for the design and development of a power electronic converter, specifically focusing on the Buck converter. The guide aims to bridge the gap between theoretical knowledge and practical application, providing engineering students with a hands-on experience in digital control using the STM32 microcontroller. The workshop experience described covers all necessary steps, from the initial design and simulation using tools like MATLAB-Simulink and Plecs to the final implementation and testing of the converter. The educational value of this approach is highlighted, emphasizing the importance of practical engagement in understanding complex concepts related to power electronics. [ABSTRACT FROM AUTHOR]

Background: Since no specific environmental cleaning instructions and methods have been developed for schools to tackle pandemics, and cleaning methods, this study aims to investigate the feasibility of a new effective school cleaning protocol in reducing the environmental contamination in kindergarten and primary school settings. Methods: This study implemented a cluster randomized controlled trial with three-arms, namely two intervention arms - groups A and B, and one control arm – group C. The first intervention arm included the cleaning staff who would participate in an educational workshop and be equipped with disposable wipes, while the second arm, group B, participated in the educational workshop only. The third arm, group C, received no treatments. Results: 1080 sample points were collected from pre-determined sites in the study within the 6 schools. At the 2-week follow-up post-intervention assessment, all sites were found to be clean for group A that used disposable wipes, while group B, without disposable wipes, were found to have left more sites contaminated. Staphylococcus aureus was found in the sites cleaned by group C. Conclusion: Based on the findings in this pilot study, a further study at a larger scale focusing on the education program with enhancement and use of the cleaning protocol can be conducted to train cleaning staff for effective environmental cleaning in a school setting. [ABSTRACT FROM AUTHOR]

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions. [ABSTRACT FROM AUTHOR]

Through this research, the researcher sought to measure the level of financial literacy of the financial consumer, The research community included the branches of Al-Rafidain Bank in Karbala, while the research sample includedi Al-Rafidain Bank, Al-Abbas branch. The researcher relied in his research onp the questionnaire distributed to the financial consumers and investors of the bank, and the number of questionnaires was (250) questionnaires were distributed, and (249) were obtained, The researcher used Exel, Spss, and APSS to obtain the research results. The researcher concluded that the Iraqi financial consumer has the required financial literacy, Although it needs to develop itself in the technological aspect, the economic aspect, as well as the financial investment aspect, The researcher recommended conducting more studies and research regarding the factors affecting the financial consumer and holding educational courses and workshops to introduce financial literacy and include it in curricula and textbooks to realize its importance on the economic situation. The researcher also recommended serious efforts between financial institutions and related institutions in order to eliminate financial illiteracy and obtain A financially literate society. [ABSTRACT FROM AUTHOR]

There is no consensus regarding optimal curricula to teach cognitive elements of general surgery. The American Board of Surgery In-Training Exam (ABSITE) aims to measure trainees' progress in attaining this knowledge. Resources like question banks (QBs), Surgical Council on Resident Education (SCORE) curriculum, and didactic conferences have mixed findings related to ABSITE performance and are often evaluated in isolation. This study characterized relationships between multiple learning methods and ABSITE performance to elucidate the relative educational value of learning strategies. Use and score of QB, SCORE use, didactic conference attendance, and ABSITE percentile score were collected at an academic general surgery residency program from 2017 to 2022. QB data were available in the years 2017-2018 and 2021-2022 during institutional subscription to the same platform. Given differences in risk of qualifying exam failure, groups of ≤30th and >30th percentile were analyzed. Linear quantile mixed regressions and generalized linear mixed models determined factors associated with ABSITE performance. Linear quantile mixed regressions revealed a relationship between ABSITE performance and QB questions completed (1.5 percentile per 100 questions, P < 0.001) and QB score (1.2 percentile per 1% score, P < 0.001), but not with SCORE use and didactic attendance. Performers >30th percentile had a significantly higher QB score. Use and score of QB had a significant relationship with ABSITE performance, while SCORE use and didactic attendance did not. Performers >30th percentile completed a median 1094 QB questions annually with a score of 65%. Results emphasize success of QB use as an active learning strategy, while passive learning methods warrant further evaluation. • Question bank (QB) use and score predicted American Board of Surgery In-Training Exam (ABSITE) performance. • The use of American Board of Surgery Surgical Council on Resident Education or didactic conference attendance did not predict the ABSITE score. • High ABSITE performers completed more QB questions than middle or low performers. • High and middle ABSITE performers had a higher QB score than low performers. • Our findings emphasize the success of QB use as an active learning strategy. [ABSTRACT FROM AUTHOR]

