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Maha Ali Al Mohaya,1 Mansour M Almaziad,2 Khalid A Al-Hamad,3 Mohammad Mustafa4 1Oral Medicine & Special Care Dentistry, Prince Sultan Military Medical City, Riyadh, Saudi Arabia; 2Oral Medicine and Pathology, Prince Sultan Military Medical City, Riyadh, Saudi Arabia; 3Oral and Maxillofacial Department, Majmaah University, Majmaah, Saudi Arabia; 4Scientific Research Center, Prince Sultan Military Medical City, Riyadh, Saudi ArabiaCorrespondence: Maha Ali Al MohayaOral Medicine and Special Care Dentistry, Prince Sultan Military Medical City, Riyadh, Saudi ArabiaEmail malmohaya2013@gmail.comBackground: The coronavirus disease 2019 (COVID-19) pandemic necessitated widespread changes in delivery of dental care. Telemedicine utilization increased overnight during this pandemic because of its ability to enhance access to oral healthcare, easily link to remote area, time management, low cost, etc. We aimed to identify the utilization of telemedicine among oral medicine practitioners in Saudi Arabia during COVID-19 pandemic and identify future impacts, potential challenges and barriers hindering the implementation of telemedicine.Methods: The present cross-sectional electronically self-administered supplement-based survey Supplement Based Survey study was conducted among different professional levels of oral medicine involving consultants, specialists, and residents. The supplement includes demographic data, the current use of telemedicine, participant’s perspective on future implications, and potential barriers and limitations of telemedicine. Internal consistency was measured using Cronbach’s alpha (α) to assess how closely related a set of items in our study.Results: Of the total (N = 75) oral healthcare professionals, 52% were male, 70.7% were Saudi, 45.3% were consultant, 42.7% had 1– 5 years of experience, 82.7% were practicing in urban areas, 93.3% stated COVID-19 affected their clinics, consultation was the major reason for the use of telemedicine before (50.7%) and during (72%) COVID-19 outbreak, 57.3% were communicating with their patients, 97.33% had not experienced any cyber risk, and 45% patients were satisfied with the telemedicine service; our data showed a high level of homogeneity (α = 0.82). The poor knowledge and training on telemedicine technologies may substantially (p < 0.05) impact the future implications of telemedicine in oral medicine practice.Conclusion: Telemedicine could be a useful adjunct for oral medicine practice, especially for remote diagnosis, consultation, referral, training and education. Our study emphasizes an urgent need to increase the awareness and education on how to utilize and practice telemedicine technologies among medical staff to maximize the efficiency.Keywords: awareness, barriers, COVID-19, oral medicine, telemedicine

This study aimed to determine the effectiveness of two different occupational therapy interventions applied to university students with severe nomophobia. Forty-six participants were assigned to cl...

The management of self-directed learning is especially critical for massive open online course (MOOC) learners. This mixed-method study investigated MOOC instructors’ strategies to facilitate learn...

Interfaith dialogue can encourage learning between members of different religions. Facilitators of interfaith dialogue must support, encourage, and challenge participants to engage with others in d...

This paper presents the qualitative results of a larger mixed-methods study that examined teachers’ experience transitioning to online teaching and learning (OTL) in Malaysian higher education (HE) institutions to understand how academics perceived their OTL readiness and what competencies were perceived to be central during the Covid-19 pandemic. Data collected from twenty-two teachers (n = 22) (three public;three private HEs) through semi-structured in-depth interviews revealed that OTL readiness was perceived through course design, communication competence, time management, and technological competence. Additionally, agentic competence emerged as crucial in shaping resilience and adaptability during the transition to OTL. The paper makes two contributions. First, the study contributed to the literature on online teaching readiness in that reconceptualisation needs to be holistic and inclusive due to the unique HE context. Second, it provides valuable insights to those who devise training exercises and universities required to respond to them in enhancing teacher agency. [ABSTRACT FROM AUTHOR] Copyright of Teaching in Higher Education 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.)