Introduction: A cross-sectional study retrospectively evaluating the perceived usefulness of attending a multi-disciplinary, roundtable, educational prenatal clinic for mothers expecting children with myelomeningocele is presented. Methods: Mothers who currently have children with SB completed a survey which evaluated their overall preparedness, spina bifida education, delivery plans, surgical expectations, and expectations in terms of quality of life and development. Open comments were also collected. Statistical analysis was performed to identify differences between those who attended prenatal counseling and those who did not. Results: Approximately half of these mothers received some form of prenatal SB counseling. Mothers who attended prenatal counseling reported that they felt more informed and prepared throughout their pregnancy, during the delivery of their child and during their initial hospital stay than mothers who did not. They reported that the roundtable discussions were beneficial, and the education they received was useful in helping them form accurate expectations and feel more at ease. Conclusion: This suggests that prenatal counseling and the High-Risk Pregnancy Clinic (HRPC) provides perceived utility to families and mothers and that the HRPC is an effective method of providing prenatal counseling to mothers whose unborn children have been diagnosed with myelomeningocele. [ABSTRACT FROM AUTHOR]

This study intends to determine the awareness and interest of youth in the La Torta Festival of Argao, Cebu. This research aims to provide a program that can boost the interest and awareness of our youth despite many hindrances caused by modern technology. The program is based on the result of this study. Based on the result, the students exhibit a slightly agreeable level of awareness about the festival. The result for knowledge was falling within the "Slightly Agree" category. Students generally display a slightly agreeable attitude toward the festival. The overall result for the festival's significance is moderately positive. Students are inclined to promote the festival through social media, in the "Slightly Agree" category, this means that students are not fully promoting festival in social media. Moreover, significant intercorrelations are identified among demographic factors (age, gender, grade level, and school location) and the level of interest in the festival. Age, gender, and grade level are found to be statistically significant factors associated with interest, while school location does not appear to have a significant impact. Therefore, the null hypothesis was rejected. It is highly recommended that it is necessary to organize workshops and educational sessions to enhance their understanding of the festival's history, cultural significance, and dance traditions. These sessions are engaging, informative, and promote the use of social media platforms among youth to share their festival experiences, images, videos, and stories. This helps to create a sense of community and increase awareness among youth. [ABSTRACT FROM AUTHOR]

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Introduction: The mainstreaming of genomics across healthcare specialties necessitates that all nurses and midwives have a high literacy in genomics. Methods: We aimed to design, develop, implement and evaluate a genomics education workshop for nurses and midwives using action research principles. Results: Registered nurses and midwives completed an online survey regarding genomics confidence and learning needs (n = 274). The results of this survey were used to develop the genomics education workshop. The workshop was run three times (n = 105) with evaluation data being collected both before and after each workshop. Significant improvements in confidence across all learning domains was found following the workshops (p < 0.001). A desire for more education across all learning domains except for genetics knowledge was also identified (p < 0.001). Discussion: Genomics education workshops were found to increase the confidence of nurses and midwives across a range of specialties. Nurses and midwives also expressed a desire for further education in genomics. [ABSTRACT FROM AUTHOR]

Background: Pharmacists are often faced with scenarios in practice that require application of ethical reasoning and decision-making skills. There is limited research on the ethical decision-making processes of hospital pharmacists. Pharmacists who are compassionate and put the interests of their patients first are thought to positively impact on patient care, but there are often complex health-care system pressures in the hospital setting that cause pharmacists to behave in ways that may conflict with professional values and behaviours. This multisite study aimed to evaluate an interactive education workshop on hospital pharmacists' ethical reasoning skills and explore the need for ongoing training and support. Methods: This mixed-methods study was carried out across two health services including three hospitals. It incorporated a pre-workshop survey, a feedback survey immediately post-workshop and a third survey four weeks after the workshop. Semi-structured interviews were conducted with hospital pharmacists at least four weeks after the ethics workshop. Results: In total, 32 participants completed the pre-workshop survey, nominating peers/colleagues as the most common source of support they would consult to inform ethical decision-making (17/118 sources of support). Almost all (n = 31/33; 94%) strongly agreed/agreed that the education session provided them with ethical reasoning skills and a process/framework which they could use when faced with an ethical issue. Pre- and post-survey responses showed increased self-confidence in identifying the regulatory frameworks applicable to pharmacy privacy requirements (p = 0.011) and ethical issues applicable to pharmacy privacy requirements (p = 0.002), as well as applying ethical reasoning to scenarios that involve pharmacy privacy dilemmas/issues (p = 0.004). Participants' self confidence in knowing where to find support when faced with clinical and non-clinical ethics questions was improved (p = 0.002 and p = 0.003 respectively). Participants supported the introduction of quarterly ethics cafes after the workshop, compared to before the workshop (p = 0.001). Conclusion: Hospital pharmacists rely on discussions with colleagues to brainstorm how to address ethical issues. This study showed that a targeted interactive education workshop facilitated familiarity with ethics resources and decision-making processes. It also demonstrated that this approach could be used to enhance hospital pharmacists' readiness, confidence, and capabilities to recognise and respond to challenging ethical issues. [ABSTRACT FROM AUTHOR]

Background: There are calls worldwide for the mainstreaming of genetic testing in breast cancer (BC) clinics, but health care professionals (HCPs) are not always familiar with nor confident about genetic counselling. TRUSTING (Talking about Risk & uncertainties of Testing in Genetics is an educational programme shown to significantly improve HCPs' knowledge, communication, self-confidence, and self-awareness. We rolled out TRUSTING workshops across the UK and probed their influence on mainstreaming within BC clinics. Methods: 1 surgeon, 3 oncologists, and 1 nurse specialist who had attended the original TRUSTING evaluation project were trained to facilitate the 8-hour programme in pairs. The participants (all health care professionals) attending their workshops completed 3 questionnaires: - 1) the Intolerance to Uncertainty Scale, 2) an 18-item multiple choice knowledge questionnaire about BRCA 1/2 gene testing, incidence and risk reducing interventions and 3) a 10-item questionnaire exploring self-confidence when advising patients and their families about these issues. Both knowledge and self-confidence were re-tested post workshop together with evaluation of the facilitators' approach and overall satisfaction with the event. Follow-up questionnaires 3–12 months later examined impact of workshops on HCPs' own practice and how mainstreaming was working in their clinics. Results: 120 HCPs (61 surgeons; 41 nurses; 9 oncologists; 9 other) attended 12 workshops. Knowledge scores (mean change = 6.58; 95% CI 6.00 to 7.17; p<0.001), and self-confidence (mean change = 2.64; 95% CI 2.33 to 2.95; p<0.001) improved significantly post workshop. Ratings for the facilitators' approach were uniformly high (mean range 9.6 to 9.9 /10). Most delegates found the workshops useful, enjoyable, and informative and 98% would definitively recommend them to colleagues. Follow-up data (n = 72/96) showed that 57% believed attendance had improved their own practice when discussing genetic testing with their patients. When asked about mainstreaming more generally, 78% reported it was working well, 18% had not yet started, and 3% thought it was problematic in their centre. Conclusions: Discussing the implications that having a pathogenic gene alteration has for patients' treatment and risk-reducing interventions is complex when patients are already coming to terms with a breast cancer diagnosis. Training facilitators enhanced the wider roll-out of the TRUSTING educational programme and is an effective means of helping HCPs now involved in the mainstreaming of genetic testing. [ABSTRACT FROM AUTHOR]