Background People with cognitive impairment often need support to perform everyday-life activities. Interventions are available, but evidence-based interventions are lacking. Aim This pilot RCT aimed to investigate use of an intervention with an interactive digital calendar with mobile phone reminders (RemindMe) in relation to change in outcomes and impact on occupational performance, independence, health-related quality of life, and psychosocial impact of the support for people with cognitive impairment. Method The study design was a multi-centre parallel-group pilot RCT [ClinicalTrails.gov, identifier: NCT04470219]. Fifteen participants from primary rehabilitation centres in Sweden were recruited and randomly assigned to intervention group (n = 8) receiving the intervention with RemindMe, or control group (n = 7) receiving usual treatment by an occupational therapist. Data were collected at baseline, after two- and four months, and analysed using descriptive and non-parametric statistics. Result The Canadian Occupational Performance Measure (COPM), and the Functional Independence Measure (FIM item n-r) showed significant differences. There were no significant differences in health-related quality of life nor in the psychosocial impact of the used support. Conclusion Plausible changes in outcome measures were found in COPM and FIM (items n-r). These instruments indicate change in outcome measures and impact on occupational performance and independence. Funding Agencies|VR FORTE [2014-4100]; Region Ostergotland [LIO-815111]; Swedish Stroke Association (STROKE-Riksforbundet)

In a neoliberal socio-political climate, there is increased pressure at work as well as greater expectations regarding the performance of non-work roles. These factors compound the challenge of cop...

Introduction During the COVID-19 pandemic, most educational institutions have opted for online education rather than traditional modes of education to protect their employees and students. Online education has been gaining momentum in almost all countries around the world. This coincides with the recently introduced competency-based medical education in India which has embraced online education. This poses a new challenge for the institutions involved, the instructors or teachers, and the students since they must adapt quickly to the new mode of learning. Online education requires teachers to improve their competency in three major areas; pedagogy, technology, and content knowledge. Some of the challenges include; lack of technological skill, poor time management and lack of infrastructure. As technology rapidly advances, health care education systems must also advance in tandem. To implement the new competency-based system and online education, the institutions and the individuals must realize the importance of online education, identify the barriers and quickly work on solutions for success. Methods This review was conducted based on various research papers on the topic of online medical education, the challenges faced by faculty members, and the opinion of students on this dilemma. Search terms included online medical education, COVID19, competency-based medical education. Conclusion This review identified various challenges posed by online education on the current medical curriculum, faced by both faculty members and students, especially under the light of the Competency-Based Undergraduate Curriculum for Indian Graduates. Different solutions were proposed to overcome these challenges.

Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachers’ implementation of a supplemental academic language curricula. Despite high satisfaction...

Flexible learning removes barriers relating to time, place, and pace. While time management skills have been identified as necessary for learners to take advantage of flexible learning, relatively ...

Harjit Kaur Singh,1 Gerard Kennedy,1– 3 Ieva Stupans1 1The School of Health and Biomedical Sciences, RMIT University, Bundoora, VIC, Australia; 2School of Science, Psychology and Sport, Federation University, Melbourne, Australia; 3Institute for Breathing and Sleep, Austin Health, Melbourne, AustraliaCorrespondence: Harjit Kaur SinghSchool of Health and Biomedical Sciences, RMIT University, Bundoora, VIC 3083, AustraliaEmail s3200840@student.rmit.edu.auObjective: An exploratory qualitative study was conducted to explore how stakeholders – participants and coaches experienced, and made sense of, being involved in coaching for people with poorly controlled hypertension.Methods: Two pharmacists provided monthly health coaching sessions to twenty participants for three-months. Qualitative semi-structured interviews of participants were carried out by pharmacist coaches at baseline, one month, and at three months post-study completion. The pharmacist health coaches were also interviewed. Participant and pharmacist audio-recorded interviews were transcribed verbatim and analyzed thematically.Results: Twenty participants with poorly controlled hypertension received health coaching. Analysis of the transcripts from participant interviews indicated the emergence of three main themes “beliefs about and management of hypertension”, “reflection on health goals” and “understanding of and experiences from health coaching”. Only one theme emerged from the pharmacist interviews: “logistics of health coaching in pharmacy”.Conclusion: Analysis of interviews showed that participants experienced a variety of positive health changes. Changes included a better understanding of health coaching, more realistic beliefs about hypertension, and improved management of hypertension and health goals. Participants were also positive about their experiences of coaching. Interviews with the pharmacists revealed factors such as planning, teamwork, and time management which are related to the implementation and provision of health coaching in community pharmacy practice which could be overcome through consideration and planning.Keywords: attitudes, opinions, behavior change, hypertension

Shortening the school week is a controversial policy with little empirical investigation. We examine how shortening the school week can affect the time allocation of children and their parents. In ...

Based on a model for the experience of timelessness in organisations, this study aims to empirically study the relationship between timelessness and creative process engagement. Research provides a...

For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals re...

There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explore...

This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers’ classrooms as part of clinically-based teacher preparation....

A large literature shows that relatively young students perform worse in class. Using data from the ‘Health Behaviour in School Aged Children’ international survey, we additionally find robust evid...

Balancing higher education, study, family life and a professional role is a complex task for many women students. Family support, work commitments and feelings of guilt can impact on how mothers ca...

Aims: To describe the experiences of employers, work colleagues, and mentors who have recently worked with new veterinary graduates in New Zealand, explore factors influencing perceptions of new graduate performance, and identify opportunities for providing better support to new graduates and their employers. Methods: All veterinarians registered with the Veterinary Council of New Zealand (VCNZ) were invited to participate in a cross-sectional survey. Descriptive statistics were calculated for all study variables and a mixed-effects multivariable logistic regression model was constructed to explore factors associated with perceptions of new graduate performance. Thematic analysis was performed on free-text comments to identify key issues with new graduate support. Results: The survey was completed by 83 veterinarians with 68 (81.9%) providing information on 95 individual new graduates they had mentored. New graduates exceeded expectations in their ability to research cases and communicate with colleagues while time management and awareness of financial issues were highlighted as weaknesses. The mean total time respondents spent supervising new graduates during their first year was 166.8 (median 95; min 0; max 852) hours. New graduates who were not considered the best applicants for the job and those who had left their job were 6.3 (95% CI = 2.11-11.8) and 5.4 (95% CI = 1.55-19.0) times, respectively, more likely to be rated as performing below expectations. Thematic analysis revealed major themes related to the inadequate preparation of students in veterinary school, employers lacking adequate training and resources to supervise new graduates, and intergenerational differences in work ethic and expectations, which may be contributing to burnout and dissatisfaction for new graduates and their employers. Components of new graduate support programmes that were perceived to be most helpful were having regular meetings between the supervisor and employee to discuss performance and wellbeing, having compulsory sessions with an experienced veterinarian for career advice, and having non-compulsory checklists of technical and non-technical skills to guide professional development planning. However, there was varying levels of support for including these measures in a formal new graduate support programme. Conclusions: While respondents highlighted many challenges faced by new graduates and their employers, there was often disagreement about the root cause of the problem and potential solutions. Clinical relevance: Providing non-compulsory checklists to help employers work with new graduates to develop tailored professional development plans and support structures within their unique practice environment may result in more positive experiences as new graduates transition from student to independent practitioner.

Scheduling an access service team made up of full-time staff and student workers to ensure a consistent coverage of service points is an important but time-consuming task for access service manager...

It is no longer sufficient for higher education providers to solely focus on fostering academic research communication skills in their doctoral candidates, as a broader skillset is needed to commun...

The purpose of the study is to understand secondary science teachers’ self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwes...

This account of practice follows an action learning project that considered the contribution of the ‘L = P + Q + R’ formula to the teaching of thinking skills to 31 pre-service teachers in Turkey, ...

This study examined 388 elementary education teacher candidates (n = 388) across four semesters in one educator preparation program about their experiences completing the performance-based assessme...

This study measures students' unintentional procrastination, as captured by ‘the number of days delayed,’ or ‘delay.’ ‘Delay’ is the difference between the day that a student indicated that he or s...

Faculty are often evaluated on perceptions of their teaching effectiveness, their service activities, and their research productivity. To meet their institutional standards in each area, the facult...

Public administration scholarship has documented the effectiveness of rubrics in assessing student competencies within classrooms and across MPA programs. Rubrics are one of many innovative techniq...

This paper investigates early childhood education and care (ECEC) institutions’ opportunities to build a learning organization and master future innovations by focusing on core components, implementation drivers, leadership, and collective collaborative systems. The paper is based on results from semi-structured interviews with ten ECEC leaders from three different municipalities in Norway that had taken part in the Being Together (BT) innovation five years earlier. Three areas were identified as crucial for the continuation of ECEC teachers’ capacity building: (1) a strong focus on implementation processes and sustainability; (2) transformational leadership; and (3) developing professional learning communities. Potential challenges to building capacity in ECEC institutions include the variety of educational backgrounds among ECEC staff members in Norway and too little time to create professional learning communities.

This study evaluates a peer-delivered intervention for high school students with impairing attention deficit hyperactivity disorder (ADHD) symptoms targeting organization, time management, and plan...

The purpose of this study was to explore the perspectives of general and special education teachers regarding the barriers to the successful implementation of co-teaching in inclusive classrooms at...

The advancement of college reading abilities from novice to expert is not an automatic outcome of an undergraduate education. Faculty play a large role in the undergraduate academic reading experie...

Recent data reveal that nearly half of all full-time undergraduate students in the U.S. are employed, which means balancing competing responsibilities related to work, school, family, and social li...