An observation on the current state of teaching large language models (LLMs) in education is made. The problem of lacking a structural approach is defined. A methodology is created in order to serve as the basis of a workshop in teaching students with different types of backgrounds the correct use of LLMs and their capabilities. A workshop plan is created; instructions and materials are presented. A practical experiment has been conducted by dividing students into teams and guiding them to create a small project. Different LLMs are used for the purposes of creating a fictional story, images relating to the story, and very simple HTML, JS, and CSS code. Participants are given requirements that consider the limitations of LLMs, and different approaches to creatively solving arising issues due to the requirements are observed. The students' projects are hosted on the web, so that they can see the results of their work. They are given the opportunity to use them as motivation for their future development. A survey is created and distributed to all the participating students. The results are analyzed from different angles and conclusions are made on the effectiveness of the workshop in completing its goal of solving the defined problem. [ABSTRACT FROM AUTHOR]

Importance: Spinal cord injury is a lifelong disability necessitating early management of falls during inpatient admissions. However, there is a paucity of research on fall prevention and management in Spinal cord injury rehabilitation. Objective(s): This study aimed at developing a fall prevention program in an inpatient rehabilitation Spinal cord injury unit. Method: A participatory action research approach utilizing a before-and-after, mixed-method design was employed for this study. The study was performed at Rofaydeh Rehabilitation Hospital in Tehran, Iran, from 2021 to 2022. the study implemented Cohen's four-stage model, encompassing the design of a change program, action, observation and evaluation, and feedback stages. A purposeful sampling method was utilized to select 19 nurses and members of the rehabilitation team from the hospital, ensuring maximum diversity. Data collection involved semi-structured interviews, focus groups, and a checklist for fall prevention measures. Qualitative content analysis, alongside descriptive (frequency, mean, and standard deviation) and inferential statistics (paired t-tests and Chi-square tests), were employed for data analysis. The study adhered to COREQ guidelines. Results: Falls were most common among patients aged fifty years or older (P = 0.026). Throughout the study period, men were more likely to experience falls than women (P = 0.01). Preventive interventions have led to significant improvements in indicators of patient monitoring and care, patient education, and environmental safety, as demonstrated by a paired-sample t-test (P<0.001). Moreover, factors contributing to patients' falls included "shortcomings in fall prevention policies" and "lack of knowledge and participation among patients and caregivers." Changes implemented in the Spinal Cord Injury unit involved enhancing interprofessional interactions, conducting educational workshops for patients and their companions, and identifying high-risk patients. These findings indicate a significant decrease in the incidence of falls following the intervention (P = 0.02). Conclusions: The study found that a multifaceted intervention can increase knowledge about fall risks and substantially reduce both falls and associated minor injuries. [ABSTRACT FROM AUTHOR]

Environmental academic conferences synergize efforts to protect people and the planet. However, in-person gatherings result in notable greenhouse gas emissions (usually quantified by global warming potential [GWP] indicator) and other environmental impacts. A hybrid, comprehensive environmental life cycle assessment (LCA) was conducted for the three-day 2022 AEESP Research and Education Conference: Environmental Engineering at the Confluence in St. Louis, MO. The LCA used primary data collected from conference participants and planners, employing four approaches based on changes to transportation and accommodation modeling assumptions to determine a range of impacts. The assessment found that attending the three-day conference resulted in 428 kg CO2eq per person, which is between three and four times the emissions associated with the activities of a United States resident during three routine days. A total of 783 conference attendees traveled approximately two million cumulative miles across different intercity transportation methods. Intercity transportation contributed approximately two-thirds to the overall GWP associated with conference execution and exhibited a similar magnitude in many other impact categories. Accommodation, food, and conference venue building electricity also contributed notably to environmental burdens. The analysis allowed for the examination of particular conference decisions aimed at reducing environmental impacts. The study found that effective reduction methods include offering accommodation in university residence halls, enabling intercity bus transportation, encouraging carpooling and use of local public transportation, selecting accessible host locations, and serving plant-forward menus. [ABSTRACT FROM AUTHOR]