Over the past nearly 30 years, Russian universities have been buffeted by external forces necessitating attempts to adjust to a fast-changing academic climate, both globally and regionally. Based o...

We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the uniq...

When researching and writing scholarly papers for semester-long projects, undergraduate students face challenges, such as research anxiety, overestimation of research skills, poor time management, ...

Given the declining number of tenure-track positions, the academic job market has become fiercely competitive, often forcing faculty to make difficult choices, including living apart from their par...

Despite its numerous benefits, dialogic discussion seldom occurs in secondary history classrooms. To examine ways to promote it, this study compared two ninth-grade classes’ productive disciplinary...

Undergraduate research experiences (UREs), whether within the context of a mentor-mentee experience or a classroom framework, represent an excellent opportunity to expose students to the independent scholarship model. The high impact of undergraduate research has received recent attention in the context of STEM disciplines. Reflecting a 2017 survey of statistics faculty, this article examines the perceived benefits of UREs, as well as barriers to the incorporation of UREs, specifically within the field of statistics. Viewpoints of students, faculty mentors, and institutions are investigated. Further, the article offers several strategies for leveraging characteristics unique to the field of statistics to overcome barriers and thereby provide greater opportunity for undergraduate statistics students to gain research experience.

Recess in the United States is decidedly limited in elementary schools, despite numerous research findings that support unstructured play as a vehicle for development across multiple domains. It is...

The context of higher education in Canada suffers from alarming rates of dropout and prolongation of study programmes. The lack of academic writing ability and feeling of isolation are among aggrav...

The case method (CM) is a powerful instructional tool for promoting active learning and has been encouraged by a number of universities and the Ministry of Education, Culture, Sports, Science and T...

Marketing instructors have long struggled with the issue of free-riding in groups. “Flocking” students based on shared motivation levels has been found to reduce free-riding among undergraduates, b...

Recent research emphasises significant interconnections between teacher educators’ normative beliefs, their relations with student teachers and their teaching methods. In an attempt to better understand how teacher educators perceive of their work task, interviews were conducted with twelve Early Childhood teacher educators at a Swedish University. Four dimensions are in focus: (1) What in your work situation are you most satisfied with? (2) Describe your approach to students. (3) Describe any personal or professional dilemmas you may have experienced. (4) How do you think we can best maintain quality in teacher education? Results of the study show that teacher educators’ professional development is largely determined by intrinsic motivation. Positive aspects relate to feelings of self-esteem, nurturing meaningful relationships, and caring for students; negative aspects relate to concerns about a heavy workload, professional ambiguity and a lack of time for scholarly pursuits. Developing a professional identity involves a conscious choice of pedagogical methods (teaching), self-cultivation and sharing of knowledge through research (scholarship), and administrative responsibilities (service). The complexities and challenges involved in being a teacher educator are many.Understanding how teacher educators’ normative beliefs influence their work and relationships is an essential component for future research on teacher education professionalism.

Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that is characterised by inattention, hyperactivity, and impulse control problems. Students with ADHD are entering high...

Sales managers often take on the dual responsibilities of managing a sales team and selling to customers. This practice raises questions about how sales managers’ time allocation to managing and se...

The objective of this study was to explore the factors of professional readiness in the healthcare field of athletic training. We used a qualitative research design based in grounded theory. Partic...

As student retention, persistence, and degree completion become important to the survival of Christian higher education, research on the influence of academic advising continues to emerge. Little r...

Objective: To assess awareness about prolonged sitting and acceptance of interventions to reduce bouts of prolonged sitting. Participants: Undergraduate, graduate, and professional students and faculty from a large public university. Methods: Eight focus groups were conducted with 4 groups of undergraduate students and 4 groups of graduate/professional students. Eight key informant interviews were conducted with faculty. Content analyses were performed using inductive and deductive techniques to elicit common themes. Results: Many students and faculty were not aware of the detrimental effects associated with prolonged sitting. Barriers to movement in university settings included social acceptability, environmental constraints, and academic requirements. Acceptable interventions included: faculty prompts, changes to pedagogy, educational campaigns, and structural changes to classroom designs. Conclusions: University settings represent an opportunity to address issues related to prolonged sitting that may address immediate health implications, as well as establish behaviors and practices that can be continued in work-based settings.

The human brain is a social organ. Whatever an educator’s instructional goals or lesson plans, students’ brains experience the classroom first and foremost as a social system. Neuroscience research...

As the Australian labour market restructures and the pace of technological advances quickens, reskilling and up-skilling are now required for sustained employability. Thus, many adults embark on fu...