Background & Objective: Academic burnout is a prevalent and unwanted syndrome that affects a large number of students. Therefore, it is necessary to determine the possible variables that might safeguard students from burnout. The aim of this study was to examine how academic grit acts as a mediator in the relationship between achievement goal orientations and academic burnout among Iranian medical students. Material & Methods: The current study was descriptive with a correlational design. The sample for this study included students enrolled at Kashan University of Medical Sciences during the academic year 2022-2023. A total of 391 students were chosen as participants using a multi-stage selection method. The data collection tools were Elliot and McGregor's Achievement Goal Orientations Questionnaire, Bresó et al.'s Academic Burnout Questionnaire, and Duckworth and Quinn's Grit Scale. The data were analyzed using Structural Equation Modeling (SEM) in smart-PLS software. Results: The findings indicated that mastery-approach (ß = -0.216, p = 0.001) and performanceapproach (ß = -0.165, p = 0.003) goal orientations directly and adversely predicted academic burnout. Moreover, mastery-avoidance (ß = 0.172, p < 0.001) and performance-avoidance (ß = 0.205, p < 0.001) goal orientations directly and significantly predicted academic burnout. Furthermore, academic grit mediated the association between all types of achievement goal orientations, except mastery avoidance, and academic burnout. Conclusion: Given the adverse effects of academic burnout, it is suggested that responsible bodies in medical science universities take significant measures to promote mastery-approach and performance-approach goal orientations and decrease mastery-avoidance and performanceavoidance goal orientations among students. Further, students' academic grit could be increased via educational workshops and counseling sessions. [ABSTRACT FROM AUTHOR]

The research reviews the nature of the impact of gossip in the workplace, with its dimensions, on the dependent variable, job burnout, mediated by the employee’s silence with its dimensions, through analysing the relationship between the dimensions of the variables. The research aims to help the researched organization address job burnout. The research began with a problem that included questions, including (the extent of the researched organization’s interest in addressing the impact of Gossip) and the results showed this through the importance of the research. Using a questionnaire form, a purposive sample (all teachers) of (282) teachers was adopted in the College of Education for Human Sciences / University of Kerbala. At the same time, the statistical tools were represented by linear regression, correlation coefficient, structural equation modelling, and path analysis. Structuring the equation, a set of conclusions was obtained, the most important of which was (that increasing gossip in the workplace in the presence of employee silence leads to a high increase in employee burnout). The most important recommendation was (the need for the studied institution to work to reduce the level of gossip at work, burnout, and employee silence. Following the following administrative practices (development and training, empowerment, incentives and rewards, organizational justice, credibility, managing relations between employees, and administrative trust), not only setting codes of ethical behaviour and urging employees to adhere to them, as well as conducting educational guidance workshops and training courses on negative and deviant behaviours in a way In general and gossip in particular, about its dangers and causes on society and the institution studied. [ABSTRACT FROM AUTHOR]

The aim of training and mentoring activities for vocational pharmaceutical personnel to become people in charge of small traditional medicine businesses are to improve the quality and safety of traditional medicine products as well as improve the technical and managerial skills of vocational pharmaceutical personnel so that they can carry out their role as people in charge effectively. The methods used theoretical presentation sessions, questions/answers and discussions for online training and discussions, FGDs, workshops and case studies for offline mentoring at the Islamic University of Madura which were conducted on 88 students of the diploma three Pharmacy Study Program, Faculty of Health, Islamic University of Madura. The result is community service through training activities and mentoring for pharmaceutical vocational staff to become people in charge of small traditional medicine businesses, receiving an enthusiastic and positive response from the participants present. [ABSTRACT FROM AUTHOR]

The aim of the training and assistance activities in making healthy drinks to relieve heartburn are to provide knowledge, skills to individuals or groups and provide solutions regarding healthy drinks to relieve heartburn that are good to drink, especially when breaking the fast in the month of Ramadan and to develop entrepreneurial character. The method used the provision of preparation materials for making healthy drink recipes, questions and answers, discussions, practice and mentoring carried out for 24 students of the SMK Kesehatan Surabaya in the classroom and gazebo of the school environment. The result are the service to community through training activities and assistance in making healthy drinks to relieve heartburn getting a positive and enthusiastic response from the participants present. [ABSTRACT FROM AUTHOR]

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Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion 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.)

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion 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.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH 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.)

Copyright of Die Deutsche Schule is the property of Waxmann Verlag GmbH 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.)